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"A Free Guide to Writing Your Personal Statement" includes help with brainstorming and structure, in addition to how to write a personal statement as a narrative 

Allie Squires's "How to Get Off Topic and Still Save Your Essay in One Tutoring Session or Less" was published in the Fall 2014 issue of the student journal Tutors.

SUNY Plattsburgh's Allison Squires argues that it is alright to take a break during a tutoring sessions and to talk about AMC's The Walking Dead.

The present study aims to investigate the extent to which L2 learners' individual differences (field dependency and writing motivation) predict their retention of a teacher's written corrective feedback (CF) in the short and in the long run. Using Ellis's (2010) theoretical framework, the study examines the issue from cognitive and affective perspectives. Data was collected from 127 intermediate-level university students through written essays, a field-dependence/independence (FDI) questionnaire, and a writing motivation questionnaire, which were analyzed through t test, ANOVA, and multiple regression. The results reveal that there is a strong relationship between field independence (FI) style and the students' successful short-term and long-term retention of corrections in the subsequent writings. Writing motivation, however, influences the short-term retention of CF only.

"For students, personal statements and application essays are among the most difficult and most important documents they will ever write. They are difficult because they require both introspection and polish, and important because the writer may literally be competing for tens of thousands of dollars in a huge field of outstanding candidates. A writing tutor who has provided guidance on more than a thousand graduate applications, Joe Schall advises you on how to be competitive but not cocky, informed but not formulaic, openly creative yet professional. As you consider ways to write your way into your future, count on this website to help you grow and thrive in the process."

a discussion on how to train tutors who have been previously taught that essays don't require thesis statements

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."

see also: http://lyris.ttu.edu/read/messages?id=19152149 see also: http://lyris.ttu.edu/read/messages?id=21757331 see also: http://lyris.ttu.edu/read/messages?id=22747331

A series of instructional videos from the University of Evansville.

This is a site for tutors to publish in modes and genres of their choosing. We are interested in multiliteracies and multimodal texts, but we are also interested in short-stories, poems, and essays. This link is to the new Tutors page.

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] "

The Writing Centres of the University of Waterloo, the University of Guelph, and Wilfrid Laurier University in Ontario, Canada, collaborated on the production of this online and publicly-available writing resource, www.WriteOnline.ca. Taking a WID approach, the website introduces students to writing three assignment genres -- a lab report, a case study report, and a reflective essay -- through descriptive text, models, and interactive activities.