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"Write it Like Disaster": A Compilation of Music by Writing Center Staffers, Professionals, and Allies is available for free streaming/download. There are  a range of genres and recording styles. A 2015 Southeastern Writing Center Association (SWCA( compilation.

"a compilation of music by writing center staffers, professionals, and allies" Compiled by Scott Whiddon and Stacia Watkins, Fall 2014; Design by Brad Walker

This video presents a workshop in which Dr. Monique Akassi, Director of Morgan State University's Writing Center, teaches students to code switch and code mix from Ebonics to English. Dr. Akassi stresses how code switching and mixing can help students write in English and incorporate both languages in their writing.

a list of resources on topics including: history; administration, program development, and professional concerns; graduate student administration; theory; practice; peer tutoring training and issues; online writing centers; and K-12 Writing Centers

"The WAC Clearinghouse provides access to the following books and books series. To date, more than 50 books are available on this site and additional books are in production. All books are available for free viewing and/or download. To view books, click on book covers, books series titles, or links in the new releases list."

Links to all of the WAC Bibliographies on the following topics: Writing in the Disciplines Writing to Learn Program Design Faculty Concerns WAC in Two-Year Colleges WAC in the Schools WAC in the Disciplines WAC Assessment Pedagogy Writing Processes Writing Conventions Genre Research WAC and Writing Centers/Learning Centers Writing Fellows Programs WAC and Second-Language Writing Service and Experiential Learning Literacy Community Inquiry Technology Discourse Analysis Graduate Students

The members of the University of Mount Union's Writing Center created this instructional video about writing center tutorials. The video runs through a typical tutorial and could be useful for tutors and students to learn how to prepare for and what to expect from a tutorial.

Grand Valley State University's Self-Study Format. Self Study Format The University Assessment Committee, in consultation with the Dean's Council and the Provost, have identified the following attachments as the format for the GVSU Program Self-Study. This document is intended as an opportunity for a unit to examine its Strategic Plan as well as identify and evaluate its progresses, successes, and areas of concern.

University of Washington-Bothell Writing and Communication Center's resources on reading, including negotiating scholarly texts, close reading, keeping reading journals, creating conversations across texts, and reading poety

University of Maryland Writing Center's website has a page on Cultural and Linguistic Awareness. Individual pages on Amharic, Arabic, Chinese, French, German, Hebrew, Japanese, Korean, Russian, and Spanish.

A copy and paste, comment-shaping tool for online aysnchronous consultations. Aims to help consultants address common surface, global, citation and plagiarism issues in online student work.

"The E-Consulting UBERdoc" is a comment-shaping tool for online asynchronous consultations. This document aims to help consultants address common surface, global, citation, and plagiarism issues in online student work.

""The E-Consulting UBERdoc" is a comment-shaping tool for online asynchronous consultations. This document aims to help consultants address common surface, global, citation, and plagiarism issues in online student work."

a helpful discussion that defines and explains goals and outcomes (for assessment, SLOs, strategic plans, etc.) see also: http://lyris.ttu.edu/read/messages?id=18981151

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

Bell, Diana C., Holly Arnold, and Rebekah Haddock. "Linguistic Politeness in Peer Tutoring." The Learning Assistance Review 14.1 (2009): 36-54. From abstract: "use[s] politeness theory to analyze the developing tutorial relationship between students and peer tutors in a university writing center" (36).

"This page displays resources useful for bringing a multilingual and multicultural lens to WAC/WID practice, programming, and research."

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

University of Washington-Bothell Writing and Communication's resources on speaking, including finding a voice in the classroom, pointing, and taking a stand

"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

From Neal Lerner's July 2011 message to WCenter: Folks, the latest issue (July 2011) of the Journal of Writing Research includes a very impressive study by James Williams and Seiji Takaku of the relationship between college students' self-efficacy, help-seeking behaviors, writing center visits, and writing performance. Here's a link to a pdf of the study: http://www.jowr.org/articles/vol3_1/JoWR_2011_vol3_nr1_Williams_Takaku.pdf Here's a snippet to take to your dean: "The analysis showed that those students who frequently obtained writing center tutoring received higher grades in composition than those who did not, regardless of their ESL or native-English-speaker status. The frequency of writing center tutoring seemed to be especially valuable for the ESL students, who outperform their domestic cohorts, receiving significantly higher grades in composition."

Article in NCTE's Forum by Nicole Caswell, Jackie Grutsch McKinney, and Rebecca Jackson, "A Glimpse into the Working Lives of New Writing Center Directors." pp. A3-7. This issue of Forum focuses on "Issues about Part-Time and Contingent Faculty." Vol. 18.1 (Fall 2014). Access on the NCTE site is limited to NCTE members, but readers may have access through institutional libraries with databases of online publications. Article focuses on who does the work of directing and what work do new directors perform.

resources related to writing process; types of writing; and grammar, punctuation, and style