Survey || WLN: A Journal of Writing Center Scholarship – Online Writing Workshop Program

WLN: A Journal of Writing Center Scholarship is launching a workshop program to help writers publish in WLN and contribute to the field of writing center studies. The online workshops will support writers in their early stages of thinking and writing.

Help us help you! Please take our short survey to help us identify topics that most interest you, consider factors that will make the online workshops easy for you to attend, and make the workshops inclusive and accessible.

The survey will be available through November 30th and can be accessed here: http://tinyurl.com/wlnworkshop-survey.

Save the Date >> Canadian Writing Centres Association Annual Conference || May 24-25, 2018



Save the date! Mark your calendars!

Please join us May 24-25, 2018 at the University of Saskatchewan (Saskatoon)


Conference Theme: Resilience, Resistance, Reconciliation
Keynote Speaker: Dr. Sheelah McLean (USask), co-founder, Idle No More

Call for Proposals expected: Monday, October 30, 2017
Deadline for Submissions: Monday, January 8, 2018, 11:59pm (firm)

For conference-related inquiries, please contact Sarah King sking@utsc.utoronto.ca

 

Announcement | #wcchat 9/14/17 | Join our bi-weekly chats!

Join our bi-weekly chats!

South Haven Writing Center

The start of the academic year is one of the most important times for institutions, including writing centers. Training, routines, and center management become focal points; effective practices in these areas helps foster growth and efficient operations for the center. It’s an important, and sometimes stressful, time for centers, making it a vital topic for discussion for writing center professionals. For this week’s chat, we’ll focus on the role that training takes in starting our academic years, discussing specifically what we do, why we do those things, and what we struggle with in training. Through discussion, we will be able to share ideas for what works for our own centers, as well as offer ideas for others.

~ Kyle Boswell @boskm

Chat norms:

  • Follow the moderator (@boskm).
  • Questions are tweeted out with “Q” and question number.
  • Respond with “A” and corresponding question number at the front of your tweet.
  • Don’t forget the hashtag! #wcchat
  • Use an app that allows you to follow more than one stream. Set a column for #wcchat
  • Favorite tools include Tweetdeck and HootSuite
  • Follow those you connected with and/or learned from to grow your PLN.
  • Be respectful of others.
  • Focus on quality responses and questions that generate discussions that focus on our writing center practices.

Questions:

  • Q1: Describe the training consultants go through at the beginning of the year.
  • Q2: If you use journal articles for training, what articles do you find most useful? If you don’t, why don’t you use journal articles for training?
  • Q3: What are your biggest concerns during the initial training process? Why?
  • Q4: Describe your strategies for teaching consultation basics.
  • Q5: What initial struggles are most typical for consultants in your center? Why?
  • Q6: What is your favorite training activity? Why is it necessary?
  • Q7: What is your least favorite aspect of training? (Comment ideas for others that might spice up their training methods.)

“Connecting with Purpose”: 14th Annual Southern California Writing Centers Association Tutor Conference

California Lutheran University, Thousand Oaks, CA — Saturday, March 3rd, 2018

The Southern California Writing Centers Association invites proposals for our 2018 Tutor Conference. The theme for this year’s conference is “Connecting with Purpose.” Connections are central to writing center work: between tutor and student, between concept and execution, and across genres, disciplines, and departments. This year’s conference asks us to question and confirm these connections. The conference organizers intend for participants and presenters to leave with new or renewed connections to each other, and to the meaning and value of their writing center work.

Questions you might consider as you develop your proposal; use them to aid, not limit, your thinking:

  •  What is the purpose of a writing center in facilitating connections across campus—connections around service, scholarship, support, learning, advocacy, development, professionalization?
  •  How can tutors help facilitate students in making their own connections between current and future writing projects?
  •  Who are we connecting with when we involve ourselves in supporting writers and promoting literacy education outside the classroom?
  •  Are there types of connections that writing centers should resist fostering? Or seek to promote?

