Members of our Writing Center community in Brazil, Thais Cons, Camila Rezende, Janice Nodari, Daniel Persia and others are running the first Writing Center in Brazil, which opened its doors three years ago at Universidade Federal do Paraná (Federal University of Paraná). They will be presenting at this year’s IWCA conference. In this post, they share their thoughts regarding this year’s conference theme as it relates to writing center work internationally. Continue reading
We invite you to submit a proposal to a special issue of the WLN! For this issue, we are calling for papers that offer creative or innovative ideas for collaboration between writing centers and libraries. We are particularly interested in collaboratively-authored articles that involve both writing center and library staff. Continue reading
WLN is proud to present our fourth webinar: “Writing a Tutor’s Column: From Submitting to Revising.” This webinar, covering WLN expectations for Tutor’s Column submissions, and how to research, structure, and revise an article, will be held on:
Friday, October 25, 2019, 1:00pm to 2:00pm P.S.T.
To register, click here
Hosted by WLN Associate Editors Elizabeth Kleinfeld, Sohui Lee, and Julie Prebel, the webinar welcomes directors and tutors to join the presentation and a lively question and answer session. There is no charge to sign up for the webinar, but registration is required. Participants can register up to the day/time of the workshop. Continue reading
Saint Mary’s University, Halifax, NS
We are please to announce two keynotes:
Suresh Canagarajah, Edwin Erle Sparks Professor of Applied Linguistics, English, and Asian Studies
Dr. Canagarajah, named as one of the top 50 scholars who have shaped the field of TESOL by TESOL International, is the Edwin Erle Sparks Professor in the Departments of Applied Linguistics and English at Pennsylvania State University, as well as the Director of the Migration Studies Project. Among many other awards, Dr. Canagarajah is a recipient of the Distinguished Scholarship and Service Award by the American Association of Applied Linguistics; the Mina P. Shaughnessy Award (2015) by the Modern Language Association for the Outstanding Scholarly Book in the Fields of Language, Culture, Literacy, or Literature for his book Translingual Practice: Global Englishes and Cosmopolitan Relations (2013); Best Book Award (2016) from the American Association of Applied Linguistics for Translingual Practice: Global Englishes and Cosmopolitan Relations (2013). He is the author of more than 10 books and dozens of book chapters, academic articles, and other publications, both in English and Tamil. His book, Critical Academic Writing and Multilingual Students (2002), is required reading in the field of academic writing and multilingual instruction.
Writing Centre Director, York University
Dr. Bell is Assistant Professor in the Faculty of Liberal Arts & Professional Studies and Director of the Writing Centre at York University. She has delivered multiple presentations on digital writing and production at conferences for the International Writing Centres Association, Canadian Writing Centres Association, and Canadian Association for the Study of Discourse and Writing. She is a board member of the Canadian Writing Centres Association. Her digital student production forum, Scratch Media, features podcasts and other media produced through her writing courses. A co-authored monograph proposal, “Bring a hard copy to your appointment”: Tooled-up, networked, multimodal writing at the Writing Centre, is in submission to with Inkshed Publications.
The conference for Academic Writing and English Language Learners (AWELL) is a two-day conference designed for faculty, instructors, and writing centre professionals who teach and tutor ELL students. The goal of the conference is to provide tools and approaches that may be used directly in classrooms and tutoring sessions.
IWCA/NCPTW Ideas Exchange – Call for Proposals
We are pleased to announce the fourth annual Ideas Exchange forum at the 2019 International Writing Centers Association/National Conference on Peer Tutors of Writing (IWCA/NCPTW) Joint Conference in Columbus, Ohio.
This forum is designed to showcase innovative writing center strategies and initiatives and invite conversation about what has “worked” in various writing center contexts. Strategies or initiatives may focus on any aspect of writing center work–tutoring, administration, training, outreach, advocacy, activism, etc. Participants in the Ideas Exchange forum will be listed on the conference program. In addition, Ideas Exchange presenters may also participate in the “Works in Progress” session and have one additional speaking role on the conference program.
The Ideas Exchange forum will follow a resource/orientation fair setup. Each presenter will have their own table space and conference attendees will float through forum. Presenters will determine the best mode* (i.e. poster, PowerPoint, Prezi, short activity) for sharing their writing center strategy or initiative. With this format, presenters should be prepared to repeat their 3-minute or so strategies/initiative and to engage attendees in conversation.
Presenters are required to provide a handout, pamphlet, or link so that exchange presenters and conference attendees leave with a collection of strategies to try in their own centers.
150-200 word proposals should include a working title, a brief overview of the strategy or initiative the presenter(s) will focus on, the mode of delivery that will best communicate the strategy, and at least three keywords that will help the session chair organize the tables/participants thematically.
Please complete this form (https://forms.gle/9CgL1iX2zNLdxN3ZA) to submit your proposal for the 2019 IWCA/NCPTW Ideas Exchange in Columbus, OH. Proposal decisions and presentation invitations will go out by the end of July.
