Group items tagged

"The Journal of Writing Research (JoWR) is an international peer reviewed journal that publishes high quality theoretical, empirical, and review papers covering the broad spectrum of writing research. The mandate of the Journal of Writing Research is: to publish excellent and innovative writing research drawn from a range of academic disciplines (e.g. psychology, linguistics, pedagogy, design studies, communication studies, information and communication technology, learning and teaching) to stimulate interdisciplinary writing research to be fully international to apply high academic standards, including double blind peer review to share knowledge through open access "

"The 18 entries in this bibliography summarize select articles and dissertations that focus on the effects of mandatory writing center visits. The entries are divided into two parts: Part 1 presents summaries of studies that emphasize quantitative and qualitative data. Part 2 presents studies that rely on anecdotal evidence and theoretical arguments."

Writing centers and mandatory visits, an annotated bibliography, in the WPA-CompPile research bibliography series, July 2013

"This article explores some important insights offered by second language acquisition research, focusing in particular on the findings of interactional and Vygotskyan approaches. Finally, it argues that writing centers may be an ideal place for second language writers to work on their writing."

An Inside Higher Ed article about being in a learning commons where the Writing Center shares space with a Qualitative Learning Center.

a handout on organization; extending writing lab offerings beyond the English Department; training tutors to create handouts; an account of a center's founding; mailing list

an in-depth discussion on backlash against a director's attempts to introduce a majority-white staff to issues of racism and cultural sensitivity

a discussion of creating an internship program for senior English majors

discussing pros, cons, and options

Kyle Bell graduated from the State University of New York College at Plattsburgh in the spring of 2014. He has embarked on an accelerated B.A./M.A. TESOL from Stony Brook University. In "Multiliteracy Memes," Bell uses memes and PowerPoint to challenge common misconceptions about The Claude J. Clark Learning Center and about tutoring.

a discussion of how WCs define "enough" when it comes to usage (i.e. what is an adequate percentage of sessions filled?) see also: http://lyris.ttu.edu/read/messages?id=24100333

The Writing Space was developed by Elizabeth Busekrus. Missouri Baptist University Writing Coaches post prompts in the hopes of creating a conversation between students and the coaches. She has written an essay about this project in WLN Sept. Oct. 2014 titled "The Writing Space: A Forum for the Technological Age."

Gabrielle Seeley University of Colorado at Colorado Springs From Praxis: "A writing center consultant explores strategies for empowering students writers. When I began training to work in the Writing Center at the University of Colorado at Colorado Springs (UCCS), I perceived it to be an inherently feminist learning space."

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)."

A consulting article from the Praxis back issues.

From Praxis: "The notion that writing is a constantly negotiated activity with no clear-cut right or wrong answers may be a cliché among writing center professionals, but among undergraduate tutors, especially newly hired ones, it can be an earthshaking realization."

responding to tutor concerns regarding faculty competence

discussing what to do when a faculty member "escorts" a student to the WC

"College readiness has several dimensions, but of particular import is readiness to produce scholarly work that meets the expectations of college instructors. Differences from high school and college are well documented in the literature, and this study adds to that body of work by delineating the characteristics of first-year college assignments through a qualitative analysis of college faculty assignment instructions. Three themes emerge from the analysis: information literacy, especially initiating inquiry; academic writing, especially citing evidence in support of a thesis; learner dispositions, especially curiosity, open-mindedness, self-reliance, and perseverance. Findings have implications for high school library programs and high school teachers as well as librarians working with first-year college students."

The second issue of tutors includes fiction, poetry, memes, and an Instagram page about tutoring and tutors.