We are excited to share the CFP for our annual Canadian Writing Centres Association Conference, which will take place at the Emily Carr University of Art + Design on May 30 and 31, 2019 in Vancouver, British Columbia.
Our theme this year is “The Writing Centre Multiverse,” and we welcome proposals that explore how Writing Centres navigate, respond to, and negotiate the multiverse we all inhabit – in our spaces, our practices, and our research.
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 Writing Centre Multiverse: Vancouver May 30-31, 2019
For our 2019 conference, the Canadian Writing Centres Association/L’Association canadienne des centres de rédaction welcomes proposals on any writing-centre-related subject, but particularly invites proposals that explore how Writing Centres navigate, respond to, and negotiate the “multiverse” we all inhabit—in our spaces, our practices, and our research.
How, for example, do any of the following multis inform, enrich, and/or limit our work in the context of our own institutions? How do they intersect or overlap with practical, political, and/or personal concerns around training, pedagogy, administration, decolonization, or wellness? How do we as writing centre practitioners respond to, negotiate, or resist, any or all of these?
A few years ago, Scott Whiddon (Associate Professor of Writing, Rhetoric, and Communication, Transylvania University) and Graham Stowe (Assistant Professor of English, Canisius College) became friends because of writing centers and a shared love of music. Both are songwriters, guitar players, active musicians, and writing center directors. For the past few years, they’ve played various writing center gatherings as Stamp+Ink, performing at spaces such as The Carson McCullers Center (Columbus, GA), the Burns-Belfry Museum (Oxford, MS), and Gallery 5 (Richmond, VA). Along the way, Whiddon and Stowe recorded a digital album called Beautiful Scenes and are releasing it as a fundraiser for undergraduate and graduate student scholarships.
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)”→
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
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
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.
Many questioned how this year’s 10th Anniversary Symposium on Writing, Why good academic writers perform poorly in the workplace: Teaching for transfer across contexts of writing, differed from our 2012 symposium. The simple answer is that the second symposium was asking whether it was our job to prepare students for workplace writing, even though no strong arguments were made challenging the notion. It was largely assumed that we should prepare students for the writing that they would do in their professional fields. Our 10th Anniversary Symposium on Writing, on the other hand, was asking if it was even possible to prepare students situated in an academic context for the writing they would do in a completely different context, the workplace.
My scepticism resulted from an interest in Rhetorical Genre Studies and, in particular, the implications of Activity Theory that commenced in earnest after attending Genre 2012 conference in Ottawa. If “genres are part of how individuals participate in complex relations with one another in order to get things done, and how newcomers learn to construct themselves and participate effectively within activity systems”, then “how [can we] teach genres in ways that honor their complexity and their status as more than just typified rhetorical features”? How could workplace activities that are mediated through language be replicated in academic contexts if the goal of the replication did not match the goal of the activity it was about to replicate? As Dias et al. so aptly put it, the contexts are worlds apart. The conditions that motivate the occasion, the features of the rhetorical situation, the nature of the process, the role of author, the rules and the conventions…are all likely to be starkly different. This symposium would contest the notion that writing well in an academic context necessarily prepares graduates for the writing they will do in workplace contexts, a topic skirted around in our last symposium.
Too often, in the literature,, and in my conversations with employers in many of the transferable skills seminars that I attended in the years since the last symposium, employers have maintained that graduates do not assess the new writing situation, but remain reliant on the values, purposes, conventions and forms, etc., of academic writing. Graduates’ sense of authorship, audience and purpose, industry representatives have told me, are often completely off the mark of what the corporate context requires. With this in mind, I wanted our symposium to initiate a conversation between representatives from industry and academics about how graduates perform in workplace writing situations, the baggage that they bring along from academic writing contexts, and the process they go through in learning to write for this new workplace context. Because of my own strong belief that the role of ‘situation’ in writing pedagogy is undervalued and, therefore, ineffectively covered or considered in conversations on writing, I wanted both academics and business communication managers to explore the limits of replicating workplace writing situations in academic contexts and to discuss ways in which third-level educational institutions could better prepare third-level graduates for future workplace writing situations.
