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This open-access book, available on the WAC Clearninghouse, can be downloaded. Authors are Brock Haussamen with Amy Benjamin, Martha Kolln, Rebecca S. Wheeler, and members of NCTE's Assembly for the Teaching of English Grammar. The book is described as follows: NCTE's Assembly for the Teaching of English Grammar provides this much-needed resource for Kâ€"college teachers who wonder what to do about grammar-how to teach it, how to apply it, how to learn what they themselves were never taught. Grammar Alive! offers teachers ways to negotiate the often conflicting goals of testing, confident writing, the culturally inclusive classroom, and the teaching of Standard English while also honoring other varieties of English. This hands-on approach to grammar in the classroom includes numerous examples and practical vignettes describing real teachers' real classroom experiences with specific grammar lessons-including ESL issues-as well as a review of grammar basics.

University of Washington Bothell Writing and Communication Center's extensive list of ESL Instructional resources, Young-Kyung Min who wrote all the resources offers the following: "Over the last four decades, the demographics in US institutions of higher education have rapidly changed with an ever-increasing enrollment of non-native English speaking students. The enrollment of non-native English speaking students on our campus has greatly increased since its establishment. Creating a global learning environment is one of the main learning goals for our campus; thus, it is very important for faculty to continue learning about the particular needs and concerns of our non-native English speaking students and the campus resources available to assist faculty in helping students with their needs and concerns. Please continue to visit this website as more resources will be added to this section."

A guide for learners of English as an additional language (EAL/ESL) from the University of Adelaide. Topics cover grammar (voice, tense, prepositions, etc.) and oral presentations. Online guides supplemented with video.

This links to an index to Freshman English News journal, with a bibliography of articles in all those issues. Useful resource!

a report from an academic skills center that offers tutoring in developmental reading and writing and English intro courses; article on using the center to train potential English teachers; mailing list

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.

This study examined the perspectives of both tutors at university writing centers and the Non-Native English Speaking (NNES) students who use the centers. Using qualitative methods, this study looked at perceptions of the academic writing needs of the NNES students, along with characteristics of tutoring sessions which made the sessions successful in the eyes of tutors and students. The study used interviews, observations, a survey, and artifacts to look at these topics and then compared the perceptions of tutors and students. Additionally, the study compared writing centers at two universities, one of which employs an ESL specialist, in order to learn if employing this specialist affects success for the tutors and NNES students. Results indicate that student and tutor perceptions of student needs were similar in that they expressed consistent need for grammar assistance and help with low-order concerns (LOCs). Sessions at both universities were successful, according to tutors and students, if sessions focused on these grammar and LOC needs. Employing an ESL specialist did not affect the perceptions of students or tutors nor did it seem to effect the success of sessions for either students or tutors.

This purpose of this web site is to maintain an online archive of the proceedings of the Two-Year College Association of the National Council of Teachers of English (TYCA/NCTE). Contact TYCA Archivist Clint Gardner for more information.

An overview of plagiarism, published in The Internet TESL Journal, 2009, written primarily for people who teach English Language Learners

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.

Launched in March 2013, the National Census of Writing seeks to provide a data-based landscape of writing instruction at two- and four-year public and not-for-profit institutions of higher education in the United States. Despite numerous calls for empirical data to ground the design and administration of writing programs and writing centers, this is the first comprehensive study of its kind and covers the following sections:  * Sites of writing * First-year writing/English composition * Identifying and supporting diversely-prepared students * Writing across the curriculum (WAC) and writing beyond the first year * The undergraduate and graduate writing major and minor * Writing centers * Administrative structures * Demographics of respondents

"Launched in March 2013, the National Census of Writing seeks to provide a data-based landscape of writing instruction at two- and four-year public and not-for-profit institutions of higher education in the United States. Despite numerous calls for empirical data to ground the design and administration of writing programs and writing centers, this is the first comprehensive study of its kind and covers the following sections: Sites of writing First-year writing/English composition Identifying and supporting diversely-prepared students Writing across the curriculum (WAC) and writing beyond the first year The undergraduate and graduate writing major and minor Writing centers Administrative structures Demographics of respondents With data from 900 institutions, the National Census of Writing will help educators and administrators across the country to better understand the variety of ways in which writing instruction is delivered in the twenty-first century. The research team has made the processed data available through this open-access database, which allows individuals to gather national data on pressing local questions. The database is searchable by type of institution, institutional size, geographical location, and, when we have consent, by the name of the institution."

St. Cloud State University has a certification program in Writing Center Administration. Open to writing center administrators with a bachelor's degree. Pairs well with an undergraduate or graduate degree in English or a graduate or doctoral degree in Higher Education Administration. The program is 10 credits. All courses are available online.

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.

E. Marin Smith is a graduate student in the Department of English at California State Polytechnic University San Luis Obispo. Her interest in Eastern religious philosophy began while she was teaching English in Kathmandu, Nepal where she studied Hinduism, and later while teaching in Japan and studying Zen Buddhism.

Publication Information: Harris, Muriel. (2015). Teaching One-to-One: The Writing Conference. WAC Clearinghouse Landmark Publications in Writing Studies: http://wac.colostate.edu/books/harris/. Originally Published in Print, 1986, by National Council of Teachers of English, Urbana, Illinois. This groundbreaking book offers advice for teachers new to conferencing, experienced teachers seeking to refine or expand their approaches to conferencing, and tutors working in writing centers. Since it was published in 1986, it has become one of the most widely cited books on conferencing. Harris offers a theoretical framework for conference teaching, descriptions of activities typical of and central to writing conferences, advice on diagnostic strategies for individualized instruction, and instructional strategies. Discussions in the book borrow from a wide range of fields, including counseling and therapy, cognitive science, anthropology, and education. In appendices, she includes a set of teaching materials that can be useful in tutor and teacher training.

Online text and tools for EAP. Evidence-based approaches, and updated regularly.

discussing appropriate terms to describe students whose first language is not English continues here: http://lyris.ttu.edu/read/messages?id=24563554 continues here: http://lyris.ttu.edu/read/messages?id=24564435

conference announcements; "Building a Comprehensive English Learning Center at Del Mar College" (discusses materials, function, teacher education, advertising/promotion); "Where Does the Writing Center Fit In?" (WCs supporting WAC); mailing list

crowdsourcing handbooks and other resources designed for speakers of English as a first language

A resource bibliography of published materials on ESL (or non-native speakers of English) for use by staff in writing centers. Bibliography is available both in MLA and APA format.