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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.

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

"Publicity and Success"; book and journal announcements; mailing list

The SWCA website offers information about  SWCA's mission statement, conferences, institutional members, calendar of events, board, past conferences, president's blog, awards, scholarships, journal, wc resources, news, jobs, cfp's, and elections.

The WAC Clearinghouse, in partnership with the International Network of Writing Across the Curriculum Programs, publishes open-access journals, books, and other resources for teachers who use writing in their courses.

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

crowdsourcing how directors encourage tutors to reflect on their work continues here: http://lyris.ttu.edu/read/messages?id=24431401 continues here: http://lyris.ttu.edu/read/messages?id=24431439

crowdsourcing a list of must-have books/journals/handbooks for a new writing center see also: http://lyris.ttu.edu/read/messages?id=20273332

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] "

International Writing Centers Associaition website, list of publications.

archives of the Journal of Writing Research; open access articles available as PDFs

From Neal Lerner's July 2011 message to WCenter: Folks, the latest issue (July 2011) of the Journal of Writing Research includes a very impressive study by James Williams and Seiji Takaku of the relationship between college students' self-efficacy, help-seeking behaviors, writing center visits, and writing performance. Here's a link to a pdf of the study: http://www.jowr.org/articles/vol3_1/JoWR_2011_vol3_nr1_Williams_Takaku.pdf Here's a snippet to take to your dean: "The analysis showed that those students who frequently obtained writing center tutoring received higher grades in composition than those who did not, regardless of their ESL or native-English-speaker status. The frequency of writing center tutoring seemed to be especially valuable for the ESL students, who outperform their domestic cohorts, receiving significantly higher grades in composition."

Includes: APPENDIX: AN ANNOTATED BIBLIOGRAPHY OF LGBTQIA/WRITING CENTER SCHOLARSHIP "

Article in NCTE's Forum by Nicole Caswell, Jackie Grutsch McKinney, and Rebecca Jackson, "A Glimpse into the Working Lives of New Writing Center Directors." pp. A3-7. This issue of Forum focuses on "Issues about Part-Time and Contingent Faculty." Vol. 18.1 (Fall 2014). Access on the NCTE site is limited to NCTE members, but readers may have access through institutional libraries with databases of online publications. Article focuses on who does the work of directing and what work do new directors perform.

Twitter page for the Writing Lab Newsletter (changing, in Sept. 2015, to WLN: A Journal of Writing Center Scholarship). This page posts tweets relevant to writing centers, such as announcements, calls for conference proposals, and news of writing centers. It also follows dozens of other writing center Twitter accounts.

"In addition to publications in journals and books, the WAC Clearinghouse provides access to two resources focused on writing in science, technologogy, engineering, and mathematics (STEM). The STEM Bibliography The Writing-to-Learn in STEM Bibliographic Database"

a handout that defines and explains effective literature reviews

Tutors: A Multiliteracy Journal about Tutoring. Open access to issues; articles by and for tutors.