The symposium was held on June 1st, as the Irish Network for the Enhancement of Writing (INEW) were bringing in Kathleen Blake Yancey, Kellogg Hunt Professor of English and Distinguished Research Professor at Florida State University (FSU), earlier in the week to talk about the role of reflection in peer review as a tool for learning and writing transfer, and the two co-Chairs, Íde O’Sullivan (UL) and Alison Farrell (NUI Maynooth) graciously asked Kathy if she would mind presenting at our symposium while she was in town. Kathy, generously, agreed to speak to our audience about things that they should consider when framing their conversations on writing and transfer and teaching writing transfer. I thought that some writing developers in Ireland might have some sense of how people in Rhetoric and Composition Studies talk about the writing, or rhetorical, situation and about metacognitive awareness about one’s own process and practices, but those concepts might be somewhat new to many here who teach writing either in the discipline or as ancillary support. Kathy described, for our audience, the components of the Teaching for Transfer (TFT) curriculum that she facilitates in FSU and how each of those components worked with each other in the teaching and learning dynamic. She also identified and defended what she believes to be the conditions necessary for transfer to occur.
By the time that I spoke to Kathy, Anthony Paré was already on board. Anthony agreed to talk a bit about the historical theoretical evolution in our approach to teaching writing at third level and to emphasise the role of context in transitioning from one writing situation to another. Anthony, in his talk, elaborated on the seemingly endless functions that text can perform and emphasised how a shift in context can impact on the form that ‘text’ takes in order to mean and function. Anthony advocated for an increase in the number and variety of rhetorical challenges faced by students, replication of situations and processes that are specific to actual
situations they may face later in their academic careers or in the workplace or in life in general, opportunities for addressing a variety of audiences, chain or series assignments and an increase in the modes by which knowledge is communicated, arguments made. Anthony also brought to the table discussions about the role of industry, their responsibility for easing the transition for incoming graduate employees.
Much more difficult was it to find representatives from industry, and even more so finding third-level writing and/or subject specialists willing to present on their own attempts to facilitate writing transfer across contexts. Originally, I had approximately six or seven people that wrote to me to say that they would like to present on a curriculum designed to assist students in their transition to workplace writing. I envisaged a one-hour breakout of seven or eight twenty-minute presentations on pedagogical practices, but only two people responded to the call for abstracts; one of those two, sadly, had to bow out for personal reasons. Susan Norton, DIT School of Languages, Law & Social Sciences was our lone practitioner. Sue took the stage to deliver a thirty-minute talk about how Reader Response Theory helps developing writers to become more aware of the conventions of the texts that they and their audiences read so that they are more astute about how their audience makes meaning.
I had more success attracting representatives from industry, though the process was somewhat stressful. Maria-Jose Gonzalez, coordinator of Dublin Institute of Technology’s recently formed Academic Writing Centre, tipped me toward Tony Donohoe, Head of Education and Social Policy for the Irish Business and Employer Confederation (Ibec). She had heard Tony speak in the past and found him very supportive of initiatives like our symposium. It was Tony who found Barry McLoughlin, Senior Training Consultant for The Communication Clinic in Dublin. Though The Communication Clinic is usually thought of as one of Ireland’s most visible public relations firms, they also provide industries with consultants like Barry to either train staff to write texts that achieve corporate goals or else consultants write those texts themselves. Our third speaker from industry was much more difficult to come by. I was looking for a corporate-level communications manager, preferably one responsible for external communications. I wanted this person to describe the corporate culture, the kinds of texts that were produced, the process of production, and how the process differed from the writing they had done at university or at the IT.
I researched the top ten indigenous companies, either highest employment numbers or highest revenue turnover. I had originally written to a woman who produced quarterly financial reports for CRH plc, The International Building Materials Group, rated Ireland’s top industry with the highest turnover, but I received no response. I then began searching LinkedIn for Communication Managers. I had written to one person who was a University Limerick graduate working for Twitter, but again received no response. Finally, after making a few other contacts that did not pan out, I came across Edel Clancy, Director of Communication & Corporate Affairs, Musgrave Group, Ireland’s sixth largest employer.
