Academic journal article WLN: A Journal of Writing Center Scholarship

Editor's Note

Academic journal article WLN: A Journal of Writing Center Scholarship

Editor's Note

Article excerpt

Some WLN issues focus on a specific subject, and we hope to offer more of these. But this regular issue addresses matters of perennial relevance: advisory boards, tutor talk, a study that measures student learning outcomes, and the influence tutoring can have on tutors.

Stacia Watkins, Scott Whiddon, and Rhyan Conyers report on their survey of the practices and infrastructure of writing center advisory boards and recommend such boards for the continuing development of a writing center. Next, Holly Ryan's article provides insights into how tutors at three institutions talk about themselves and to each other when communicating online. She explains her methodology and invites others to study tutor communication, noting that the results can guide how directors train and interact with their tutors.

Susan Cross and Libby Catchings analyze students' plans for revision after tutorials to categorize their learning outcomes. Cross and Catchings' coding of students' statements as expressing Higher Order Concerns (HOCs) or Lower (or Later) Order Concerns (LOCs) allows the authors to examine how their practices fulfill their writing center mission. …

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