The Writing Center Journal seeks contributions for a special issue, co-edited with Katrin Girgensohn from Europa-Universität Viadrina Frankfurt (Oder), Germany, focusing on the transatlantic writing center conversation. Originally created in the United States to address US-based educational concerns (Boquet, 1999; Lerner 2009), writing centers have now expanded globally, as has accompanying scholarship (Bräuer, Carlino, Ganobcsik-Williams, Sinha, 2012). Christiane Donahue has identified a tendency among US theorists towards “‘othering’ countries that have different, complex, but well-established traditions in both writing research and writing instruction” (2009). We recognize this othering tendency in the writing center community, as well. Because the first writing centers outside the US were established in Canada in the 1960s and 1970s (Graves, 2017) and in Europe in the 1990s (Bräuer, 2002), they have a decades-long sustained engagement in writing center studies–with both reformulations and novel practices emerging (e.g., Scott, 2017). Study of transatlantic writing centers, which have evolved in their own right, thus has much to offer our increasingly globalized writing center community.
- The deadline for submitting a proposal is January 30, 2019.
- For submission types and more information, please read the full Call for Proposals (and then embed this link: https://static1.squarespace.com/static/561fea24e4b0355fd7db67b7/t/5bf3245b6d2a7321c60dd91f/1542661211784/WCJ+Special+Issue+CFP.pdf)
- If you have any questions, please email email@example.com
The extended deadline for proposals is December 21. PNWCA has some scholarship funding for tutors to attend and share their work — check out the www.pnwca.org website for more details.
Please reach out to us with any questions. The Call for Proposals can be found here: http://pnwca.org/joint-conference-2019-cfp.
Many thanks from your PNWCA Co-Chairs,
Director / Odegaard Writing & Research Center
Affiliate Assistant Professor / Department of English
University of Washington Seattle
6th Annual CWCA/ACCR Conference
The Writing Centre Multiverse: Vancouver 2019
Emily Carr University of Art + Design
May 30 & 31, 2019
Proposals are due by January 10, 2019
“Pastel Watercolour” Created by Kjpargeter – Freepik.com
2019 CWWTC/RMWCA Tutor Con
February 15-16, 2019
CFP ends 12/7/18.
The University of Colorado Denver, Metropolitan State University of Denver, and Community College of Denver are pleased to host the 2019 Tutor Con, a joint conference of the Colorado and Wyoming Writing Tutors Conference (CWWTC) and the Rocky Mountain Writing Centers Association (RMWCA).
The theme for the 2019 Tutor Con is “Interdisciplinarity, Diversity, and Collaboration.” The conference begins on February 15, 2019, with interactive workshops both for tutors/consultants and professionals/administrators. On February 16, 2019, Dr. Tobi Jacobi, Director of the Center for Community Literacy, Research and Outreach in the Department of English at Colorado State University, will deliver the keynote address before a full day of presentations and special sessions.
The Dangling Modifier is a newsletter/online journal written by peer writing tutors for peer writing tutors. The newsletter, first launched in 1994 at Penn State University under the direction of Dr. Ron Maxwell, serves as an opportunity for peer tutors in writing to have their thoughts and experiences in the writing center published for an international audience.
Part of The DM’s charm? All selected submissions (and their writers!) are tutored through synchronous, digital sessions with a panel of student consultants. We don’t want to use the word “editors,” here, since that’s not the work we’re setting out to do. The goal for each published piece in each edition is for writers and their preliminary readers (our team of student consultants) to have meaningful conversations about their work and their writing before the editions go live. We want to extend our discourse on writing, revision, and reflection beyond our classrooms or writing centers and into a space that centers tutor-knowing and tutor-experiencing by pairing together our writers with consultants who assist in that reflection process.
Every fall, the newsletter is hosted by Penn State University under the supervision of Dr. Karen-Elizabeth Moroski (me), and in the spring, the newsletter travels! Recent hosts include Michigan State University and Wittenberg University. If your university might be interested in hosting during Spring 2019, let Karen know (firstname.lastname@example.org).
To learn more about The Dangling Modifier or to view this fall’s CFP, check out our website. Submissions are due November 12th.
Ashley Squires is Director, Writing and Communication Center, New Economic School, Moscow.
When I arrived in Moscow in 2013 to begin my job as Associate Director of the Writing and Communication Center at the New Economic School, it was with a sense of purpose and adventure. I felt that the work I was doing—teaching communication and critical thinking skills to Russian students—would be challenging and urgent. But I could not have guessed that my time here would overlap with the emergence of writing and writing pedagogy as a genuine academic discipline in a place where it hadn’t previously existed.