Edel is native to Limerick and a graduate of UL, and one of our tutors was a good friend of hers. It couldn’t get better. I had written to her, but again did not receive a response. I was beginning to think I would have to give up on the idea of a having a representative from a large industry who could take our audience through the production of a text, step by step through its complicated, and potentially long, process. Then, Edel wrote back. I gave her the date, and she agreed to speak. She called me a few weeks before the symposium from a train travelling from Cork to Dublin. She was worried about the fifty-minute slot. She thought she would not have enough to talk about. Despite being disconnected several times as the train passed through areas without a signal, we spoke for over an hour about writing and how writing functioned at Musgrave Group. It became clear, even to her, that she’d have no trouble talking about writing for fifty minutes.
The symposium was brilliant. Our audience was not as large as I’d have hoped, but it is already a tricky time of year, only madeworse by the abundance of relevant events that had been scheduled for the preceding two days. By Thursday, June 1st, many people were already tuckered out and not up to the long drives to Limerick from far-flung quarters of Ireland. Nevertheless, people from as far away as the US, the UK and Germany were in attendance. Many people had written to ask if we could video-record the talks. We couldn’t afford a professional outfit to do the job, but we did manage to get hold of a video recorder and a stand. The recordings are available on our website. I hope those who contacted me find value in the recordings. The symposium finished with a panel conversation with the audience. Barry McLoughlin left us with a sense of the importance of writing knowledge to efficacy, asserting that people who feel confident about their writing skills feel more prepared to accept more demanding roles. Edel expressed the hope that the Regional Writing Centre step outside of the university to engage with a wider society, an idea with which the rest of the panel strongly concurred. Kathy and Anthony both advocated for more student engagement with industry through internship and apprenticeship programmes, Anthony speaking a bit more philosophically about the way the academic project views its place in society. Sarah Moore Fitzgerald, UL’s Associate Vice President Academic, was asked to join the panel. Sarah brought the conversation back to the Graduate Attributes spoken of earlier in this piece. Sarah views the attributes as the link between a student’s academic experience and the future that awaits them. If one follows Kathy’s talk, they might consider this link made by Sarah and the link to the future that Kathy tells us is so important as a condition for transfer.
I hope the readers of this report on our symposium and its context will link into our website to view and listen to the conversations that took place on June 1st, at our 10th Anniversary Symposium on Writing. At the RWC, we are preparing now for a new semester, but we are also looking ahead to engaging an increasingly diverse society in the ongoing conversation on writing.
Thank you for reading along.
 Russell, D. (1997) “Rethinking Genre in School and Society: An Activity Theory Analysis.” Written Communication 14(4), pp. 504-54.
 Barwarshi, A. S. and Reiff, M. J. (2010) Genre: An Introduction to History, Theory, Research, and Pedagogy, West Lafayette, IN: Parlor Press, p. 104.
 Dias, P. et al. (1999/2009) Worlds Apart: Acting and Writing in Academic and Workplace Contexts. New York and London: Routledge, p. 5.
 thejournal.ie (2016) ‘Lots of jobs out there for graduates – but employers say they don’t have the communication skills’, http://www.thejournal.ie/readme/graduates-opportunities-employers-ruairi-kavanagh-2861634-Jul2016/
 Forbes (2016) ‘These Are The Skills Bosses Say New College Grads Do Not Have’, https://www.forbes.com/sites/karstenstrauss/2016/05/17/these-are-the-skills-bosses-say-new-college-grads-do-not-have/#234e34125491
Lawrence Cleary is an Educational Developer and Co-Director, Regional Writing Centre at the University Limerick, Ireland
Two thousand and seventeen marks the 10th anniversary of Ireland’s first academic writing centre, originally called the Shannon Consortium Regional Writing Centre, University Limerick. The Shannon Consortium is an alliance between four third-level institutes in the Shannon region: The University of Limerick (UL), Mary Immaculate College (MIC), Limerick Institute of Technology (LIT) and the Institute of Technology, Tralee (IT, Tralee)—the only institute outside of not only the city of Limerick, but also outside of County Limerick. The formation of that alliance facilitated the consortium’s acquisition of a variety of Strategic Innovation Funds (SIF) that had been offered by the Irish government from 2006-2008. One of those awards funded the Shannon Consortium Regional Writing Centre for the first two and a half years of its existence, long enough for my colleague, Íde O’Sullivan, and I to establish the centre’s value and appeal for institutional funding to preserve and maintain it. In 2009, the University of Limerick found the contribution of the centre significant enough to warrant allocating an annual budget to keep the resource open. That allocation is managed by the university’s Centre for Teaching and Learning, to whom we now report. However, though we are no longer funded by the Shannon Consortium, we maintained our regional aspirations in our new name, the Regional Writing Centre, UL, and this aspiration is in line with UL’s strategic plan, Broadening Horizons 2015-19.
