Call for Submissions: Creative Writing/Center

Amy Hansen is the assistant director of the Appalachian State University Writing Center and a recent graduate of the MFA program in creative writing at Northern Michigan University. She’s joining the CWCAB blog team as a staff writer–and has a great first project!

For my first project at CWCAB, I’d like to solicit and share the creative writing of writing center tutors and administrators here on the blog. I’d love to read poetry and short non-fiction/fiction pieces about writing center work, but I’m just as interested in creative work that’s more abstractly inspired by the practice and pedagogy of tutoring writing. Maybe you have a poem inspired by an interaction with a student in the writing center. Maybe you wrote a reflective profile of yourself as a tutor. Maybe (fingers crossed!) you composed the first writing center rock opera. Whatever it is, however you got there from writing center studies, we want to read it.

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Democratizing Space in the Writing Center

Today’s look at learning centers and writing centers comes from Ann Gardiner, the Director of the Writing and Learning Center at Franklin University Switzerland

As the master of “spatialiality,” Henri Lefebvre, wrote in the 1970s, “space is a social product” (26). Even without buying fully into his Marxist ideology or addressing every twist of his dense prose, his observations say a lot about Writing Center space, particularly when it comes to power relations within the institution. Specifically, he asks several important questions applicable to our kinds of spaces, as well as to our “place” within the campus community itself. “If space embodies social relationships,” he writes, “how and why does it do so? And what relationships are they?” (27).

Having recently merged our Writing Center with an adjacent library space to create a so-called Learning Commons–a place for tutoring and collaborative self-study–I would like to share a few personal observations inspired by Lefebvre about our largely successful experience. At Franklin University Switzerland–a small English-speaking liberal arts institution in the Italian-speaking Canton of Ticino with about 400 students–producing an appropriate space for our Writing Center within a larger Learning Commons has not only increased the number of tutoring visits, but also helped reposition academic support within the academy. This repositioning, in a literal and metaphorical sense, has allowed us to think about projects that were not possible or even imaginable before.

A few words about the small size of our school before I begin, as managing a learning space for 400 students comes with its own set of challenges and opportunities. To give but one example, we have never had multiple academic support centers spread over the campus – one for writing, one for learning, one for languages or STEM etc. Instead, we pretty much do everything under one roof, including organizing the logistics of accommodated exams. Our small size can present challenges in terms of juggling everything, but it also presents opportunities because we offer a one-stop shop for students and we answer directly to the Dean of Academic Affairs.

Because we are not competing with other academic support centers, we do not face some of the political problems with regards to space seen recently in the Writing Center listserv, merging with Learning Centers, for example. Readers of the Writing Program Administrator listserv know that at least one university has recently tried to abolish their Writing Center, the latest victims of budget cuts and administrative reconfiguring (“Keep the NJCU Writing Center Open”). Collectively, both listservs confirm Lefebvre’s claim that as a social product, space is embedded within a web of, often, unequal power relations (26). In our case, power relations play out at both the institutional and accreditation level, as our U.S. accreditors place value on the learning experience, while our Swiss accreditors focus more on research output. This latter emphasis on research may help explain why European universities have traditionally not embedded academic support centers into their respective curricula.

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One Stop Shopping – A Pathway to Student Success, Access, and Equity

Haglund.KimberlyEditor’s note: As part of an ongoing discussion about writing centers and learning centers, I’m excited to hear from Kim Haglund, who has worked at College of the Canyons for 15 years. Kim currently serves as a coordinator in The Learning Center, particularly serving the Writing Center needs.  

In the 1970’s, the Tutoring, Learning, and Computing Center (now The Learning Center, or TLC) at College of the Canyons opened its doors as an all-inclusive Learning Center. We have never had separate locations by subject area and have always shared space together. I coordinate the Writing Center portion which includes Writing in the Disciplines, Supplemental Learning, an Online Writing Lab and tutoring, and tutoring for Humanities, Social Sciences, and Modern Languages, while my counterpart coordinates Math, Science, and Engineering needs for our student populations. We have found that the open floor plan, extended operating hours, and inclusion of all subject areas has led to a “one stop” shopping model whereby students can sign in and out of areas in order to receive tutoring for any class they may be in, all in one location, which data reveals lead to recognition, metacognition, and replication of skills imparted to our students to meet our Mission Statement and SLOs. We have also found that students spend extended periods of time in The Learning Center, often switching from projects or classes, or group collaborations without having to travel across campus, and this accessibility is also part of equity for all students, illustrating the fluidity of one location and synthesis among courses.  Students find it convenient, which leads to higher attendance, success, and retention as our data also reflects. Furthermore, Institutional Development Surveys have demonstrated both faculty and students find the location and the walk-in only paradigm the highest ranked of all our services.

