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Faculty and writing center tutors bring expertise to writing as practice and pro-cess. Yet at many institutions, the two groups work in relative isolation, missing opportunities to learn from each other. In this article, I describe a faculty de-velopment initiative in a multidisciplinary writing program that brings together new faculty and experienced undergraduate tutors to workshop instructors' com-ments on first-year writing. The purpose of these workshops is to assist faculty in crafting inquiry-driven written responses that pave the way for collaborative faculty-student conferences. By bringing together scholarly conversations on tu-tor expertise and the role of faculty comments in student learning, I argue for the value of extending partnerships between writing centers and programs. Such ac-counts are important to the field for challenging what Grutsch McKinney (2013) calls the "writing center grand narrative," which limits the scope of writing center work by imagining centers primarily as "comfortable, iconoclastic places where all students go to get one-to-one tutoring on their writing" to the exclusion of lived realities (p. 3). In this case, I describe a writing center where tutors bring their expertise outside the center and into the faculty office, consulting in small groups with faculty with the aim of enriching the quality of instructor feedback in first-year seminars.

This open-access book by Steven J. Corbett, Beyond Dichotomy: Synergizing Writing Center and Classroom Pegagogies, is available to be downloaded free. it is described as follows: How closely can or should writing centers and writing classrooms collaborate? Beyond Dichotomy explores how research on peer tutoring one-to-one and in small groups can inform our work with students in writing centers and other tutoring programs, as well as in writing courses and classrooms. These multi-method (including rhetorical and discourse analyses and ethnographic and case-study) investigations center on several course-based tutoring (CBT) partnerships at two universities. Rather than practice separately in the center or in the classroom, rather than seeing teacher here and tutor there and student over there, CBT asks all participants in the dynamic drama of teaching and learning to consider the many possible means of connecting synergistically. This book offers the "more-is-more" value of designing more peer-to-peer learning situations for developmental and multicultural writers, and a more elaborate view of what happens in these peer-centered learning environments. It offers important implications-especially of directive and nondirective tutoring strategies and methods-for peer-to-peer learning and one-to-one tutoring and conferencing for all teachers and learners of writing.

Starting a Dissertation Writing Group (In a Writing Center). in CHE, ProfHacker. Offers some models and advice.

Via CompPile: "This review-essay of Lee-Ann Kastman Breuch's Virtual Peer Review: Teaching and Learning about Writing in Online Environments focuses on virtual peer review (VPR) and its place in composition pedagogy. Breuch's two main points of interest are what is gained by immersing students in online learning, and what could the composition community lose during the transition. In six chapters, Breuch discusses these ideas respectively: 1) how to distinguish the differences between VPR and face-to-face peer review through the use of remediation, specifically with reference to three characteristics of Computer Mediated Communication (CMC): time, space and interaction; 2) how these dimensions play out in virtual communication and instruction; 3) a more focused analysis of the 'tension' that arises when peer review is placed in the virtual world; 4) the challenges of the ownership of ideas in VPR; 5) other concerns raised about VPR; and 6) how VP can be used in the classroom and other writing contexts, the university Writing Center being one example. [Jennifer Maness] "

home page for the D.C. area peer tutoring group for secondary school writing and learning centers. Lists events in the area and links to resources for secondary school writing centers

Includes resources on: Writing groups Writing literature reviews Presenting research The job search Discipline-specific resources

Looks at collaborative learning and collaborative pedagogy in the writing center and how to overcome the challenges of both.