Previous to the establishment of this first third-level academic writing centre in Ireland, only one other academic writing centre existed on the island: St. Mary’s University College Writing Centre, in Belfast, established in 2002 by two Americans, Jonathan Worley and Matthew Martin. Jonathan and Matthew spoke at our first symposium on writing, Research on Writing Practices: Consequences for the Teaching of Writing and Learner Outcomes, organised by my colleague Íde O’Sullivan in December of 2007, with Ken Hyland as keynote speaker.
In that first symposium, Íde and I presented on our rationale for our choice of response to the university’s writing needs, subsequently published as ‘Responding to the Writing Development Needs of Irish Higher Education Students: A Case Study’ (Cleary, Graham, Jeanneau and O’Sullivan, 2009). Though the bulk of the presentation and ensuing article focused on the results of Íde’s 2005 and 2006 surveys of staff and student attitudes toward writing and their preferences for writing provision, as well as on the informed, systematic approaches available to us for addressing the needs expressed in the surveys, even here we felt we had to first establish for our audience that writing mattered.
When making our case in this first presentation, much of our argument for the importance of writing was focused on the importance of writing for the achievement of the national strategies to which Irish universities responded in their own strategic plans. Ireland at that time was determined to become a knowledge economy. “Knowledge, innovation, creativity and workforce skills are now the key success factors for Ireland’s economic and social prosperity” (Hanafin 2005). Citing the Teachta Dála’s words in her 2008 formal evaluation of our writing centre, Terry Zawacki emphasised this idea that “[t]he importance of writing in the overall higher education mission cannot be overestimated considering the knowledge-economy context in which Ireland now evolves.”Continue reading “Why good academic writers perform poorly in the workplace: Teaching for transfer across contexts of writing (Part 1 of 2)”→
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.
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.
Elizabeth Whitehouse (Ewhitehouse@uaeu.ac.ae) is the Executive Secretary of the Middle East and North Africa Writing Center Alliance (MENAWCA) and the Supervisor of the Student Academic Success Program (SASP) Writing Centers at United Arab Emirates University.
Following up on our first post about MENAWCA in 2015, Elizabeth Whitehouse provides an update here and talks about their 6th biennial conference in February 2018, Transfer and Transform.
WLN Blog: Tell us about MENAWCA. What does it stand for? How did it begin? How do you communicate with each other?
Elizabeth: MENAWCA stands for the Middle East and North Africa Writing Center Alliance; we are a regional affiliate of the IWCA. The alliance was established by some teachers at my own institution, UAEU, in 2007. They saw a need for a network to connect writing center directors, tutors and staff in the Middle East and North Africa region. Since then, MENAWCA has worked to foster best practice in MENA writing centers, provide professional development and networking opportunities, raise awareness of the value of writing centers as an educational resource and promote research into MENA writing center activities. We pursue these goals in various ways, such as our website, newsletters, listserve and social media (Facebook; Twitter) but most importantly, we hold biennial conferences for our membership and the wider community.
WLN Blog: You are organizing an upcoming conference. Does the conference have a theme? What do you hope participants will get out of the experience and what do you hope to achieve by organizing this conference?
Elizabeth: Yes, work is underway for our 6th biennial conference, which we are convening in collaboration with the United Arab Emirates University (UAEU). The conference will be held in the beautiful, historic oasis town of Al Ain, in the UAE, in February 2018. Our conference theme is ‘Transfer and Transform,’ which we hope will act as a springboard for engaging discussions and critical reflections on our work with student writers in the Arab world. Participants will have an opportunity to share insights, raise questions, hopefully get some answers, and leave with refreshing new ideas and perspectives that will help them advance the work of their centers. We are particularly excited to be welcoming Dr. Chris Anson, Distinguished University Professor and Director of the Campus Writing and Speaking Program at North Carolina State University, as our keynote speaker; his wide-ranging scholarly expertise encompasses areas of key importance to our work with student writers (http://www.ansonica.net/).
