Abstract
To question how she constructed an earlier idea about the role resistance takes in peer tutoring, a college professor examined the literature review she had prepared for the first chapter of her doctoral dissertation. In the literature review, the professor intended to establish an interpretive lens to comment about an African-American woman's experience of peer tutoring in a writing center. The argument constructed in the dissertation explored how peer tutoring helps students establish their authority as writers. Answers to such questions as what scholars and types of scholarship were privileged in the review and what the choice of "the literature" suggests about the research design of the dissertation reside in the multidisciplinary approach tentatively taken in the review of the literature. (Contains 16 references.) (RS)