The WCC at NES is usually considered to be the first American-style writing center in the Russian Federation. Founded in 2011, it coincided with the creation of an American-style liberal arts program at the New Economic School and the Higher School of Economics. The latter university, which, like NES, was founded in the years immediately after the fall of the Soviet Union, began its own writing center in the very same year. Since then, between 14 and 16 writing centers have popped up across the country (the number depends on how we define an “active” writing center). However, the NES WCC remains the only writing center that, in the American mode, primarily serves the needs of students, especially undergraduate students.
Though inspired by American writing centers and Anglophone writing pedagogy, Russian writing programs are taking new forms. Many of them were founded with money distributed as part of Project 5-100 (Проекта 5-100), a state-sponsored effort to raise the international profile of Russian universities by encouraging faculty to publish in international venues. This has created the conditions for writing to emerge as a genuine discipline focused as it is on raising the general level of scientific communication, not only in English but in Russian as well. Interesting new approaches and research projects are emerging in this environment, and parallel efforts are ongoing in Central Asia and other parts of Eastern Europe. But across such a vast territory, scholars need help finding one another, and the West as yet knows little about the work being done here.
In cooperation with the WAC Clearinghouse, I am looking to bring attention to this important work and to increase the possibility of collaboration across borders. We are seeking proposals for contributions to an edited volume that will cover the history and current practice of writing programs throughout the former Soviet Union. This collection seeks to address the following questions:
- How are teachers, students, researchers and administrators in the region working to further progressive writing pedagogy?
- What ideas about writing and writing instruction—both new and old, foreign and domestic— inform, assist or complicate this work?
- How does writing shape knowledge and practice within specific regional cultures, academic or otherwise? How might writing function as a bridge or barrier?
- How is writing being used as a learning tool, within disciplines, within the university, or at a national or international level?
Possible submissions might include:
- Studies of past language / educational practices in the region and the impact these practices have on contemporary writing pedagogy.
- Analyses of institutions (writing centers, language departments, universities) and the forces, both internal and external, with which stakeholders must contend in reforming writing pedagogy.
- Analyses of the region’s unique cultural, economic and political challenges, and how these challenges affect the teaching of writing.
- Stories of success (or failure) in attempting to incorporate methods and materials from other countries’ research traditions.
- Analyses of international collaboration efforts, the challenges faced and knowledges produced.
- Research studies (either qualitative or quantitative) that test the feasibility of various teaching methods.
- Stories or studies which understand local experience through broad theoretical concepts (translingualism; World Englishes; genre studies, activity systems and communities of practice; writing to learn and WAC/WID theory; academic literacies, etc.).
The deadline for proposals (200-300 word abstracts) is October 31, but we will continue to look at submissions after that point. Final essays will be due in late Spring of 2019. To submit an abstract or ask a question, contact Ashley Squires at email@example.com.
Genie Giaimo, Ph.D., is the current Director of The Ohio State University Writing Center. Before her arrival to OSU, she was Assistant Professor of English and Director of the Writing Centers at Bristol Community College. Her research applies RAD-based methodologies to large-scale and often systemic issues within writing center administration, such as perceptions of the writing center in open access institutions, or the impact of ordinary and extraordinary stress on writing center workers. She has published articles in peer reviewed journals such as Language and Literature, Literature and Medicine, European Journal of Life Writing and Praxis: A Writing Center Journal. She is also the special editor of the WLN issue on Wellness and Self-Care. In the time that she doesn’t manage a staff of 52+ graduate and undergraduate consultants, she practices yoga and volunteers at Colony Cats—a volunteer-run organization dedicated to trap and release, as well as the treatment and adoption of stray and surrendered cats, in Columbus, OH.
WLN blog: Why is this an important issue?
Giaimo: Writing Centers are not just spaces where writing occurs, or where education occurs; they are also spaces where emotionally charged exchanges happen and where burnout can occur among workers.
WLN blog: Who are the writing centre people writing on wellness and self-care?
