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
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. (kbell@coloradocollege.edu), with any questions.
*Please note that presenters will be required to provide their own computer/technology.
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 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,
“Pastel Watercolour” Created by Kjpargeter – Freepik.com
2019 CWWTC/RMWCA Tutor Con
February 15-16, 2019
Auraria Campus
Denver, CO
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 deadline for registration is January 18, 2019. Learn more at either cwwtc.org or rmwca.org. Contact the conference chair at Justin.Bain@ucdenver.edu.
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 (kxm5044@psu.edu).
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:
Possible submissions might include:
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 asquires@nes.ru.
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: A Journal of Writing Center Scholarship
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
Read Dr. Giaimo’s post on this special issue.
WLN: A Journal of Writing Center Scholarship
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
宋凌珊是密西西比学院写作中心的副主任。她也教授写作课与学生辅导的训练课程。凌珊的研究领域包括写作中心理论与实践、ESL辅导、文化研究与国际合作。她目前的研究项目致力于写作中心在中国的推广与建立。凌珊还同时兼任美国东南部写作中心协会的外事协调员、写作中心基督徒协会的TESOL代表、密西西比写作中心协会秘书、以及2018中国高校英文写作中心国际学术研讨会策划委员会成员。
[Joining the Momentum of Writing Center Establishment in China]
写作中心在美国的学术界已经有长远的历史并具有规模，然而在中国情况却有所不同。在中国的高校中，“写作中心”是过去十余年才开始引进的概念。在过去12年，从2006-2017年，有一小撮中国高校走在了建立写作中心的前沿，开始提供针对于英文写作的辅导。2017年6月9-11日，位于中国苏州的一所中英合办大学—西安交通利物浦大学举办了有史以来第一次的中国写作中心会议，这对于在中国的写作中心具有里程碑意义。
宋凌珊
写作中心在中国的建立进程是令人振奋的，可是迄今为止还没有学术研究专门针对中国现有的写作中心，也未开始探讨这些写作中心能够建立起来的关键促成因素。换言之，这些写作中心是如何开始的？关键因素有哪些？2017年9月-11月我开始了一项初始研究，致力于研究在中国内地现有的写作中心：这些写作中心存在哪些共性？考虑了哪些国情和本土因素？这些共性是否可以为将来其他写作中心的建立提供可参照的模型？
尽管每个写作中心有自己的特色，但我发现过去十年中美高校之间合作的蓬勃开展给写作中心在中国的建立提供了历史性的契机。“全球化”、“使中国高等教育与世界接轨”的概念深入人心，敦促中国高校与海外的大学开展两种形式的合作：1）与海外的大学合作成立交换学生项目；2）鼓励教师出国到合作院校访学。
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
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.
Lingshan Song
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
シンポジウム開催「Innovations in Writing Education」
日時：2017年3月9日（金）
主催：東洋大学、The Writing Centers Association of Japan
協賛：政策研究大学院大学
会場：東洋大学（東京都文京区白山5-28-20)
参加登録には、 https://goo.gl/forms/gQAPw2d7nDzLf5cG3 にアクセスしてください。（無料）
発表者募集：ライティングセンターおよびライティング指導／学習に関する研究発表、実践報
告を募集します。
発表時間は質疑応答も含め、25分です。PowerPointなどのプレゼンソフトの使用を是非ご検討
ください。その場合は、ご自分のパソコンやアダプターをご持参ください。
シンポジウムにおける使用言語は英語と日本語です。
応募方法
使用言語：英語または日本語
タイトル： 100英字（スペースを含め）または50和字以内
プログラム掲載用要約：英文100語または和文250字程度
要旨：英文200〜300語または和文500〜800字
氏名、所属、メールアドレス（共同発表の場合は全員）
応募書類を https://goo.gl/forms/qFLoZWh0QWwDwSLy2 で提出してください。
応募期限：2018年2月14日
採否通知：2018年2月19日
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.
Location
Toyo University
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.
Submission Guidelines
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
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.
Conference details:
Where: University of Saskatchewan, Saskatoon
When: May 24-25, 2018
Keynote: Dr. Sheelah McLean
Plenary: Jack Saddleback
Saskatoon, Saskatchewan
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
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:
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 (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.
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.
Guest editors Karen Johnson and Ted Roggenbuck share their call for proposals, below.
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?
Priority Submission Date: August 15, 2016 (priority), September 15, 2016 (regular)
Contact Amber Jensen, President of the Capital Area Peer Tutoring Association, at capta.connects@gmail.com 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 ):