Here’s some of what has been on the WLN news radar lately:
Purdue Writing Lab tutors gain digital badges. Using Purdue’s Passport program, consultants gain badges for accomplishments like completing the tutor training course and presenting at conferences. You can check out lead tutor John Bomkamp and Associate Director Tammy Conard Salvo’s article on using Passport in their Writing Lab in WLN! [Purdue]
Check out this video about Passport:
A reflection on singular ‘they.’ Dr. Anne Curzan reflects on the use of singular ‘they,’ especially after its approval in The Washington Post style guidelines and explains how she has advocated for its use in her own work. [The Chronicle of Higher Education]
A first-year writing instructor weighs in on student writing in various genres. John Warner comments on how first-year writing instructors cannot prepare students to comfortably write in every academic genre and offers advice on assigning writing in non-English courses. My question is: What initiatives do your writing centers offer to help student writers get acquainted with new types of writing? [Inside Higher Ed]
What kind of news would you like to see in the WLN News Round-Up in 2016? Let us know in the comments!
Editor’s note: Continuing our previous conversation about the history of the WLN, I asked Dr. Harris to comment on a few other writing center matters, including the history of the Purdue OWL, concerns for the future, and the future of the WLN.
HISTORY OF THE PURDUE OWL
We started the Purdue Writing Lab in 1975 on an experimental basis for a year, and next year, beginning in 1976, it was officially started. But that was long before email or the internet. We developed cabinets full of handouts for students to keep them from taking notes as we talked, and if we took out handouts, we’d mark them up so that they were personalized for the student to take home.
Somewhere in the 80’s when email came along, I thought we should make those hundreds of handouts available when the Lab wasn’t open, so I managed to scrape bits and pieces of funding to get them up on an automatic system so that students could email a request for a list, then email by number which handouts they wanted (all in ASCII characters, of course), and it would come back immediately.
I don’t know how people all over the world learned about that looooong list of handouts, but we quickly realized thousands of requests were coming in. When Gopher became available, we moved to Gopher, and when web browsers came along, we moved onto the web, all the while watching increasing numbers, so that it quickly jumped to millions of requests from all over the world. It’s still well into the millions.
Continue reading “The History of the WLN: an interview with Dr. Muriel “Mickey” Harris (part two)”
Dr. Lucie Moussu writes:
I have been Director of the University of Alberta’s Centre for Writers (C4W) for almost six years, now, after getting a PhD in ESL at Purdue University and working as ESL Coordinator and Writing Centre Director at Ryerson University, in Toronto, for three years. The C4W is growing very quickly, with more than 40 graduate and undergraduate tutors (trained in a course I teach every fall). We served about 7000 students, faculty members, and staff last year, and we would like to help more people but we are running out of space. Most writing centre directors in Canada have administrative positions and I am one of the very few, if not the only one in Canada, who has a tenured faculty/Writing Centre Director position.
The Canadian Writing Centres’ Association (CWCA) used to be the “daughter” of a larger Canadian conference but seceded about three years ago, just as I was joining it. It had its very first independent conference in Victoria, in 2013, and a second conference near Toronto, last spring. Its next conference will be in Ottawa, in May. First, I was its francophone representative and now I am its Vice-Chair. Since I became involved in this association, I have tried to get tutors involved in research and presentations at our conferences. Historically, only writing centre administrators and directors have presented, since tutor research and involvement has not been something that is done in Canada, but I am trying to change this. To encourage tutors to attend and present at our conferences, I am trying to put together some kind of tutor bursary and create a “tutors interest section.” My C4W tutors have been the only ones presenting at the CWCA conferences so far, and I hope that the bursary and my efforts will pay off one day and we’ll have more directors getting their tutors involved in small projects and attending the conference and presenting together.
FROM THE CALL FOR PAPERS
Ideas connect us to the world and reconnect us to our lives and our professional practice, and theories and research can reconfirm what we do, or can provide us with fresh perspectives. We invite you to present a paper, conduct a workshop, or suggest a panel or roundtable on one of the following “capital ideas”:
- The politics of location and funding in the Writing Centre
- Perceptions of the Writing Centre in the community: Debunking myths.
- Inclusive practices in the Writing Centre: Focusing on indigenous populations and bilingualism.
- Opportunities for self-reflection in the Writing Centre.
- The theory and practice of tutor training for the Writing Centre.
- Technology and the Writing Centre.
- Facilitating collaborative practices between Faculty and the Writing Centre.
For more, visit the CWCA website today!