Giaimo: Right now there are very few published pieces on this very broad topic. Degner, Wojciehowski, and Giroux’s piece “Opening Closed Doors: A Rationale For Creating a Safe Space for Tutors Struggling with Mental Health Concerns or Illness” (Praxis 2015) is perhaps one of the most cited; however, Mack and Hupp’s recent article (2017) on mindfulness in a community college writing center—also published in Praxis—is another that is unique in its own right. In the larger field of composition, Paula Mathieu studies writing activism and mindfulness and contemplative practice to bring about social justice. Research on the emotional aspects of tutoring and writing center labor have also been studied. There’s a great MA thesis by Christina Rowell on this topic, as well as Alison Perry’s “Training for Triggers: Helping Writing Center Consultants Navigate Emotional Sessions.” So, while it is an emergent field, in writing centers studies, there are certainly a lot of folks interested in the topic and conducting research on it. Also, the 2018 East Central Writing Center Association’s conference—hosted by The Ohio State University—focused on wellness, self-care and labor in writing center work.
WLN blog: Do you see an increased need self-care and wellness in students?
Giaimo: It’s hard to say, I think, anecdotally, that the recent Presidential election and the attendant uncertainty surrounding DACA, and other policies set in-place to protect vulnerable populations among us (such as persons of color, LGBTQ+, graduate students, among many many others) certainly has had an effect on the experiences and emotions of a number of students on campus. However, statistically speaking, Degner et al.’s piece noted the increase of mental health concerns, self-diagnosed or professionally diagnosed, among student populations entering college. So, yes, I think self-care and wellness is something that a number of universities are interested in fostering for their students and that student populations (as well as those outside universities) could benefit from being supported in this work. Continue reading “Working Towards the Trifecta: A WLN Special Issue on Wellness and Self-Care”
Read Dr. Giaimo’s post on this special issue.
In coordination with the 2018 ECWCA conference theme on occupational hazards: writing center labor, self-care and reflection, we welcome submissions that explore the multi-faceted ways in which writing center labor demands, deserves and enacts wellness and self-care practices. To date, research on tutor well-being—a perennial concern for writing center administrators—is relatively under-explored in writing center scholarship. While mindfulness in the writing center has been the topic of a number of presentations at regional and national writing center conferences (and a popular discussion thread on a recent Wcenter listserv email), there is relatively little published material on this topic (Mack and Hupp; Dueck). Similarly, Degner et al.’s 2015 article “Opening Closed Doors: A Rationale For Creating a Safe Space for Tutors Struggling with Mental Health Concerns or Illness” calls for more explicit training on self-care and tutor mental health after uncovering that 65% of survey respondents identified the lack of discussion on these subjects in their writing centers’ trainings.
Wellness and self-care, then, while popular topics both in writing center academic conversations, as well as in popular culture, are poised to become a mainstay of tutor preparation and training. Similarly, this topic is becoming monetized through for-pay productivity workshops and trainings. What, then, does the academic writing center community have to say on these subjects? How do we currently integrate wellness and self-care into our practices? How might we want to incorporate these practices into our centers? And what does our desire to do so say about the labor that we preform? We encourage contributors to consider, as starting points, current and local iterations of wellness and self-care trainings in writing centers, as well as potential best practices for developing these kinds of programming for our tutors, our administrators, and our clients. Continue reading “CfP || WLN Special Issue: Wellness and Self-Care in Writing Center Work, with Dr. Genie N. Giaimo”
例如，中国第一个写作中心（成立于2006年）就是得益于西安外国语大学与位于美国俄亥俄州的鲍林格林州立大学之间一个长期合作的交换项目。在西安外国语大学教授吴丹的一篇文章中，她介绍了中国第一所写作中心的建立并且强调说“西安外国语大学写作中心是借鉴了鲍林格林州立大学写作中心的模型，但是拥有自身的特色”（139）。另外，根据吴丹教授的研究，“这种模型【借鉴美国写作中心但是针对中国国情和地方特色作出调整】已经开始在全国的范围内被采纳。”北京师范大学珠海分校写作中心也借鉴了同样的模型。这个于2016年9月建立的写作中心就借鉴了几所海外大学的经验，包括波斯顿学院。 Continue reading “加入写作中心在中国起步的浪潮 (宋凌珊) (Part 2 of 5, Writing Centers in China)”
Lingshan Song is the Assistant Director of the Writing Center at Mississippi College (MC). She also teaches freshmen composition courses and the tutor training course at MC. Her research interests include writing center theory and practice, ESL tutoring, cultural studies, and international collaboration. Her ongoing research projects involve advocating for writing centers in China and supporting writing center establishment there. Lingshan also serves as Outreach Coordinator on the Southeastern Writing Center Association (SWCA) board, TESOL Representative for the Association of Christians in Writing Centers (ACWC), Secretary of Mississippi Writing Centers Association, and Member for the International Symposium of English Writing Center in Chinese Universities planning committee.