Benefits

There are several benefits for students, faculty, and staff to having the Writing Center housed within The Learning Center. Financially, we have one overall budget which we internally delegate based on attendance and need; however, campus-wide, we are not in competition for limited funds with boutique programs or other tutoring activities, and the lack of redundancy in offerings brings students to The Learning Center, with the exception of the grant-funded MESA Lab and specialized DSPS program (though we share tutors, training, and students with both). The coordinators and staff all have the same goal: To increase student success and retention and assist them with educational goals while promoting independent learning.

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Review: Arrival

ARihn-image-300x300Editor’s note: The recent movie, Arrival, provoked many strong reactions from me–and lots of thought! I’m delighted that someone else from the writing center world saw connections to the work that we do. Today’s post comes courtesy of Andrew Rihn, who started working in writing centers as an undergrad at Kent State University – Stark Campus. Today, he works as a professional tutor at Stark State College. 

Arrival is a 2016 science-fiction movie about humanity’s first contact with an alien species, so it’s appeal to writing center people may not be immediately obvious. While much science fiction focuses on domination or conflict, Arrival is unique in its focus on the problems and promises of linguistics. The plot hinges on the work of pursuing communication and avoiding miscommunication, familiar work to anyone who has spent time in a writing center.

In Arrival, the aliens simply arrive with no warning or explanation. Twelve large, mysterious ships hover twenty feet about the ground at seemingly random points across the globe, including one in Montana. The Army is mobilized for defense, but cannot make headway when it comes to communication. They enlist the help of two professors, Louise Banks, a linguist (played by Amy Adams), and Ian Donnelly, a theoretical physicist (played by Jeremy Renner). This interdisciplinary duo sets out to meet the aliens, find a way communicate, and at the behest of the Army, find the answer to the question “What is your purpose on Earth?”

We follow Dr. Banks’ first fumbling attempts to communicate with the aliens, called “heptapods” in the movie (so-named for their seven tentacle-like limbs). The language-learning process is of course very slow. The Army is increasingly frustrated with their progress, so we are treated to several scenes of explanation from Dr. Banks about the hows and whys of language acquisition.

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Words from “The Writers’ Block”

IMG_3177Mary McGlone coordinates the Ward Melville High School writing center in East Setauket, New York. She also teaches English and writing at Suffolk County Community College. 

The Ward Melville High School Writing Center, “The Writers’ Block,” is in its fourth year of evolution, serving a student population of 1,775 in grades 10-12. The writing center grew out of services offered to students in literacy classes, as the literacy teachers sought to reach students in need of support who didn’t qualify for literacy services. The center was originally located in a classroom, staffed by a full-time paraprofessional and two English/literacy teachers one period a day each.

IMG_3173In order to reach a wider range of the student body, the writing center was relocated to a section of the high school library in its third year, 2014. I have coordinated the growth of the writing center since January 2016, as it evolves from its “hidden secret” existence in a classroom to a full-time center based in the school library. We are currently open every period of the school day and after school, staffed by a full-time paraprofessional, a part-time writing teacher, and English teachers who work in the center one period a day for one semester a year; thus, the center is staffed by at least one writing coach per period, sometimes two. This post focuses on the location of our writing center in the school library.

The biggest advantage—and the main reason for relocating the writing center—is that we are centrally located in the building (Everyone knows where the library is!). Students who may not be aware that the writing center exists actually see it in their daily travels. Teachers of subjects other than English (traditionally our biggest supporters come from this department) are grateful that our location is so easy to remember and tell students about. We are physically in the center of the building, close to the cafeteria, so students can find us easily and can arrive early in the period for conferences. Study hall teachers who want to send students to us know where we are, and students can get to us quickly. It is fitting that we are physically in the center of the school, since our goal is to be a “hub” of writing in the school, the center from which writing in various subjects and grade levels occurs.

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Conference announcement! “Directions in Academic Writing: Issues and Solutions”

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Last year’s conference team

The Ninth Symposium on Writing Centers in Asia will be held on ​March 6, 2017 at International Christian University in Tokyo.

