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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.

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.

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.

"Eight Suggestions to Attract More Students to Lab"; a handout on "Finding the Key Idea in Topic Sentences"; a note on "Building Administrator and Faculty Awareness"; reports from individual labs; mailing list

The Research Exchange Index (REx) is an searchable index of contemporary writing research. It features brief descriptions of individual projects, focusing on the research process and serving as a complement to other forms of scholarly publication (i.e., published research, institutional reports, formal and informal presentations)

Present Tense: A Journal of Rhetoric in Society is a peer-reviewed, blind-refereed, online journal dedicated to exploring contemporary social, cultural, political and economic issues through a rhetorical lens. In addition to examining these subjects as found in written, oral and visual texts, we wish to provide a forum for calls to action in academia, education and national policy. Seeking to address current or presently unfolding issues, we publish short articles ranging from 2,000 to 2,500 words, the length of a conference paper. For sample topics please see our submission guidelines. Conference presentations on topics related to the journal's focus lend themselves particularly well to this publishing format. Authors who address the most current issues may find a lengthy submission and application process disadvantageous. We seek to overcome this issue through our shortened response time and by publishing individual articles as they are accepted. We also encourage conference-length multimedia submissions such as short documentaries, flash videos, slidecasts and podcasts. In order to foster dialogue, our journal features a Reader Response section in which both contributors and readers are welcome to discuss the publications' content in a public, digital space.

crowdsourcing a list of resources on WCs and student learning/retention; research on cost-effectiveness; individual reports from directors that demonstrate value of WCs see also a discussion on writing centers and grade improvement: http://lyris.ttu.edu/read/messages?id=18268126

questions on basic composition and preparing students for proficiency exams; a bibliography on training and using peer tutors; reports from individual labs; mailing list

Joseph Hill University of California Davis From Praxis: "Being a philosophy minor and English major, I constantly look at interactions that take place between the different disciplines and ways in which life can be approached from a philosophical standpoint. Existentialism is a philosophy that piqued my interest with its reliance on the precedence of the individual and the consequentiality of man's choices."

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."

Discusses research findings that writing center users procrastinate less on their writing, and that writing centers can be particularly helpful for student who have a high procrastination tendency.