As always, this conference is by tutors, for tutors. Therefore, we seek proposals for highly interactive 50-minute conference sessions (10 minutes of presentation, 40 minutes of interaction) that seek to investigate, reimagine, and/or rediscover the purpose(s) of writing center work. After giving a short framing presentation (approx. 10 minutes) on research or ideas related to the theme, presenters will engage the audience in activities or discussion to collaboratively explore the issue. The conference will close with a community hour for further sharing and conversation.

Proposals due November 1, 2017 via http://sandbox.socalwritingcenters.org/2018-tutor-conference/

Writing Center Administrators: During the tutor conference, SoCal writing center administrators will engage in a parallel meeting featuring presentations by and discussions with other writing center professionals. Registration, lunch, and community hour will offer opportunities to connect back with tutors.

 

CWCAB: Creative/Writing Center Note

Amy Hansen, staff writer, introduces our special creative writing feature to wrap up the spring ’17 semester! To read individual pieces, click the pull quotes below, or scroll through the creative writing section of the blog. 

I had no idea what we’d receive when we put out the call for creative writing about writing center work, but I was banking on the obsessive devotion both fields require to produce good results. We read so many good submissions from all over the world — from South Africa to Hawai’i to Canada (and beyond!) — and gradually, as these things do, a theme began to emerge.

Like our writers, all of whom identify as creative writers and writing center folks, each piece we chose features a space between the creative and the academic, between self and other, between prescriptivist and descriptivist, between music and poetry, and between play and form.

This makes sense to me! As writing center tutors and administrators, our work requires us to shift rapidly in and out of discourse communities and interpersonal roles. So why wouldn’t that same tension translate thematically and stylistically to our creative writing?

Continue reading “CWCAB: Creative/Writing Center Note”

WLN Announcements!

Interested in Joining the WLN Editorial Staff?
Because of an ever-increasing work load and an interest in adding someone with new ideas and approaches to engage our readers, the editorial staff of WLN: A Journal of Writing Center Scholarship is in need of another staff member to join our team for the print journal. We envision this person as being an Associate Editor with some development work as well.

Interested in applying? If so, send us your CV, a short statement about any editorial experience you’ve had, and another short statement about what skills and ideas you would bring to WLN. Also, please let us know if you regularly use email and if you are available to work all year long, including summers.

Please send your CV and the requested additional information to us: Lee Ann Glowzenksi (laglowzenski@gmail.com) and Muriel Harris (harrism@purdue.edu). The position will remain open until filled.

An Invitation to Add Your Voice to WLN Conversations

We recognize that articles in WLN should be two-way conversations between authors and readers. And so, we want to provide space (when we can) in WLN issues to hear from you as readers responding to articles you’ve read in WLN. Because page space is always a problem with any journal trying to stay brief enough to actually allow you to read all articles, please keep your comments brief too. It’s difficult to predict when we will have space to include your responses, but we’ll do our best.

Please send your comments through the submission page on the WLN website.

Our new WLN Blog co-editors: Ann Gardiner and Brian Hotson

This week’s post is an introduction of our new co-editors, Ann Gardiner, Director of the Writing and Learning Center at Franklin University Switzerland and Brian Hotson, Director of Student Academic Learning Services in the Studio for Teaching and Learning at Saint Mary’s University in Halifax, Canada. In their conversation below, they speak to their own experiences coming to writing centers, their own practices in academic writing, and their outlook for the blog. You can contact Ann (agardiner@fus.edu) and Brian (brian.hotson@smu.ca) with any ideas for the blog.

Ann Gardiner

Q:    How did you arrive at your current position?
Ann: To make a long story short, I would say that I went through several side doors to arrive at my current position at Franklin University Switzerland, where I have been Director of the Writing and Learning Center since 2010. With a Ph.D. in Comparative Literature, I started my academic career as a professor, but I always worked closely with writing centers and even created one during my first academic appointment in Germany. In a sense, I became a specialist in general education courses, and I found that I really enjoyed helping students how to write better, read better, think better. In my two previous teaching appointments prior to coming to Franklin, I regularly taught writing and was teaching writing courses at Franklin as an adjunct when my predecessor at the Writing and Learning Center took an extended maternity leave. The replacement position became a permanent position in 2010, and I have been happily here ever since.