WLN Blog: Can you tell us about opportunities and challenges you see for the MENAWCA and for writing centers in the region?
Elizabeth: MENAWCA is in a position to offer professional development opportunities for anyone involved in writing center work in the region. Whether someone attends our conferences, reads our newsletters, uses our website, or seeks advice by posting a question on our listserve, MENAWCA should help them get an answer to a writing center related question. It is not uncommon for teachers in the region (such as myself) to find themselves tasked with starting or managing a writing center, with little or possibly no prior writing center experience. Being able to visit an established center or link up with a more experienced peer can be a great help. I see a lot of potential for MENAWCA to expand its work, particularly in encouraging discussion about the work of writing centers in ESOL academic communities. That brings us directly to the challenges! While institutions in the region often use higher education models established in the US, the academic support services that go with those models are not always in place, or secure. Center directors can find themselves expending a lot of time and effort explaining and justifying their work, and trying to secure appropriate resources. Of course, this challenge is not unique to our region. Continue reading “Middle East and North Africa Writing Center Alliance conference: Transfer and Transform”→
The Canadian Writing Centres Association (CWCA) hosts its fifth annual conference at the Ontario College of Art and Design (OCAD) in Toronto, Ontario on May 25th and 26th, 2017. CWCA represents members of writing centres, broadly defined, in colleges, universities, and institutions of all sizes across Canada. It is an affiliate member of the International Writing Centres Association (IWCA).
Clare Bermingham is the Director of the Writing and Communication Centre at the University of Waterloo and is Secretary of CWCA.
WLN Blog: The theme of this year’s CWCA conference is From Far and Wide: Imagining the Futures of Writing Centres. In developing this theme, what were you hoping for?
Clare: “From Far and Wide” is a phrase pulled from the Canadian national anthem, and it’s connected to the 150th anniversary of the formation of Canada as a political nation. However, rather than simply and uncomplicatedly celebrating this milestone, our theme seeks to recognize the complex, often difficult, history of Canada, which plays out in our institutions today and feeds into the questions that writing centres ask about language and writing. We want to challenge ourselves to take note of this history as we turn and look ahead to what’s next for writing centres. We want to know how our community is engaging in work that is inclusive and equitable. How are we working with both Indigenous and international student populations? How are we responding to questions about power and language in training, in theory, and in our daily practice? In what ways are we opening our centres up to be places of real diversity and inclusion in our respective institutions?
WLN Blog: The keynote, Dr. Frankie Condon, has written a great deal on racism and rhetoric. How does her keynote fit into this year’s conference?
Clare: Dr. Condon’s work challenges us to think more deeply about how we do the work we do. It moves us to face issues of inequity and bias head on, but to do so with generosity and care. Frankie’s work, for me, is a generous conversation that’s grounded in the assumption that we want to act in good faith, that we’re taking these issues seriously, and that we acknowledge the potential harm of not listening to each other, especially to the marginalized voices in our communities. Her work is personal and reflective, and she is always equally responsible for the work she calls others to do.
Editor’s Note: I chatted with Dr. Julie Christoph, the chair of this year’s National Conference on Peer Tutoring in Writing (NCPTW), about her work, the theme of this year’s NCPTW, and what we can expect from the conference. The NCPTW will take place November 4-6 at the University of Puget Sound in Tacoma, Washington. Interested in submitting a proposal? You can find a link to the CFP at the bottom of this post!
Hi Julie! Can you tell us about yourself and your work?
I’m currently Professor of English and Director of the Center for Writing, Learning, and Teaching at the University of Puget Sound, which is a small liberal arts college in Tacoma, Washington. I developed my love for writing centers as an undergraduate writing center tutor at Carleton College, and I later went on to do my doctoral work in Rhetoric and Composition at the University of Wisconsin-Madison, where I taught in the writing center and also served as an early assistant director of the Undergraduate Writing Fellows Program. Though writing centers are what brought me to the field of writing studies, my position as writing center director is relatively new. I have spent most of my career teaching courses in writing, rhetoric, and culture in the English department; consequently, my research agenda is eclectic. My primary area of research explores what is personal to writers about their argumentative writing: how does a writer as a living, breathing person appear on the pages of academic writing? How do writers’ personal histories, predilections, and prejudices enter into their academic writing? To what extent are writers able to be transparent about their personal history and biases in their writing—and to what extent do readers’ responses to writing exceed the limits of what writers have knowingly represented about themselves? As my teaching load has evolved into the writing center, I’ve increasingly moved toward thinking about writer identity in the writing center, and I’m going to be spending part of my sabbatical next year in at Goethe University in Germany doing a contrastive study with some writing center colleagues there.