While writing centers have a long history in American academia and are well established in the U.S., in the past decade, writing centers have just started revealing their values to higher education institutions in China. In the past twelve years, from 2006-2017, a batch of Chinese higher institutions have started writing centers to provide tutoring for English writing. Another important step in writing center development was the inaugural conference of Writing Center Association of China, held from June 9-11, 2017 in the Sino-British university, Xi’an Jiaotong Liverpool University, located in Suzhou, China.
With the exciting progress of building writing centers in China, there is yet to be a study about existing writing centers in China and their contributing elements commonly observed. In other words, how did these writing centers get started? What elements are essential to their establishment? I conducted preliminary research from September to November 2017, aiming to investigate existing writing centers in mainland China and discover commonalities among them and explore possible models for future writing center establishments in China, considering local adaptations.
Despite local adaptations, I found that as international partnerships prosper between U.S. universities and Chinese universities in the past decade, it has created a historical timing for writing center establishment in China. The “globalization” concept, bringing China’s education more in line with international practice, urges Chinese higher institutions to form international partnerships with oversea universities in two forms: 1) by developing exchange student programs with partner universities; 2) sending faculty to partner universities as visiting scholars. Continue reading “Joining the Momentum of Writing Center Establishment in China (Part 2 of 5, Writing Centers in China)”
The Writing Centers Association of Japan 第9回
シンポジウム開催「Innovations in Writing Education」
主催：東洋大学、The Writing Centers Association of Japan
参加登録には、 https://goo.gl/forms/gQAPw2d7nDzLf5cG3 にアクセスしてください。（無料）
応募書類を https://goo.gl/forms/qFLoZWh0QWwDwSLy2 で提出してください。
The Writing Centers Association of Japan, in conjunction with Toyo University and the National Graduate Institute for Policy Studies (GRIPS), is pleased to announce the Tenth Symposium on Writing Centers in Asia to be held on March 9th, 2018. The theme this year is “Innovations in Writing Education.”
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 educational institutions as well as the teaching and learning of writing. The symposium attracts a large number of participants, demonstrating the growing importance
of writing centers and a high level of interest in the role and functions of writing centers and writing in Asian higher education. We welcome a diverse group of participants and presenters
from a variety of contexts to join us. Attendance and participation are free.
5-28-20, Hakusan, Bunkyo-ku
Tokyo 112-8606, Japan
If you plan to attend, please register online.
Call for Proposals
The Program Committee invites proposals for both research and practice-based presentations in English and Japanese. Presenters will have 25 minutes to present and answer questions.
Presenters are encouraged to use presentation software (e.g., PowerPoint), though they will need to bring their own computers and adapters. We also welcome poster presentations. This
year, reports on newly established writing centers and writing programs are particularly welcome, as well as other topics related to writing education.
Language of proposals and presentations: Either English or Japanese
• Title: Up to 100 letters (including spaces) in English or 50 characters in Japanese
• Summary for the symposium program: About 100 words in English or 250 characters in Japanese
• Abstract: 200 to 300 words in English or 500 to 800 characters in Japanese
• Names, affiliations, and e-mail addresses of all presenters
Proposals are to be submitted online.
Deadline for submissions: February 14, 2018 (Japan Standard Time)
Notification: February 19, 2018
The CWCA/ACCR conference committee invites you to submit proposals for our 2018 conference.
Submit your proposals by 11:59pm (EST), Monday, January 15, 2018.
Please note that this is a firm deadline, and will not be extended.
All submissions are to be made online.
Where: University of Saskatchewan, Saskatoon
When: May 24-25, 2018
Keynote: Dr. Sheelah McLean
Plenary: Jack Saddleback
In Canada, a recent focus on reconciliation and Indigenization are revitalizing conversations around anti-oppression pedagogy (Kumashiro, 2000), a series of approaches which focus on how traditional educational systems and practices reinforce existing hierarchies and contribute to the disenfranchisement of marginalized students. Nationally and internationally, post-secondary institutions are seeing students affected by the rising tide of extremist right-wing politics and dubious news sources, calling for renewed attention to social justice and literacy-building.
An International Writing Centres Association (IWCA) position statement states that writing centres are particularly well positioned to “uphold students’ rights, as we work in the everyday-ness of literacy” (as cited in Godbee & Olson, 2014). As Nancy Grimm (2009) said in her IWCA keynote, “Although some might claim that the work of a writing center is ‘just’ to teach writing, the teaching of writing is never a neutral endeavor; it is never devoid of political motivations or outcomes.”