Brian Hotson

Brian: Unlike Anne, I started outside academia before my first writing centre position in 2008 at the writing centre at Queen’s University in Kingston (Ontario). I worked for many years in academic publishing, as a writer, project manager, and editor, among other things, mainly for Nelson Education. I also spent ten years as a writer and director/producer in educational television. Writing centre work came as a suggestion to me from a friend: I needed a job while completing my Master’s. We moved our family to Halifax in 2009, and in 2010, the directorship of the centre at Saint Mary’s University came available. It seems to really bring together my working skills and experience together.

Q:    What do you like best about working in writing centres?
Brian: Students and sentences. I spend a lot of time thinking about both. I like getting to know the students as a person–when I can–what they want to do academically, as well as how they’re going to take all their experiences and knowledge away with them. There’s great satisfactions to witness a student’s progress in, through, and out of the school. It’s humbling and satisfying!

Ann: As Director of the Writing and Learning Center, I have also gotten to know my tutors well too. Like Brian, I find it extremely rewarding to watch a student or tutor progress. I regularly have fantastic discussions with my students, tutors and academic mentors, who are upper-level students who help professors in their first year seminar courses and whose training I help coordinate. As I mentioned, I really enjoy helping students become better learners, and there is never a dull moment with this endeavor. We are a very small school at Franklin with about 400 students, and as a result I know my students well.

Continue reading “Our new WLN Blog co-editors: Ann Gardiner and Brian Hotson”

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.

Continue reading “Call for Submissions: Creative Writing/Center”

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 

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

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.

Continue reading “Introducing the Online Writing Centers (OWC) Email Discussion List”

The University of British Columbia Writing Centre Faces Closure

Screen Shot 2016-03-19 at 4.50.48 PMThe University of British Columbia is facing a shut-down of the face-to-face services of their popular writing centre. According to reporting from Samantha McCabe in the student newspaper, The Ubyssey, “Tutors believe that it is due to financial issues facing the Writing Centre, but this has not been confirmed by the university administration.”

Tutors and staff are pushing back against the pending decision and have started an online petition, which states, “Without the Writing Centre’s free tutoring services, the university’s reputation for academic excellence and educational accessibility will no longer be secure-and that is why we, as concerned students and Writing Centre tutors, have put forth this petition as a call for action. We need to save the Writing Centre’s tutoring services.”

To lend your support, sign the petition today!

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Listserv Misgivings and the WcORD

Screen Shot 2016-03-17 at 8.25.38 AMThis blog post is courtesy of Patrick Hargon, the Associate Director of the Learning Commons at the University of Nebraska at Kearney. 

If you haven’t checked out the Writing Center Online Research Database, enter a term in the search field at this link. It is like a micro-Google just for writing centers. You can find annotated exchanges from WCenter, links to writing center websites with all of the handouts and videos and resources so many have created, links to journal articles, blogs, podcasts, etc.

Perhaps its most useful function, for me, is that it offers a new site to check whenever I get the feeling that I want to post a question to the WCenter listserv.

Last Friday, as UNK’s Learning Commons neared closing time, I pulled one of our writing tutors aside and asked her to tutor me. She said she would, but I couldn’t judge her. “That’s got to go both ways,” I said, knowing that I was about to drag her into a house of mirrors: I wanted to send a question to the WCenter listserv, and I just needed to verbally release, like static electric discharge, all of the misgivings I cycle through beforehand. Should I this, should I that? Should I not? No, I should not. Okay, just do the thing. Hit send.

