• Please email us to share your piece!
  • Submit your piece as a Microsoft Word document.
  • If references are included, please use APA format.
  • Include your bio (100 words) and a profile photo.
  • Optional: Provide two or three relevant photographs (jpeg; png) to accompany your piece.

Types of Submission

We currently welcome feature pieces, global spotlight pieces, and tutor voices. Click each item below for more information.

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On the Connecting Writing Centers Across Borders blog, we aim to explore the challenges and opportunities of transnational or international writing center research and practice in non-U.S. contexts. That is why, for our Feature Pieces, we invite submissions of 1500 words that enhance our understanding of what it means to be an “international” writing center field (ie. the “I” in “IWCA: International Writing Center Association.”).

Here’s some context: The International Writing Center Association (IWCA), formerly founded as the National (U.S.) Writing Center Association in 1982, became IWCA in 1998 when the affiliated European Writing Centers Association was established (Thaiss, 2012). Later, the Middle East and North Africa Writing Centers Alliance was formed in 2007 (Weber & Larson, 2017). In 2008, the first Writing Research Across Borders Conference was held (Thaiss, 2012). These organizations sprung up at specific times and provided spaces for exchange of research and practice. Their existence also suggests a complex pattern of how the idea of writing centers may have traveled around the world.

Further, as editors of the blog, we believe that writing centers are subject to the divergence and convergence patterns of globalization. For example, while writing centers often emerge in non-U.S. contexts to support the needs of local writers, they also often originate in response to the demands of English as the lingua franca, as the language of scholarly publication, and as the language perceived as necessary for active participation in the global workforce. We also see that many writing centers in non-U.S. contexts, while rooted in the North American model, are developing their own unique local approaches and practices– among them, translanguaging in the tutoring session and/or operating multilingual writing centers. After all, globalization does not imply a growing tendency of sameness across local contexts; rather, absorbing something “new”–in this case, the U.S. writing center model– means to negotiate and to modify (Canagarajah, 2002).

As such, we welcome pieces from all over the world, but encourage pieces from colleagues outside of the North American context that explore how their local writing center work or scholarship are “negotiating and modifying” the writing center model and local literacy practices within the push-pull of globalization and transnational mobility. Below we present a list of themes to consider as they interact with writing center praxis and international/transnational lenses:

  • language and (digital) literacy
  • culture(s) of writing and material conditions in local contexts
  • sociopolitical realities
  • institutional policies and cultures
  • transnational partnerships
  • non-traditional writing center models (decolonial, non-Western, multilingual, etc)

**We welcome pieces written in languages other than English. For more information, please email us.**

References

Canagarajah, A.S. (2002). Reconstructing local knowledge. Journal of Language, Identity, and Education, 1(4), 243-259.

Thaiss, C. (2012). Origins, aims, and uses of writing programs worldwide: Profiles of academic writing in many places. In C. Thaiss, G. Bräuer, P. Carlino, L. Ganobcsik-Williams, & A. Sinha (Eds.). Writing programs worldwide: Profiles of academic writing in many places (pp. 5-22). Parlor Press/WAC Clearinghouse.

Weber, A. S., & Larson, A. H. (2017). Writing support in a transnational context: Decentring the writing center in a medical college in Qatar. In O. Z. Barnawai (Ed.), Writing centers in the higher education landscape of the Arabian Gulf (pp. 145-162). Palgrave Macmillan.

What do writing centers look like in other parts of the world? A global spotlight piece tells us the who/where/when/what of your writing center.

Help us get a glimpse into how things are done in your local context and your part of the world. What is unique about your center’s context, operations, pedagogy, or practices?

Furthermore, this piece takes on a specific angle offering a new perspective, question, model, and is guided by these broader questions:

  • What might those of us in the North American context learn from our colleagues in different parts of the world about writing center theory and practice?
  • How might practices/histories/approaches outside of the North American context inform the work many of us here in the U.S. do with our multilingual and international student-writers?

Tutor Voices

We are looking for creative and/or academic pieces that take a specific angle on an issue within writing center praxis (theory or practice). In particular, we are interested in learning about:
  • How are you (i.e., tutors) experiencing your work given your own cultural/linguistic identities and/or the current moment you are inhabiting?
  • How does your own intersectional identity as a tutor who is supporting other writers in this moment inform your work as a tutor?
  • What tensions are you grappling with at the local or global level?
Doing writing center work requires dealing with uncertainty in our institutions, our finances, etc. That is why resilience is important. Yet, what does it actually look like to be resilient as a writing center tutor, administrator, and writer? What values are we assuming when we say we are/should be resilient? So, we are inviting you to explore the questions below:
  • Consider a recent trend or challenge you and/or your writing center has faced. How have you endured it? What creative solutions have you explored and how have they worked?
  • What does resilience mean to you? How do you specifically embody this concept in your work within the writing center space? This could be within the center itself or in your research about writing center work.
  • When you hear ‘be resilient’, what other ideas, concerns, questions come up for you? What have you done to help you develop your understanding of the term to live it out in your work/life as a writer/researcher?

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