Deadline: Monday, 8 July, 2019
Evaluation of proposals: relevance of strategy, proposed audience, connection to conference theme
Acceptance Notifications: by the end of July (anticipated)
Please contact the IE Chair, Kat Bell, Ph.D. (email@example.com), with any questions.
*Please note that presenters will be required to provide their own computer/technology.
Douglas Eyman is Director of the PhD in Writing and Rhetoric, the MA concentration in Professional Writing and Rhetoric (PWR), and the undergraduate Professional Writing Minor at George Mason University. He teaches courses in digital rhetoric, technical and scientific communication, editing, web authoring, advanced composition, and professional writing. His current research interests include investigations of digital literacy acquisition and development, new media scholarship, electronic publication, information design/information architecture, teaching in digital environments, and video games as sites of composition. Eyman is the senior editor and publisher of Kairos: A Journal of Rhetoric, Technology, and Pedagogy, an online journal that has been publishing peer-reviewed scholarship on computers and writing since 1996.
Anna S. Habib, Associate Editor, CWCAC
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. Continue reading
Friday, June 28th || 1:00-2:00pm PST
In this third WLN webinar in the workshop series, we’ll talk about how to find ideas for research and publication in the everyday happenings of your writing center. We will focus on how to recognize what you can contribute to the scholarly conversation, and how to frame your contribution in ways that fit WLN and are useful to other writing center practitioners. We will encourage interactive discussion at the end of this workshop and will invite your ideas to test our heuristic questions or strategies for preparing ideas for publication.
This webinar will be recorded. Participants can register up to the day/time of the workshop, but registration is required.
Questions? please contact WLN Associate Editors
Elizabeth Kleinfeld: firstname.lastname@example.org
Sohui Lee: email@example.com
Julie Prebel: firstname.lastname@example.org
Karen Gabrielle Johnson is an Associate Professor and Director of the Writing Studio at Shippensburg University. Ted Roggenbuck is an Associate Professor and Director of the Writing and Literacy Engagement Studio at Bloomsburg University.
WLN Blog: This new WLN resource will be very helpful. What is the progenitor of the project?
Karen: The Digital Edited Collection (DEC) developed over a two-year span in response to our call for proposals for a WLN special issue on tutor education. This project began in the spring of 2016 when I responded to an email sent by Mickey Harris through the WCenter listserv. In her email, Mickey invited colleagues to contact her if they were interested in serving as guest editors for a WLN special issue. I conversed electronically with Mickey about the logistics of serving as a guest editor for a special issue on tutor education, noting Mickey’s prediction that this topic might generate a great number of responses that could possibly result in a monograph.
Excited about a tutor education special issue and a possible follow-up project, I contacted Ted Roggenbuck to join me. Ted and I had previously collaborated on several projects, conference presentations, and joint tutor education seminars, so I was hoping he’d agree to join me on this particular project. I’m so glad he did. My natural inclination leans toward collaborative professional projects rather than solitary ventures, and Ted’s energy, fresh perspectives, and organizational skills made the work enjoyable and invigorating.
Mickey was correct; we received an overwhelming number of viable proposals for special issue articles, making the selections for one special issue incredibly difficult. We began to consider two special issues and entertained the idea of a monograph. Yet, when we began to research the possibility of publishing a WLN monograph that laid the groundwork for future monographs to follow, we encountered a number of challenges that included high printing costs and complications in disseminating the monograph. These roadblocks seemed to impede sharing of the exceptional scholarship we found in the proposals we received. But because we believed the authors had such good research, praxis, and resources to share, we felt compelled to identify alternative forms of publication. Through many conversations, informed by our belief that scholarship should be free and available to the public, we decided to pursue an open-access publication that is digitally available and could take advantage of digital affordances. After identifying how such a collection of research could be published, we contacted Richard Hay who graciously offered to support us as we worked to create an online, multimodal publication that offered numerous possibilities for engaging readers, sharing resources, and incorporating visual and audible elements on the WLN website. As we worked with authors, we collectively imagined how to transform largely text-based chapters into multimodal ones. During this process when we realized our technical skills were not sufficient to match our idealized vision for a multimodal publication, we contacted Crystal Conzo, who agreed to become the Design Editor and make our ideas become reality. Continue reading
The International Writing Centers Association invites you to register for an international partner! At this point, and as a first step, we (The IWCA International Partnership Initiative Committee) want to partner writing centers in the United States with international writing centers as part of IWCA’s attempt to build international partnerships.
The partnerships can take various forms depending on each other’s needs and capabilities, including but not limited to mentorship, hosting visiting scholars from the partner center, and explore collaborative research opportunities, etc. In addition, writing centers outside U.S. work in contexts very different from ours; through the potential partnerships, we can learn a lot from them about their writing center practice and their innovative approaches to gaining/promoting buy-in in their institutions. Therefore, we anticipate the partnerships to be mutually beneficial!
IWCA International Partnership Initiative Committee
Esther Namubiru is an English and writing instructor and the 2019 Stearns language diversity faculty fellow at George Mason University. She enjoys learning about how to teach reading and writing while helping students develop their confidence in their own linguistic and cultural identities. Having been an international multilingual student from Uganda, and now working as a multilingual instructor, Namubiru is dedicated to the success of multilingual and international scholars.