I’ve never been browbeaten on a listserv, I’ve never sent a message and lost sleep over it (I haven’t hit “Reply-all” by accident yet), and I’ve never come up with a single rational reason to go through the anxious protocol of searching the archives, writing, deleting, searching the archives again, rewriting, thinking, overthinking, finishing, almost sending, rethinking, etc., before simply hitting send. Furthermore, WCenter has an admirable record for polite responses to questions that have been asked many times before.

The tutor and I looked over recent posts to assess the tone of the salutations, to look at folks’ preferred sign-offs, to just get a feel for the different intonations of queries. We didn’t come up with a coding or classification system or anything, so I have nothing to report from our findings. But it was fun.

After that, she asked, “What are you worried about?”

“Well, creating an international wave of eyerolls throughout higher education,” I said.

She said, “Seriously, what’s the worst thing that could happen?”
Continue reading “Listserv Misgivings and the WcORD”

“Reading in the Writing Center” CFP: Special Issue of WLN

carillo_e-150x150Guest editor Ellen C. Carillo is an Associate Professor of English at the University of Connecticut and the Writing Program Coordinator at its Waterbury Campus. She teaches undergraduate and graduate courses in composition and literature, and is the author of Securing a Place for Reading in Composition: The Importance of Teaching for Transfer (Utah State UP, 2015). Her scholarship has been published in WLN; Rhetoric Review; Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture; Reader: Essays in Reader-Oriented Theory, Criticism, and Pedagogy; Feminist Teacher; Currents in Teaching and Learning; and in several edited collections. Ellen is co-founder of the Role of Reading in Composition Studies Special Interest Group of the Conference on College Composition and Communication (CCCC) and has presented her scholarship at many conferences including IWCA, CCCC, and MLA. She was recently awarded a research grant from CWPA for a project on transfer in writing centers.

Prior to a 2012 change in the Conference on College Composition and Communication’s (CCCC) call for proposals, Mariolina Salvatori and Patricia Donahue found that it had been almost two decades since composition’s professional organization encouraged panels and presentations on reading at their annual convention. Despite the long silence surrounding reading in composition, in the last five years or so many compositionists have returned to crucial questions related to reading, writing’s counterpart in the construction of meaning. For example, compositionists have been conducting studies that explore how instructors attend to reading in first-year writing courses (Bunn) and how focusing on reading early in students’ academic careers can affect their success in their majors (Lockhart and Soliday). Others seek to expose the false print-digital binary that overemphasizes the differences between print-based and digital reading (Horning; Morris).

Because writing centers are rich interdisciplinary sites that challenge both physical and conceptual boundaries among disciplines and between novices and experts, writing center studies is positioned to expand current discussions about reading. Writing center professionals’ perspectives have the potential to enrich these theoretical discussions, and their work on the ground has the potential to support more comprehensive literacy tutoring. Still, writing center studies has yet to join the conversation.

Continue reading ““Reading in the Writing Center” CFP: Special Issue of WLN”

CFP–Symposium on Writing Centers in Asia

The Eighth Symposium on Writing Centers in Asia will be held on Saturday, March 5, 2016, in Kodaira, Tokyo, Japan. It will be hosted this year by Tsuda College in conjunction with the Writing Centers Association of Japan (WCAJ) and the National Graduate Institute for Policy Studies (GRIPS). The theme this year is Writing Centers Across Languages and Cultures.

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While many writing centers in Japan started as university programs that either taught English as a foreign language or offered degree programs taught in English, recently more universities in Japan have been setting up writing centers to help students write in Japanese, either as a second language or, more often, as their first language. Tsuda College started its Japanese writing center in 2008, being one of the pioneers in Japan, and added sessions for English writing in 2013. Although the methodologies and approaches for conducting Japanese sessions are similar to those in English, we wonder if the role of the writing centers changes in different languages and cultures. This is one of the interesting questions we would like to explore in this symposium.

Continue reading “CFP–Symposium on Writing Centers in Asia”

Meet MENAWCA

Editor’s note: I was excited when Kelly Wilson of the Texas A&M University in Qatar agreed to share more with us about the Middle East – North Africa Writing Centers Alliance. Read about their valuable work below!

