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Talk presented at the 2014 IWCA conference, a history of IWCA, by Joyce Kinkead, Muriel Harris, Jeanne Simpson, Pamela Farrell Childers, Lady Falls Brown, and Jeanette Harris

see also: http://lyris.ttu.edu/read/messages?id=24481337

This article presents three case studies that closely examine various types of inter-actions taking place in writing center tutorials involving newly arrived pre-ma-triculated ESL writers. By learning what strategies tutors commonly use and how successfully the ESL writers negotiate their goals for the visit and the form and meaning of their text through this sample, this study aims to help identify what characterizes successful tutorials and what unique challenges English language learners might face when interacting with tutors. Results from these case studies show that it is not how many corrections tutors make or suggest for the students' papers, but how much the tutors engage their tutees in a meaningful dialogue that brings satisfaction to the ESL students. Findings also suggest that deliber-ate efforts should be made to equip ESL writers with necessary metalanguage to communicate their goals for their visit.

see also: http://lyris.ttu.edu/read/messages?id=19365376 see also: http://lyris.ttu.edu/read/messages?id=20940331

a lengthy discussion of the language directors use when discussing writing center offerings and needs with various populations (administration, students, faculty)

a PowerPoint guide tailored to student needs from Carnegie Mellon's Global Communication Center

Jessica MurrayFlorida Atlantic University From Praxis: "When ESL writers write, they are attempting to be heard in an academic community. One of the academy's shortcomings is its disinclination to hear from writers who struggle with academic discourse. In a contact zone, such as a university that includes accomplished and novice academics, communication becomes a casualty (particularly with novices whose first language is not English)."

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This video, produced by Mountwest Community and Technical College, demonstrates a typical tutoring session, including the greeting, the assessment of the student's needs, the creation of an agenda, the evaluation of the writing, the confirmation of the student's ideas, and the creation of a plan of action.

a handout from Carnegie Mellon's Global Communication Center that discusses thesis statement and topic sentence construction

resources related to working with developmental writers in the writing center see also: http://lyris.ttu.edu/read/messages?id=20149331

An annotated bibliography covering relatively recent books and journal articles; topics include philosophy, theory/practice, pedagogy, evaluation, assessment, and graduate writing support

an in-depth discussion of questions specific to two-year and technical colleges