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The Journal of Response to Writing is an international, peer-reviewed journal for writing theorists, researchers, and practitioners of Second and Foreign Language Instruction, Applied Linguistics, and Composition to make quality contributions to the study of response to writing.  While we value traditional forms of response, including marginal notes, face-to-face interactions, electronic feedback, self-reflection, and peer review, we also value and encourage the research of alternative response methods, purposes, and practices. The journal is open-access This journal responds to a growing need and interest for additional scholarly venues to publish articles about writing theory and response practices that allow for a cross-disciplinary discussion of response to writing. The focus on response is intentional since nearly all forms of writing benefit from response, and responding to writing is perhaps the most time-consuming responsibility of a writing teacher. Therefore, understanding the theory and best pedagogical practices for response can benefit the writer while maximizing a responder's effectiveness and efficiency. This journal is meant to fill these needs by crossing disciplinary divides and providing an additional publication venue for writing theory and response practice.

The Journal of Response to Writing publishes papers based on research, theory, and/or practice that meaningfully contribute to an understanding of how response practices lead to better writing. JRW has three purposes: 1. Provide a venue for theorizing and reporting ground-breaking research on response to writing 2. Invite writing theorists, researchers, and practitioners to a venue to share their work with one another and colleagues in adjacent fields, most notably Composition, Applied Linguistics, and Foreign Language teaching viz a viz L1 and L2 writing 3. Provide new or inexperienced teachers with immediate suggestions for use in giving, encouraging, or managing responses to their students' writing

This open-access book is a collection of twenty-two articles provides practical information on establishing a writing center and monitoring its daily operation. Born of the practical experiences and theoretical insights of editor Pam (Farrell) Childers, it addresses "problems and frustrations, shares successes and failures, and offers suggestions. In general, it addresses the issue of establishing and maintaining a successful high school writing lab/center. It also provides college and university writing lab/center directors with insight into what the high schools are doing." The Table of Contents is listed on this page, and the whole book is free to download through the WAC Clearninghouse link provided here.

From abstract: "This dissertation theorizes the writing center as bridge-as an institutional resource that supports second language graduate writers as they journey from outside the academy to the inside-including its strengths and limitations, both locally (for these writers at this writing center) and for the field more broadly. I offer the metaphor of the writing center as bridge, both as an alternate writing center identity and therefore as an alternate approach to tutoring, and as an approach that privileges the multiple subject positions that students hold as they use the writing center.  [...] Based on the literature, the experiences of these participants, and my own experiences as a tutor-turned-coordinator, I ultimately argue that nondirective tutoring is rooted in practice with native-English-speaking undergraduates and that this practice so dominates many writing centers' identities that it has left little room for other subject positions, including those of second language graduate writers."

"This statement responds to the growing educational concerns about plagiarism in four ways: by defining plagiarism; by suggesting some of the causes of plagiarism; by proposing a set of responsibilities (for students, teachers, and administrators) to address the problem of plagiarism; and by recommending a set of practices for teaching and learning that can significantly reduce the likelihood of plagiarism. The statement is intended to provide helpful suggestions and clarifications so that instructors, administrators, and students can work together more effectively in support of excellence in teaching and learning."

[Submitted by the CCCC Committee on Best Practices for Online Writing Instruction] Online writing labs would be most interested in OWI Principle 14

An annotated bibliography covering relatively recent books and journal articles; topics include philosophy, theory/practice, pedagogy, evaluation, assessment, and graduate writing support

best practices when writing centers offer peer-review workshops

best practices when writing centers offer peer-review workshops

how do you encourage students to "reflect on their own tutoring/consulting practices"?

WriteLab is a web tool that helps students practice their confidence in their writing. The founders are Donald McQuade, a professor of English at UC Berkeley, and Matthew Ramirez, a Phd student at UC Berkeley.

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.

Long introduction to the speaker (you could fast forward to about 12 minutes). Outlines different perspectives on grammar, with links to models of learning/acquisition. Could be useful for tutor-training: traditional focus on prescriptive grammar balanced by context/texture, collocation and emergent phenomenon; some practical ideas could be used by tutors.

The goal of the WPA Census is to create an online database that would serve as a first stop for people to find answers to questions that come up often in writing program administration practice and research.  The WPA Census embodies the idea that the administrative work of WPAs, WCDs, and WAC directors is scholarship. By ultimately providing these directors with a database that catalogs and organizes the diversity of writing programs, the Census will allow researchers to analyze macro- and micro-trends in the landscape of US institutions.

Chris LeCluyse - University of Texas at Austin "How can we balance training in writing center theory and practice without leaving our values at the door? Empowerment. Collaboration. Equality. More than many academic departments and services, writing centers are driven by their values. As writing center practitioners, we judge ourselves according to how we apply those values in working with writers."

From Praxis: "Consultant trainers are also finding that they don't always have to look off campus to shake up their training practices. Conventional boundaries for who receives training and who offers it are also expanding. A tenet of writing center practice is that it makes consultants better teachers and better writers."

Basic Writing e-Journal (BWe) is a peer-reviewed, online, open-access journal. BWe publishes scholarship on teaching and learning in various basic writing contexts. Since basic writing programs often enroll economically disadvantaged students from diverse backgrounds, these students, their teachers, and the policies that influence their access to higher education are often the focus of this journal. Other key topics of concern to BWe readers include curriculum, instructional practice, teacher preparation, program evaluation, and student learning. Additionally, reviews of current scholarly books and textbooks appear regularly in BWe. Currently based at the City College of New York, BWe was founded in 1999 by the Council on Basic Writing (CBW) and continues to be sponsored by CBW.

Posts on practice, research, and theory. Geared toward Writing Center staff. Topics like asynchronous v. synchronous writing instruction, best practices, diverse learners, writing center spaces.

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

from abstract: "in keeping with theory and practice of tutor training in inquiry-based pedagogy, ELL students and peer tutors vacillate between the linguistic dominant position, indicating that participants establish a collaborative and egalitarian environment. However, L1 tutors may experience dissonance because the agenda set by ELL students often focuses on surface features such as grammar and diction rather than on global revisions" (36).

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