Announcements & Upcoming Events
Rewind & Reset: ‘Prioritizing Antiracism Writing Tutor Education’
"This chapter is intended for readers who are new to the discussion of antiracist pedagogy, who are coming from a background that did not include writing center theory, or who are re-evaluating their tutor education programs. Within the context of my own process of evaluating and re-evaluating my tutor education programs, and following in a feminist pedagogical tradition of exploring intersections between theory, experience, and application, I will suggest some practical ways to prioritize conversations within writing tutor education about the relationships between writing, the academy, and institutionalized oppression."
Looking Forward: The Regional Writing Centre, University of Limerick, Ireland
As I wrote in ‘At the Centre of Changing Contexts: A Writing for Life Centre' (Cleary 2019, p.116), Irish law obligates our universities to be outward facing: “…we are a face looking in two directions simultaneously, back to a student’s life before matriculation and forward to the life the student faces when they leave.” Moving forward, we will continue to host a national essay-writing competition for secondary school students, engaging them in debates about social issues that are relevant to them as a way of preparing them for future civic engagement.
Rewind & Reset: Multimodal and Multimedia Projects in the Writing Center
"In this post, I hope to provide some concrete advice for working with multimedia and multimodal projects in the writing center, but I should start by noting that my advice (and even my definition of “writing”) comes from my work as editor of Kairos: A Journal of Rhetoric, Technology, and Pedagogy and from my research interests in digital rhetoric – I’m not a scholar or practitioner of Writing Center pedagogies, but I am an ally and supporter of the great work that Writing Centers accomplish. I’ll start with some history and some context; feel free to skip down to the “Advice and Preparation” section to get straight to the practical bits."
Dr. Jessica Clements on the placement of her WLN article in the Best of Rhetoric and Composition Journals (2020)
If our job as teachers and tutors is to equip students to critically respond in writing to a variety of audiences and purposes, then we are doing our students a grand disservice by un/intentionally excluding arenas of new media exchange from our writing center work. The work of citizens, professionals, and academics takes place more and more in online spaces; social media, in particular, is rife with significant discourse that affects our everyday lives—we’re not out exchanging seminar papers, printed double-spaced in Times New Roman, 12 pt. font, on the street. These evolving new media spaces are where contemporary composing processes are shaped and discourse products are virally circulated for the championing or critique of complex audiences.
The English Writing Center at Zhejiang University, Hangzhou, China
The Zhejiang University English Writing Center (EWC) is affiliated with Zhejiang University, one of China’s top higher education institutions located in Hangzhou, Zhejiang. Unlike other EWCs, we have no peer tutors but three professor tutors regularly and a few professors just when-in-need. The language of engagement is English for English professor tutors, and both Chinese and English for Chinese professor tutors.
Rewind & Reset: Toward an AntiRacist Translingual Writing Center
In this Reset & Rewind, we revisit Dr. Moroski's post where she discusses the importance of an antiracist translingual writing center approach.
It’s been a learning experience. The writing center community remains tight knit in the online space. We hold hands and provide each other emotional support. Writing camps have gone virtual for now. Let’s keep reflecting upon our collective experiences.
Inspiring Resilience
Many students have expressed common fears of an uncertain future. Their concerns, fears, and worries mirrored our own. Amid their concerns, we did the only thing we knew to do. We listened. We provided support. Our students, in turn, have also been our support.