​The theme this year is ​Directions in Academic Writing: Issues and Solutions.

This symposium provides opportunities for scholars, teachers, students, university administrators, and other professionals to come together to exchange ideas about the role of writing centers in Asian universities as well as the teaching and learning of writing. We welcome a diverse group of participants and presenters from a variety of contexts to join us.

For more details, registration and proposals for papers click here 

Call for Proposals: Special Issue of WLN  

Submitted by Susan DeRosa and Stephen Ferruci, Associate Professors of English Eastern CT State University

Susan DeRosa and Stephen Ferruci are Associate Professors of English at Eastern Connecticut State University. They co-authored the textbook, Choices Writers Make: A Guide (Pearson, 2011), and they have collaborated lately on scholarly articles and conference papers on multimodal writing in the writing center and writing classroom. Their research laid the groundwork for the creation of Eastern’s Writing Center in 2008.

Title: Multimodal Writing in the Writing Center: Relationships, Roles, and Responsibilities

Students are increasingly composing and designing multimodal texts that combine sound, visual, performative, and textual components. Takayoshi and Selfe (2007) argue that students need to be versed in both critically reading and producing multimodal texts “if they hope to communicate successfully within the digital communication networks that characterize workplaces, schools, civic life, and span traditional cultural, national, and geopolitical borders” (3). As writers produce multimodal texts to respond to different rhetorical situations and assignments, writing centers need to find ways to work with students and the texts they design. While writing centers may have experience helping writers who include visual elements in their texts, (photos, graphs, charts, etc.), they may be less familiar with other modes with which writers choose to compose. Recent scholarship suggests a focus on these changing roles and the relationships between writing centers and writing classrooms as we engage with multimodal composers and their choices.

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Join the WLN team!

screen-shot-2016-12-02-at-12-32-25-pmHi all! I’m excited to put out a call for a co-editor at the WLN blog (http://www.wlnjournal.org/blog/). We’ve had a lot of growth over the past few years, and have reached a point where there’s simply more stories out there than I can tell by myself.
I’m looking for someone down-to-earth, who works well with others, and has a natural, friendly inquisitiveness about what other centers around the world are up to. Familiarity with google doc collaboration is a must, as well as a commitment to keeping in touch on a regular basis (goal is to work smart, but stay on top of things). Above all else, ambition and curiosity are welcome!

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A goal of the blog is to continue to grow in our international scope and highlight the awesome work our colleagues are doing, wherever they are. Interested in joining the team? Shoot me an email at JAmbrose@mcdaniel.edu and tell me why you’d want to work on the project, and some of your story/initiative ideas.

Thanks! I look forward to talking more.

Josh Ambrose (aka Prof A)

Director of the McDaniel College Writing Center

phone: 410.857.2420/Hill 102

Chats and Webinars–an online writing center discussion

In a previous post,  Dr. Sarah Prince and Beth Nastachowski, MA, of Walden University started a discussion about online writing centers. In addition to starting a new discussion group–the OWC email discussion list–they’re happy to share some thoughts about two of their successful online services: chat and webinars.

Because Walden offers its paper reviews asynchronously, offerings like synchronous chat and live webinars not only provide students with supplemental writing instruction but also give them the rare opportunity to interact in real time. The chat service is designed to quickly answer students’ writing questions while they are actively constructing their drafts. In contrast, Walden Writing Center’s bimonthly webinars offer more in-depth instruction on topics ranging from scholarly writing, style and grammar tips, and practical writing skills. Although these services aim to serve students at different points during the writing process, they both were created with the same goals in mind: to provide human connection and real-time writing instruction to distance students engaged in what can often feel like an isolating writing process.

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Chat Service Overview

screen-shot-2016-11-30-at-11-17-41-amWe use a live Chat feature through LibApps to give students a chance for live interaction and an opportunity to get questions answered immediately. Our Chat widgets are embedded on our writing center’s homepage and in slide-outs on every page of our website to make Chat accessible in multiple places. Because online students often crave immediate, personalized support, this service’s goal is to reach students who may not be inclined to e-mail us with their inquiry (though our policy is to answer all e-mails within 24-hours) or to try to search through our web content.