As an international student from post-colonial Uganda, I came to the United States of America already knowing and using English because it is a lingua-franca in my country. It is learned and used alongside other local languages in the region. I learned English in my classes and used it at home, so it was easy for me to write and speak in this language as I moved from one schooling system to another. However, it was not until I began traveling and learning in a different educational and cultural system that I realized how little I actually understood about this language and its relationship to writing, reading, my mother-tongue, my political and cultural history, my identity as a Ugandan international student in an American college, and a multilingual instructor of English for Academic Purposes. Through moving from one academic system to another and interacting with this language in writing and reading contexts, I realized the extent of my underlying assumptions and ideologies regarding what it means to be an English-language user and writer.
The writing center is bound to receive international students like me – students from post-colonial societies where English functions alongside other languages but often with fraught political, cultural, educational, linguistic, and historical dynamics. These dynamics impact the way writing and reading are understood and enacted by international students. Some writing center scholarship has begun to explore these dynamics, particularly culture and its influence on language norms, to understand how they impact students’ willingness to apply methods like peer-tutoring which are commonly used in Western academic contexts (Miller, 2002). For example, Miller noted that methods like peer-tutoring were met with skepticism when they were proposed at a new writing center program in a Kenyan university. Both the faculty and students challenged the method due to their perceptions of power in the teacher-student and student-student relationship and their understanding of who was considered a qualified student-writer and could conduct a strong peer-tutoring session (Miller 2002, p. 8). However, if the writing center is to succeed in working with international students from post-colonial contexts like Kenya and Uganda, writing tutors and administrators have to first understand these international students’ unique experiences with the English language, reading, and writing. How do these students perceive reading, writing, and language in their post-colonial context? In light of the colonial history in these contexts, how is English incorporated, perceived, and used in the local education system alongside the students’ own languages? In countries like Uganda where foreign education systems are being used in private and international schools (Ssentanda, 2013), how are students and families who can access these schools adjusting to the different pedagogies related to reading and writing in English?
In this essay, I try to answer some of these questions by sharing the way I learned to read, write, and speak English as a student in post-colonial Uganda and an international student in Kenya. I describe some of the ways I was taught English grammar, essay-writing, and feedback-processing within different post-colonial local and international contexts. I also describe how language itself has played a role in my identity-formation as an international student and my ability to interact with and appreciate my fellow peers and instructors. My experiences are not representative of other foreign students’ journeys (even those with a similar background). Instead, they are meant to start a conversation about the need to appreciate the unique factors and experiences that influence international students as they learn writing and reading in American educational systems. Continue reading
Writing Center Journal Editorial Round Table
Join WLN Co-Editor, Lee Ann Glowzenski, & WLN Blog Editor, Brian Hotson, for an Editorial Round Table with the four major journals in the field of writing center studies: Writing Lab Newsletter, The Peer Review, Writing Centre Journal, and Praxis.
Wednesday, March 13, 2019
Wyndham Pittsburgh University Center
4:00 – 5:00 pm
From the conference program:
“This is a roundtable that brings together representatives from the four major journals in the field of writing center studies. Each person will talk for a few minutes about their particular journal’s mission and philosophy and will share recommendations for publication. Attendees will have an opportunity to speak with journal representatives in a Q and A format in the second half of the roundtable. This is a great opportunity for prospective authors to learn about publishing trends in the field of writing center studies and to meet some of the editors who help to shape these academic conversations”
2019 IWCA @ CCCC Collaborative
March 13, 2019
Wyndham Pittsburgh University Center, 9:00am – 5:00pm
Download the schedule as a pdf:
Contact IWCACollaborative2019@gmail.com with any questions.
Writing Centre Multiverse | Vancouver 2019
Emily Carr University of Art & Design
May 30-31, 2019
Before April 13, 2019, 11:59PM (Early Bird)
Conference registration fee: $125
Conference registration fee for students: $75
After April 13, 2019
Conference registration fee: $150
Conference registration fee for students: $100
By Steve Sherwood, Director, TCU Center for Writing; Joe Law, WAC Director, Wright State University and professor of English (retired); Bonnie Devet, Professor of English / Director of the Writing Lab Department of English College of Charleston; Pam Childers, endowed chair as Director of the Writing Center at the McCallie School in Chattanooga (retired)
One of the greats in our field has died, and a lot of those who loved and admired her found out only recently about her passing.
Dr. Christina Murphy, the inaugural director of Texas Christian University’s Writing Center and the author or coauthor of a number of notable and award-winning works about writing centers, died on October 13, 2018, of a brief illness.
After directing TCU’s William L. Adams Center for Writing from 1988-1996, she left TCU to become the chair of the English Department at University of Memphis and later accepted positions as Associate Dean of William Patterson University and Dean of Marshall University. Nevertheless, she continued to contribute to writing center scholarship and to maintain friendships with a number of writing center professionals.
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