2014 MENAWCA Conference
2014 MENAWCA Conference

MENAWCA (Middle East – North Africa Writing Centers Alliance) was founded in 2007 to foster communication among existing writing centers in the region and to promote the work/practice/pedagogy of WCs in hopes that other institutions would be interested in starting them. Currently, our board has nine members.

I serve as President. My term began in May 2015 when the president at the time learned that she would be leaving the region. The expat world can be quite transient and some of us come and go without much notice. But, I was happy to take the role on as I love writing center work and I see it as an opportunity not only to serve the field, but to learn and develop new skills. My term will end in March 2017.

I have worked at Texas A&M University at Qatar (TAMUQ) for 5 years, both as a writing consultant and now as the Program Coordinator of Tutorial Services in our Academic Success Center. I oversee the training and supervision of tutors for writing as well as some math and sciene courses. TAMUQ is an engineering college – we offer bachelor’s degrees in mechanical, electrical and computing, petroleum and chemical engineering. We also offer an MEng or MS in chemical engineering.

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The remainder of the members on the MENAWCA Executive Board are as follows:

  • Vice President: Maimoonah Al Khalil (Riyadh, Saudi Arabia)
  • Past President: Molly McHarg (Washington DC)
  • Secretary: Elizabeth Whitehouse (Al Ain, UAE)
  • Treasurer/IWCA Representative: Sherry Ward (Doha, Qatar)
  • Public Relations Officer: Paula Habre (Beirut, Lebanon)
  • Conference Co-Chairs: Ryan McDonald and Susan Finlay (Muscat, Oman)
  • Webmaster: Amy Zenger (Beirut, Lebanon)
  • Member at Large: Jodi Lefort (Muscat, Oman)

Continue reading “Meet MENAWCA”

#IntlWriteIn 2015

Editor’s note: Jill Gladstein shares an update on the always growing #IntlWriteIn event!

At this moment, there are 88 schools from 5 countries set to host an international write-in event between Dec. 1-10. The current list of schools is below. Some are hosting an event for the first time while others are old pros at this point. The Swarthmore folks will do our best to keep tabs on how things unfold via social media, but others should feel free to help out to create a buzz. We have adopted the hashtag #intlwritein. If you use this hashtag on any social media platform, the event tagboard should pick it up.  You don’t need to be hosting an event to use the hashtag. Feel free to add to the buzz by sharing a scene from your writing center.

I can’t wait to see how this event unfolds on the different campuses. We know that schools have adjusted the event to fit their campus, which is what matters most. If we can get the event buzzing on social media, that’s a bonus. I like to think of the social media buzz as getting the wave moving around a stadium. It’s exciting if and when it happens, but the success of the wave shouldn’t impact the game on the field.

Be well,

Jill

 

Continue reading “#IntlWriteIn 2015”

WLN News Round-Up

Assistant blog editor, Amber Slater, shares some of what’s on the WLN news radar this week:

Why do writers love to run? Nick Ripatrazone explores the parallels between writing and running, aiming to explain why so many famous authors have been known to hit the track or the trails. [The Atlantic]

From CBC
From CBC

College students offer tutoring to Syrian refugees. Using Skype, a group of students from McGill University is offering English language tutoring to Syrian refugees who are studying for the TOEFL exam. While it is currently a pilot project, the students hope to involve more of their peers and spread awareness about the refugee crisis. [CBC]

 

A PhD student explains the utility of writing groups. Travis Grandy explains the personal benefits of writing groups and offers tips about how they can be structured and planned. [Inside Higher Ed]

A youth writing center will be recognized by the White House. The center, the Telling Room, is based out of Portland, Maine and offers writing programs for refugee and immigrant high school students. The organization will receive a National Arts and Humanities Youth Program Award of $10,000 to expand its programming. [MPBN]

Watch a video about the Telling Room here:

What writing and tutoring-related news do you have to share with us this week? Let us know in the comments!