Before the current successful iteration of Chat, we piloted chat a few times with limited success. It originated as a pilot called Tutor Talk in the summer of 2013 in a separate platform that was not integrated with our website. It was at one set time each week and targeted undergraduate students only. When this pilot did not gain interest, we opened it up to all students toward the end of 2013, but we still had little participation. Finally, when we discovered that our current platform had the option for Chat, we revisited it in early 2015. We offered it at varying times on varying days of the week, and we also were more intentional with the way in which we marketed it (when we had targeted advertising in an all-student communication, we had better results.) Now, in 2016, we’ve had anywhere from 150 to almost 400 students use the Chat service each month (the numbers vary depending on term starts, student communications and advertising, etc.)

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Honoring Mary Jo Turley

A note from our editor in chief, Dr. Mickey Harris:

turleyIn its earlier incarnation as the Writing Lab Newsletter, the publication was put out through Purdue University, until Purdue ended its connection. But during that time, some of you who subscribed to WLN and/or sent in submissions for possible publication may have interacted with Mary Jo Turley, our secretary, who handled subscriptions, manuscripts, etc. I was saddened to learn that Mary Jo passed away in a traffic accident earlier this month. And while I don’t like to be the bearer of such sad news, I realize that some of you may want to join me in honoring the memory of a truly good woman whose humanity and grace—and sly humor—were constantly present in her work.

After Mary Jo and I both retired, we’d meet around town and always vow that we’d have lunch together soon, but that didn’t happen as often as it should have. Such a reminder of our mortality as well as the need to appreciate people around us—those whom we work with, whom we personally enjoy being with, and whom we depend on to keep on doing the great work that they do.

Introducing the Online Writing Centers (OWC) Email Discussion List

sarah_princeToday’s post comes courtesy of Dr. Sarah Prince, of Walden University. Together with Beth Nastachowski, MA, Dr. Prince is starting a new discussion group–the OWC email discussion list. Today’s post is about the OWC–stay tuned for part two, coming next week, about best practices for online centers!

The idea for the listserv grew out of a SIG we presented at the 2015 IWCA conference titled “Refocusing the Conversation: Creating Spaces for Online Writing Center Community, Support, and Discussion.” After talking through possibilities for community building during the SIG, many ideas were on the table—an annual conference and/or a possible affiliation group within IWCA (much like the current regional affiliations rooted in specific geographic locations). Post conference, to follow up with these ideas, we sent out a survey to all who attended the conference and others at the conference who signed up to receive more information. Based on the group’s voting, it was decided that we would initially start with a listserv, or discussion list, to promote communication about what centers are doing and how we could all better serve students in a fully-online capacity.

Please join us today at the Online Writing Centers (OWC) email discussion list!

We hope that this listserv does in fact start as a building block that generates wider conversations about the state of current online writing centers, common issues among fully online centers, and possibilities for future collaboration among these centers. We would love to see our group gain the support and membership to work toward a separate affiliation under IWCA one day or even create an academic conference around issues specific to tutoring writing in a virtual environment.

We are advocating for further conversations among staff and tutors that serve students online, so we can, as a group, come up with best practices. Because such a community is still in its infancy, perhaps a better discussion would be how we’ve come to the practices that work for our center– through trial and error, gaps we perceived in our services, ideas for conveying information about writing in new ways, etc. In other words, we can talk about how we have a lot of this stuff, in part, because we don’t really have many discipline-wide best practices and, consequently, we’ve had to experiment. Our guess is that other centers are in the same boat, so we’d like to really advocate for a space where important discussions on innovation and new technologies can take place.

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SEEKING YOUR RESPONSE: How Are Writing Centers Working Out within Learning Centers?

screen-shot-2016-10-31-at-10-32-18-amWLN editor, Dr. Mickey Harris, writes with a special announcement:

More and more writing centers now exist within or are moving into learning centers (or Student Success Centers or Academic Skills Centers, or whatever name they are given), but how are they faring? This complex question needs to be explored from numerous perspectives and by numerous voices, so we at WLN have decided to ask you to identify problems you’re solving and write about positive aspects of existing within a learning center and how you achieved success.

What wisdom, insights, solutions can you pass along to others? What are conditions that could prove to be problematic? Consider your audience as other writing center directors who are wondering how to fit in or improve their writing center and want to learn from colleagues who have clarified problems and found solutions. This will be a collaborative effort of as many voices as we can fit in to an issue of WLN: A Journal of Writing Center Scholarship.