At the 2018 CWCA conference, we invite you to join us to exchange knowledge, share challenges, and ask questions about the ways our teaching and tutoring can and should engage in anti-oppressive educational practices.
Keynote speaker Dr. Sheelah McLean — a founder of the Idle No More movement and recipient of the Carol Gellar Human Rights Award (2013) — will discuss anti-racist, anti-oppressive educational practices. Closing plenary speaker Jack Saddleback will discuss the topic of resilience, drawing on his personal experiences with mental health activism, student politics, and gender and sexual diversity. Continue reading “Call for proposals || 2018 Canadian Writing Centres Association Call for Proposals >> due Monday, January 15, 2018”
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.
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 (firstname.lastname@example.org) and Muriel Harris (email@example.com). 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.
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.
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?
Contact Amber Jensen, President of the Capital Area Peer Tutoring Association, at firstname.lastname@example.org with questions. The call for submissions is as follows:
We invite secondary school writing center directors to contribute to an exciting, updated, an digital new version of the Capital Area Peer Tutoring Association’s Resource Toolkit for Secondary School Writing Center Directors.
The first versions of this resource, assembled in 2011 and 2012 by a team of four SSWC directors in Northern Virginia, were designed to support new SSWC directors by sharing artifacts from our centers and exemplars of the kinds of documents and materials we created to support our work and our tutors’ work. More than a theory-based description of writing center pedagogy (which has been widely published elsewhere), we envisioned this resource as a toolkit, which is what we named it, with practical examples, accompanied by explanations, of various documents and materials throughout the phases of establishing and maintaining our writing centers.
For the past five years, distribution of this resource has been in high demand, but unfortunately limited due to printing and shipping costs. This summer, with funding from George Mason University, we are developing a new digital edition of the toolkit which will be distributed this fall; it will be available in PDF and ebook formats, and we plan to make it downloadable for free. Not only does a digital edition allow for wider and more equitable distribution of the materials, but it also allows for more frequent revisions and updates, which is very exciting.
We are reaching out to the wider community of SSWC directors to invite your contributions to this resource. We invite you to consider the kinds of documents and products you are willing to share with other SSWC directors, including materials you have designed as a program administrator for tutors, teachers, administrators, and other audiences. These artifacts might fit into any of the following categories (described more in detail here ):
- Planning and Proposal (planning documents, committee descriptions and roles, proposed budgets, administrative proposals, three or five year plans, etc.)
- Tutor Recruitment and Selection (nomination letters, tutor application materials, tutor selection criteria, selection committee roles, interview materials, etc.)
- Initial Tutor Training (training agendas, resource lists, materials designed for tutors to learn about tutoring and/or writing, etc.)
- Program Implementation (informational flyers or advertisements, teacher or tutorcreated PSAs for students, teachers, administrators, methods for keeping records on tutoring sessions, tutor reflection logs, tutor evaluation mechanisms, administration meeting agendas, etc.)
- Tutor Course Curriculum (syllabi for tutor training courses, writing assignments for tutors, assessment criteria, etc.)
- Schoolwide Writing Initiatives (partnership programs with departments, clubs, activities in the schools, special workshops or outreach initiatives, etc.)
- Gathering Evidence of Success: Data and Evaluation (monthly reports, quantitative and/or qualitative data on tutoring, etc.)
Guest Editors: Dana Lynn Driscoll (Indiana University of Pennsylvania) and Bonnie Devet (College of Charleston)
A vital topic in higher education is transfer of learning, or what is generally known as students’ ability to adapt, apply, or remix prior knowledge and skills in new contexts, including educational, civic, personal, and professional. As recent writing center scholarship attests, transfer of learning is of key importance to the work we do in writing centers, both with our work with clients but also with our tutors themselves.
For this special issue of the WLN, we encourage contributors to consider, as starting points, some of the following questions related to transfer and centers:
- How might transfer be defined and considered in a writing center context?
- How does transfer help characterize the development of consultants, both novice and expert?
- How do consultants transfer knowledge between settings?
- What strategies can consultants use to support and encourage clients’ transfer of prior knowledge and skills during sessions?
- How do clients use the writing center to transfer writing knowledge between courses?
- What role do dispositions play in transfer in a writing center context?
- What can writing center directors do to help prepare tutors to better support transfer?
- How can transfer of learning be a primary mission for writing centers?
Dr. Katie Manthey, Director
Shannon Henesy, Intern, Assistant Director
The 2016-2017 Staff of the Salem College Writing Center
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.