Conversational Analysis of Three Tutoring Sessions Involving Disability, Gender, and Second Language
| Role | Name as printed | Affiliation as printed | Paper |
|---|---|---|---|
| Chair | Michele Eodice | University of Kansas, Lawrence → University of Kansas | |
| Speakers | Ben Rafoth | Indiana University of Pennsylvania → Indiana University of Pennsylvania | A Context for Analyzing Conversation in Tutorial Sessions |
| Speakers | Rebecca Day Babcock | University of Texas, Permian Basin, Odessa → The University of Texas of the Permian Basin | The Limits of Nondirective Tutoring with Writers Who Are Deaf and Learning Disabled |
| Speakers | Brian Fallon | Indiana University of Pennsylvania → Indiana University of Pennsylvania | Flirting, Gender, and Sexuality: Shifting Frames in Tutorial Interaction |
| Speakers | Marcy Trianosky | Hollins University, Roanoke, VA → Hollins University | The Value of Recurring Tutorials: Building Relationships between ESL Students and Writing Center Tutors |
Source
NCTE's program, near page 59 of the file. Names link to a person page only for people listed at two or more conventions.
Cite as: Conference on College Composition and Communication. “Conversational Analysis of Three Tutoring Sessions Involving Disability, Gender, and Second Language.” 2006 Convention Program, Chicago, session I.21. Via CCCC Program Reader, November 3, 2026.