Please send your 1500-word (Works Cited included in that number) responses to the editors:
Kim Ballard: <kim.ballard@wmich.edu>
Lee Ann Glowzenski <laglowzenski@gmail.com>
Muriel Harris <harrism@purdue.edu>

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CFP: Special Issue of WLN–What We Believe and Why: Educating Writing Tutors

Guest editors Karen Johnson and Ted Roggenbuck share their call for proposals, below.

Key to our success in the important work of writing centers is our effectiveness in providing tutor education. Our field has over three decades of scholarship on how to educate writing tutors in a multitude of settings, but the wealth and variety of resources can create challenges for those seeking guidance. However, that we also have a number of excellent and popular (though not universally used) resources such as The Bedford Guide for Writing Tutors, The Longman Guide to Peer Tutoring, and The Oxford Guide for Writing Tutors does suggest at least some consistency in how we educate tutors. But to what degree do we share core beliefs about tutor education, how do we know what aspects of our programs to prepare writing tutors are most effective, and to what areas are we not paying adequate attention? Moreover, what are effective contexts for educating tutors? Although credit-bearing courses appear to be ideal contexts for tutor education, what particular aspects of a course make it effective? And for directors who are unable to offer a course or even paid time for educating tutors, how can they effectively prepare tutors for the different rhetorical situations and writers they will encounter?

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In Other Words–a book review

arihn%20imageToday’s post comes courtesy of Andrew Rihn, who started working in writing centers as an undergrad at Kent State University – Stark Campus. Today, he works as a professional tutor at Stark State College. Andrew says that “the book does not discuss writing centers directly, but the topics it does discuss overlap with the work of the writing center in many ways (language acquisition, translation, identity issues, genre and style, etc).” 

Jhumpa Lahiri, the acclaimed novelist whose first book won her the Pulitzer Prize at age thirty-two, has released her first work of non-fiction: a collection of essays about learning Italian aptly titled In Other Words. The essays are animated by her passion, wide-eyed if a bit innocent, yet crafted by a masterful writer whose love of language is evident in every line.

Spoiler alert: the book never discusses writing centers. Rather, it is a personal narrative of language acquisition. Lahiri, whose life is devoted to the craft of writing, recounts her experience with Italian as one might recount a love affair. Lahiri embraces not only moments of exhilaration, but also those moments that disturb and disrupt, and even those that hurt; I suspect the writing center community will find much to identify with.

51wnsrzeh6l-_sx315_bo1204203200_In all, the book contains twenty-one essays, two short stories, and one longer, lyric afterword. Essays are short, most clocking in at less than five pages. In Other Words was first written in Italian and later translated into English, and both are presented side by side, making its 233 pages appear deceptively long. A fast and focused read, I could easily imagine this book being useful for teaching, or initiating conversations in a writing center (topics include language acquisition, the processes of reading and writing, the intricacies of identity, translation, genre and form, and the creative process).

The essays are short and episodic, focusing on one element of the language-learning process at a time. Many focus on a central metaphor or analogy. For instance, early in the book she compares learning Italian to swimming across a lake. For Lahiri, studying Italian in America was like swimming near the shore, good exercise but not exciting. She could always touch ground with her feet, revert back to speaking English. “But you can’t float without the possibility of drowning, of sinking. To know a new language, to immerse yourself, you have to leave the shore.” Throughout the book, she revisits and revises this analogy, swimming through the deep parts of the lake, allowing the lake to become an ocean.

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Research on Writing Centers–Some Essential Studies

Lisa_professional_portrait_2011,_Nancy_FroehlichLisa Ede directed Oregon State University’s Writing Center from 1980 to 2010.  She retired from OSU at the end of fall term 2013. You can read a graduate student’s history of OSU’s Writing Center here.  Lisa also was a co-director of the 2007 and 2008 IWCA Summer Institutes and a leader at the 2006 Institute and has published several articles on writing centers.  
The post below is an excerpt from a talk that Ede gave at the Canadian Writing Centres Association Conference this past spring. Ede’s talk focused on the role that collaboration can play in energizing writing center communities. As part of that discussion, Ede emphasized the strong research tradition that both grows out of and supports the daily work of writing centers. In order to convey a rough sense of this tradition and show its development over time, Ede constructed a chronologically organized list of important book-length contributions to writing center studies. In this excerpt Ede introduces this list, which begins with the earliest monograph that Ede found and continues to the present. Here is Ede’s discussion of the list and the list itself.

I should mention two caveats about this list. I hope to explore the reasons why collaboration is a particularly enabling term and construct for those of us who work in writing centers, wherever they are located—in the US, Canada, or around the world.

