2020 is almost here! See how far we’ve come: Accomplishments in WCs & the Field

As we get ready for a new year, we want to pause and reflect on how far we have come as tutors, writers, writing center administrators, and scholars.

  • What are some of your writing center-related successes (big or small) over the last ten years that we can all celebrate?
  • What trends, ideas, and connections have you explored in your corner of the world to move our writing center community forward?

We would love to hear from you. Tell us your thoughts in the Comments box below and let’s reflect and celebrate together!

And, most importantly…..


5 thoughts on “2020 is almost here! See how far we’ve come: Accomplishments in WCs & the Field

  1. Looking back, one of the many things I’m proud of is the sustainable growth of TAMUQ’s Center for Teaching and Learning, especially the faculty development programs that have helped faculty become more effective assigners and assessors of student writing. I’m also very proud of the growth of the Middle East North Africa Writing Centers Alliance and the Doha Writing Centers Network – two organizations which have been invaluable to me and (I hope) to others in the region.

  2. As an ESL Specialist and multilingual writer, I see recognition of a greater flexibility in tutoring approaches as one of the biggest advancements in the Writing Center field. An increasing number of publications and conference presentations have been challenging the standard one-size-fits-all approach recognizing that a non-directive pedagogy, which practically excludes focus on language use, cannot meet the needs of all writers. Writers who come from different linguistic and cultural backgrounds, writers with disabilities, and, honestly, any writer in general all require individualized support that involves flexible scaffolding techniques and sometimes direct instruction on different aspects of writing. We at George Mason University Writing Center have been trying to follow this trend and develop tutor training accordingly, which I believe have made our practice more inclusive and increased our tutors’ and writers’ satisfaction with the support they receive.

  3. I’m very grateful for, and have learned a lot from, scholars and administrators who have called upon us to address how writing centers and writing center pedagogy uphold institutional oppression. At George Mason’s writing center, we’ve answered this call by adding units to our tutor training that address issues of language diversity, equity, and combating systemic oppression in writing center sessions. We also devote time during professional development sessions to discussing anti-oppressive tutoring practices. We regularly revise these aspects of training and professional development based on tutors’ feedback and developments in the professional conversation. They are vital features of our tutor education, and I look forward to seeing how they continue to evolve in the new decade.

  4. Pingback: Welcome to 2020! A Message from Your CWCAB Editors | Connecting Writing Centers Across Borders (CWCAB)

  5. It has been so rewarding to utilize my valuable experiences, gained during several years of tutoring at the Lebanese American University Writing Center, in order to launch the Haigazian University Writing Center – enabled through a grant I received in Fall 2018 from the US Embassy in Lebanon.
    Haigazian University was established in 1955; it is inspired by the Armenian Evangelical heritage and follows the American liberal arts educational model. The establishment of the Center enabled the much-needed English language support across the curriculum within the university.
    Over the past year, the Center has served the Haigazian community (students, faculty, and staff) and has left an impact within a short period of time. Accordingly, the university has decided to continue funding the Center during the upcoming year due to its positive reception and powerful contributions.
    It is also noteworthy to mention that the Center also accomplished some outreach goals by creating professional development opportunities for English teachers in some Armenian schools within Lebanon.
    I look forward to the growth of the Center and am grateful to have shared its story with the larger Writing Center community through this space.

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