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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.

Grand Valley State University's Self-Study Format. Self Study Format The University Assessment Committee, in consultation with the Dean's Council and the Provost, have identified the following attachments as the format for the GVSU Program Self-Study. This document is intended as an opportunity for a unit to examine its Strategic Plan as well as identify and evaluate its progresses, successes, and areas of concern.

26-minute video lecture by Eszter Timar, at Central European University entitled "How to Improve Your Research Proposal"

The blog of the Miller Writing Center at Auburn University. includes entries about the tutors and advice on writing

Auburn University's writing center blog

Roosevelt University Writing Center's blog includes posts with advice and resources about writing

American University Writing Center's blog, with an index of the blog posts on various writing concerns,e..g, punctuation, topic sentences, being explicit, etc.

From Praxis: "University of Northern Colorado Writing Center Director Julie Garbus reflects on her transition from consultant to professor and administrator. My experience at the Undergraduate Writing Center (UWC) at the University of Texas at Austin definitely got me my job, a tenure-track position as assistant professor of English and director of the Writing Center at the University of Northern Colorado (UNC)."

From Praxis: "Former university writing consultant Michael Erard has made a living as a writer and writing consultant outside the university. He shares his wisdom about the challenges and advantages of consulting in the wild. You don't need to be in a university-based writing center to do the writer-centered, process-positive, and culture-sensitive work of a writing consultant."

"Introduction to Shouse, Claude F. "The Writing Laboratory in Colleges and Universities." Diss. University of Southern California, 1953." Full dissertation available as PDF

"As student populations in colleges and universities continue to diversify, composition programs do not always meet students' varying needs. English as a Second Language (ESL) students appear to fail mainstream writing courses at higher rates than their traditional counterparts, yet mainstreaming continues to be mandated, often due to budgetary constraints. Many programs offer multicultural writing courses, but these, too, are often ineffective for many students. Meanwhile, as Paul Kei Matsuda shows, there is a decided split between the disciplines of composition and ESL. Since ESL scholars have a much stronger history of working with diverse student populations than composition scholars do, this study aims to look to ESL scholarship, specifically to contrastive rhetoric, to explore more effective methods of teaching writing to students with varying needs. This case study takes an in-depth look at one student's journey writing across cultures. Ming, a Chinese immigrant who has been in the United States for approximately ten years, is a junior at the University of Rhode Island who struggles with writing. Over the course of one semester, three of her projects were studied in depth. Data include transcripts of audiotaped tutorial sessions in the URI Writing Center, Ming's assignments and papers, and the researcher's notes from interviews with Ming following the tutorial sessions. ^ The new contrastive rhetoric (Connor, Kaplan, Purves) insists that external factors such as culture, education, and media influence the rhetorical patterns writers use. Through a lens of contrastive rhetoric, it becomes clear that most of Ming's difficulties when writing stem from a lack of familiarity with the conventions of U.S. academic discourse or of what her reader expects from her text. The source of much of this is cultural. While Ming's experiences are not generalizable, an in-depth look at her experiences foregrounds some of the issues that contrastive rhetoric addresses, making th

"This is a site for discussion about writing sponsored by the Writing Center and the Writing Across the Curriculum program at Eastern Illinois University."

Eastern Illinois University Writing Center's blog, "EIU Writes"

EIUWrites - The Eastern Illinois University Writing Center blog

DePaul University Center for Writing-Based Learning's blog, resources for writing, posts by tutors

DePaul University Center for Writing-based Learning's Blog

Kaplan University Academic Support Center Facutty Blog, entries about writing, writing center pedagogy, tutoring, etc. Has a search box to find various topics.

Saint Mary's University Writing Center blog has posts about tutoring, such as this one about asking questions as tutoring tools. 

The University of Louisville Writing Center "Writing FAQs" website, with lists of questions about general writing, before beginning, drafting and revision, editing, citation, plagiarism, frequent questions for graduate students, and other relevant questions, with links to lengthy answers.

The website for the Graduate School Writing Center at the University of Maryland.Includes resources and information about supporting graduate student writing needs.

Chloe Diepenbrock's :Introducing Susie: How to create a virtual Writing Center tutor," discusses virtual tutoring. Susie is the virtual tutor on the website for the Writing Center at the University of Houston-Clear Lake.

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.

Weekly student-focused blog posts by writing instructors and editors at the Walden University Writing Center.