I decided to construct a chronologically organized list of important book-length contributions to writing center studies. The list begins in 1984 with the earliest monograph that I found and continues to the present.

I should mention two caveats about this list. The first is that while I think this list includes most important book-length studies that in one way or another focus on writing centers, I cannot claim that it is comprehensive. The second is that because this list does not include articles, book chapters, or other briefer studies, it is only the tip of the iceberg, as it were. To get a full sense of research on writing centers, you would need to turn to the contents of such journals as The Writing Lab Newsletter (founded in 1976 and recently renamed WLN: A Journal of Writing Center Scholarship), The Writing Center Journal (founded in 1980), and Praxis: A Writing Center Journal (founded in 2003). Writing center research is also published in a variety of journals that focus more broadly on work in rhetoric and composition—journals such as College Composition and Communication, College English, WPA: Writing Program Administration, and similar venues.

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AUA’s Math and Writing Center: Let’s get acquainted!

Photo_Anna AghlamazyanAnna Aghlamazyan is the Math and Writing Center coordinator at the American University in Armenia. She shares a bit of the story of her center, below!

Students at the American University of Armenia (AUA) have a place not to be found in any other educational institution in Armenia – a Center dedicated to Math and Writing. We are the only one in the country and now are 3 years old.

It all began in 2013 when Garine Palandjian, Manager of Student Services, launched the Center for Student Success. Six work-study students were hired to provide math and writing consultations specifically targeting undergraduate students.

4. MWC

Founded 25 years ago, AUA is a private, independent university affiliated with the University of California. Our University initially offered only graduate programs but with the establishment of undergraduate programs The Math and Writing Center was also set up. Supporting student success is an integral part of an American undergraduate education; therefore, AUA ensured that student support services such as the MWC would be included in the design of the undergraduate program.

The number of consultants did not change significantly since the launch of the Math and Writing Center, ranging from 4 to 5. Upon being hired, all of the work-study students are trained to be able to provide support to their peers successfully. The Manager of Student Services and I as the Math and Writing Center Coordinator, guide the consultants to essential tips and tricks to prepare them for consultation sessions. We also have bi-weekly meetings throughout the academic year to ensure work-study students’ professional development.

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CFP: Special Issue of WLN–What We Believe and Why: Educating Writing Tutors

Karen Johnson, Associate Professor at Shippensburg University, and Ted Roggenbuck, Associate Professor at Bloomsburg University, direct writing centers in the same state system. Over the past several years, they have collaborated to develop cross-institutional trainings and research. Their ongoing discussions and scholarship about educating writing tutors span several publications, conferences, and workshops, piquing their thirst for topics surrounding tutor education.

Key to our success in the important work of writing centers is our effectiveness in providing tutor education. Our field has over three decades of scholarship on how to educate writing tutors in a multitude of settings, but the wealth and variety of resources can create challenges for those seeking guidance. However, that we also have a number of excellent and popular (though not universally used) resources such as The Bedford Guide for Writing Tutors, The Longman Guide to Peer Tutoring, and The Oxford Guide for Writing Tutors does suggest at least some consistency in how we educate tutors. But to what degree do we share core beliefs about tutor education, how do we know what aspects of our programs to prepare writing tutors are most effective, and to what areas are we not paying adequate attention? Moreover, what are effective contexts for educating tutors? Although credit-bearing courses appear to be ideal contexts for tutor education, what particular aspects of a course make it effective? And for directors who are unable to offer a course or even paid time for educating tutors, how can they effectively prepare tutors for the different rhetorical situations and writers they will encounter?

Continue reading “CFP: Special Issue of WLN–What We Believe and Why: Educating Writing Tutors”

“Does anyone know…?”: The National Census of Writing responds

gladstein_jill_profileAs a perfect kick-off to our upcoming fall semester, Jill Gladstein writes about the amazing work she and her colleague Brandon Fralix have done creating and curating the invaluable National Census of Writing. Their work was supported by a prestigious Mellon Foundation grant and is a game-changing resource for conversations in the field.  

Often someone posts a question on WCenter or via social media asking about common practices in the writing center. Where is your writing center located? How many consultations did you hold last year? Are your consultants undergraduates, graduate students, or professional tutors? How are they trained and paid? Who directs the writing center? Sometimes people request this information with urgency in order to save a threatened writing center or other times people request this information out of curiosity to provide context for how their individual writing center fits into the larger landscape of writing centers. The answers to these questions provide perspective for folks working in and out of our centers, but we have been limited by the lack of response to these data requests.