The theme for this year’s conference is “It’s for Everyone: The Inclusive Writing Center.” Can you tell us about how this theme was chosen?
The theme of this year’s NCPTW is an extension of work we’ve been doing at the University of Puget Sound’s writing center (or, more accurately, the Center for Writing, Learning, and Teaching). As is the case throughout higher education, our enrollment demographics are changing. Our campus is becoming more racially, economically, and neurologically diverse, and we’ve been making concerted efforts to adapt and change our writing center to meet the needs and interests of our students.
In the last four years, we have refocused our mission around anti-racist and inclusive practices. We’ve had some tremendously useful conversations around concepts like Claude Steele’s “stereotype threat,” and the ideas in the collection Writing Centers and the New Racism. We’d love to continue the conversation with a wider circle of people, so it seemed natural to extend these themes to the conference itself.Continue reading “Interview with Dr. Julie Christoph about NCPTW”→
MENAWCA (Middle East – North Africa Writing Centers Alliance) was founded in 2007 to foster communication among existing writing centers in the region and to promote the work/practice/pedagogy of WCs in hopes that other institutions would be interested in starting them. Currently, our board has nine members.
I serve as President. My term began in May 2015 when the president at the time learned that she would be leaving the region. The expat world can be quite transient and some of us come and go without much notice. But, I was happy to take the role on as I love writing center work and I see it as an opportunity not only to serve the field, but to learn and develop new skills. My term will end in March 2017.
I have worked at Texas A&M University at Qatar (TAMUQ) for 5 years, both as a writing consultant and now as the Program Coordinator of Tutorial Services in our Academic Success Center. I oversee the training and supervision of tutors for writing as well as some math and sciene courses. TAMUQ is an engineering college – we offer bachelor’s degrees in mechanical, electrical and computing, petroleum and chemical engineering. We also offer an MEng or MS in chemical engineering.
The remainder of the members on the MENAWCA Executive Board are as follows:
Vice President: Maimoonah Al Khalil (Riyadh, Saudi Arabia)
The following call for papers might be interesting to those who also work with L2 learners in their writing centers or learning commons.
The Language Center of the Technische Universität München cordially invites you to contribute to the Third Annual Symposium Supporting L2 Writing Competencies at German-Speaking Universities on April 7 + 8, 2016 in Munich. We are looking forward to discussions of the latest developments in the field, exchanges between practitioners and researchers, and opportunities to network and gain inspiration for our work.
Friday July 10th and Saturday July 11th, Radboud University Nijmegen, the Netherlands
The Nijmegen Centre for Academic Writing would like to invite tutors working at writing centres all over the world for an EWCA peer tutor event this summer. Last year, our tutors were very inspired by the exchange with international colleagues at the EWCA Peer Tutor Day in Frankfurt/Oder. Unfortunately, no Peer Tutor Day was planned for this summer, which would mean that many of our tutors would not have the opportunity to meet with other (foreign) colleagues to exchange ideas. That is why we decided to host the 2015 Peer Tutor Day in Nijmegen!
The National Peer Tutoring in Writing Conference announces its conference and call for proposals
The theme of the 2015 National Conference on Peer Tutoring in Writing (NCPTW) and Rocky Mountain Peer Tutor Conference is “(De)Center: Testing Assumptions about Peer Tutoring and Writing Centers.” Throughout its history, peer tutoring has often operated on a set of sometimes untested assumptions, such as that peer-to-peer tutoring is an effective way of learning, that peers can collaborate in non-hierarchical relationships, that a writer’s role in the tutoring session is different than the tutor’s, and that best methodologies are known and easily practiced. As the assumed divide between the classroom, writing center and community shifts, peer tutors are challenged to find a place for themselves within dynamic rhetorical situations. By (de)centering traditional notions of peer tutoring, we can re-imagine the idea of a center as a place and a praxis.