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.
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.
Brian Hotson is the editor of Connecting Writing Centers Across Borders.
Welcome to a new semester and a new academic year.
I’ve been reflecting on “rethinking academic writing,” a subject that often comes up in conversation this time of year, with a new semester, new students, and old assignments looking for new life. A conversation with some colleagues on this jogged my memory of a Scientific American piece, The Scientific Paper is Obsolete, which caused a stir in this spring. This lead to more research (aka, the google rabbit hole): Death of Scientific Journals after 350 Years (FEMS Microbiology Letters, 2018); Revisiting: Why Hasn’t Scientific Publishing Been Disrupted Already? (Scholarly Kitchen, 2016); and Blogs v. Term Papers (NYTimes, 2012).
The Writing Center at the University of Washington Tacoma received attention in February after a press release about their social justice and antiracism statement was featured on UW Tacoma’s news and communications page. Following the article, several far-right blogs misrepresented the statement to suggest that UW Tacoma’s writing center director, Asao B. Inoue, had claimed that dominant English grammar is racist.(1) Below is our email interview with Asao about the creation of the writing center’s antiracism statement.
WLN: First, can you tell us a little about yourself, your writing center, and your staff?
Asao: I’m the Director of University Writing and the Writing Center at the University of Washington Tacoma. I am an Associate Professor of Interdisciplinary Arts and Sciences, and I was just promoted to Full Professor, as of September. I am also the Assistant Chair of CCCCs and so am the Program Chair for 4C18 in Kansas City next March.
My research is in writing assessment and racism. I’ve published on validity theory, classroom assessment, writing program assessment, and composition pedagogy. Most of my work deals with ways to consider race, racial formations, whiteness, and antiracism as a practice in writing assessment. My work has won three national awards, two outstanding book awards, and an outstanding scholarship award from CWPA.
Our writing center is lucky to have four professional staff members, all of whom work full time (except one, out of choice), and full time administrative support. We also have fourteen student writing consultants (tutors), with majors from Communications to Philosophy to Environmental Science to Psychology. The center is centrally located on the second floor of the library. We conduct face-to-face and online sessions.
WLN: Can you describe the composing process and timeline for the statement? To what degree was your staff involved?
Asao: During our staff meetings in the winter and spring of 2015, we read some literature on racism and language, including some in writing center studies, and discussed them. During the process, student tutors and professional staff decided to build a statement with my urging. We used a Google Doc so that we could continue our work outside of the confines of the staff meetings, and so that others who couldn’t make a meeting could still participate.
I shaped a lot of things in the statement early on, then let everyone else craft and revise the statement. We went through several iterations of the statement. I suggested that we think of the statement as a living document, one we would come back to periodically to refresh ourselves of our understandings of our position on antiracism and what we promise to do about it. This periodical looking back also means the statement may change as we change and as we try things.
Melanie Doyle is a writing tutor at the Writing House in the College of Nursing and Heath Sciences at the University of Massachusetts Boston. She also teaches composition in UMass Boston’s English department while completing her MA.
In 2000, John Trimbur wrote of the importance of bilingualism in writing and called for more writing centers to transform from English-only to multilingual (30). Though many writing centers embrace notions of multiliteracies, some even rebranding themselves as multiliteracy centers, this designation tends to emphasize digital literacies rather than multilingualism or translingualism in the more traditional sense. In other words, despite college campuses becoming increasingly linguistically diverse, the majority of writing centers still operate under a dominant discourse. Indeed, though most (if not all) American college writing centers serve students from diverse language backgrounds, few can serve students in their preferred language. Looking slightly north, Canadian writing centers offer a unique perspective into writing tutoring, bilingually. Though Canada’s contribution to writing center scholarship has been historically small, the field is growing, and the work produced from the Canadian Writing Centres
Association’s (CWCA) annual conferences look to extend the borders of writing research. And with the continuing interest—and current utter importance—of understanding students’ use of language, Canadian institutions are available sites for inquiry.
While Canada as a nation is officially bilingual, each Canadian province chooses its official language: Quebec, for example, is unilingual French, while Ontario, Canada’s largest province, is unilingual English. Still, many of Canada’s higher ed institutions offer francophone writing tutoring or bilingual writing tutoring. Ontario’s University of Ottawa, situated in Canada’s national capital and on the border with Quebec, is currently the largest bilingual university (French-English) in the world, and is thus is an interesting case study to examine bilingual writing tutoring.
To help me understand tutoring practices, pedagogies, and dynamics at the University of Ottawa, I spoke with Amélie from the Academic Writing Help Centre (AWHC), otherwise known as Centre d’aide à la rédaction des travaux universitaires (CARTU). Housed in a bilingual university where courses are taught in French and English, AWHC/CARTU’s mandate is to offer writing support to all students in the official language of their choice in order to fulfill the University’s mission. Indeed, the University of Ottawa is committed to protecting the region’s francophone culture; so in 2015, it obtained designation for its services in French, including student support services like tutoring. In other words, by offering writing tutoring in both French and English, the AWHC/CARTU is doing its part to protect student rights to their own language, using official statutes to ensure protection and access. Ultimately, by supporting francophone students in their studies, the AWHC plays an important role in helping the University of Ottawa achieve its goals regarding the promotion and safeguarding of francophonie. Continue reading