Last fall my colleague Brandon Fralix from Bloomfield College and I, with the assistance and support of many, launched the National Census of Writing database.

We sent individuals at over 2500 institutions a 200+ question survey covering eight broad topics.

survey

Our goal was to complement individual research projects and larger projects such as the Writing Centers Research Project and WAC Mapping Project by providing a large set of data that would be easily accessible via the internet. We wanted to make it easier for people to create a data-informed practice within their writing program or center.

Continue reading ““Does anyone know…?”: The National Census of Writing responds”

CFP–Tensions in Professionalism: Dress Codes in the Writing Center

Dr. Katie Manthey, Director
Katie.manthey@salem.edu

Shannon Henesy, Intern, Assistant Director
shannon.henesy@salem.edu

The 2016-2017 Staff of the Salem College Writing Center
writingcenter@salem.edu

Tensions in Professionalism: Dress Codes in the Writing Center

Writing centers serve clients as whole people. As Harry Denny explains in his piece “Queering the Writing Center,” “In supporting writers, we never just sit side by side with them as purely writers; they come to us as an intricately woven tapestry, rich in authenticity and texture of identities. But this cloth often requires something extra to be legitimated in the academy” (103). Going one step further, we propose that the “cloth” of identity could be taken literally. After all, when clients and consultants come into the writing center, they are always wearing the “woven tapestry” of their own clothes and displaying their identities, at least in part, through what Joanne Eicher calls “dress practices,” which can include clothing, make up, hairstyle, body odor, and more (4). Returning to Denny, because writing centers exist within institutional structures where what it means to dress professionally can be both explicitly and implicitly defined, they are uniquely positioned to do the “extra” work of “legitimating” the cloth of identity not just for clients, but also for consultants and directors.

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An Interview with Tracy Santa

Editor’s note: Dr. Tracy Santa’s article on close listening is featured in the May/June issue of the WLN Journal. I asked the director of the writing center at Colorado College to share a bit more of his story and about some of the details his article touches upon.

  • Can you tell me a bit more about yourself and your career in the writing center world?

TracyJune13I attended Georgetown for two years as an undergraduate (pre-writing center academia) and struggled greatly as a writer. I eventually finished a BA and MA in English and creative writing at San Francisco State, fell into teaching in a Bay Area reading program in the mid-1980s, and became curious enough about how to teach more effectively to enroll in the EdM program at Harvard. It was there I was introduced to an entire field of studies previously obscure to me: composition and rhetoric.

While teaching composition at Loyola in New Orleans I was asked in 1992 if I would like to direct the English Lab, a satellite of the WAC Writing Center at Loyola, then directed by Kate Adams. I received a quick education that year in what writing centers could (and could not) do. In 1993 I accepted a position as the Writing Center Director at the United States Air Force Academy, one among the first 16 civilian faculty hired there. The Writing Center at the USAFA was staffed by faculty—a challenging crew, but a great opportunity to have an impact on writing across the curriculum.

In 1997, I took a three year leave from the Academy to direct the Writing Program and Writing Center at the American University in Bulgaria. I went from an all-faculty staff to a peer staff composed exclusively of English Language Learners from six different countries counseling students in an English language medium environment driven by Western rhetorical practices. In my initial semester at AUBG I met Anna Challenger, director of the Writing Center at the American College in Thessaloniki, and we began informally communicating with other writing center directors in southeastern Europe. This informal circle eventually gathered itself into a regional organization coherent enough to petition the NWCA for regional status. At the point this petition was accepted the NWCA became the IWCA, and the EWCA has flourished since under the leadership of European writing center leaders and scholars like Dilek Tokay and Gerd Brauer. I enrolled at IUP during my time abroad, studied with Ben Rafoth, and finished my PhD in comp/rhet in 2005, the year I accepted the position of Writing Center Director at Colorado College.

  • Can you tell us more about your center at Colorado College?

We’ve had a Writing Center on campus since 1981, and the good fortune of Molly Wingate’s dynamic leadership (1986—2001) as the CC Writing Center developed. Thus, the Writing Center had a real history and campus presence when I arrived in 2005. CC has not had a required writing course since 1966—much writing instruction on campus occurs in the Writing Center.

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