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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."

an in-depth discussion of questions specific to two-year and technical colleges

Faculty and writing center tutors bring expertise to writing as practice and pro-cess. Yet at many institutions, the two groups work in relative isolation, missing opportunities to learn from each other. In this article, I describe a faculty de-velopment initiative in a multidisciplinary writing program that brings together new faculty and experienced undergraduate tutors to workshop instructors' com-ments on first-year writing. The purpose of these workshops is to assist faculty in crafting inquiry-driven written responses that pave the way for collaborative faculty-student conferences. By bringing together scholarly conversations on tu-tor expertise and the role of faculty comments in student learning, I argue for the value of extending partnerships between writing centers and programs. Such ac-counts are important to the field for challenging what Grutsch McKinney (2013) calls the "writing center grand narrative," which limits the scope of writing center work by imagining centers primarily as "comfortable, iconoclastic places where all students go to get one-to-one tutoring on their writing" to the exclusion of lived realities (p. 3). In this case, I describe a writing center where tutors bring their expertise outside the center and into the faculty office, consulting in small groups with faculty with the aim of enriching the quality of instructor feedback in first-year seminars.

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.

Position statements on graduate student writing center administration, two-year college writing centers, disabilities, diversity, and racism/anti-immigration/linguistic intolerance.

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

Name: Marilyn E. Little Age: A perennial 39 Writing Center: College of Lake County Writing Center Grayslake, IL (A two-year college) School enrollment: 15,828 Year in school and area of study: I earned an Associate of Arts degree in Languages in 2003. I'm currently enrolled in an ESL for teachers certificate program.

resources related to working with developmental writers in the writing center see also: http://lyris.ttu.edu/read/messages?id=20149331