WLN: A Journal of Writing Center Scholarship

Formerly the Writing Lab Newsletter, WLN: A Journal of Writing Center Scholarship is a forum for exchanging ideas and information about writing centers in high schools, colleges, and universities.

Articles

Vol. 43, No. 9-10, May-June

Note from the Guest Editors
In 2016 we developed a call for proposals for a special issue of WLN on the topic of "What We Believe and Why: Educating Writing Tutors" and hoped for a good response. We received more than fifty proposals, which resulted in our first special issue...
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The Writing Center as Workplace: Teaching, Learning, and Practicing Professionalism
As administrators, we educate our tutors about writing center theory and practice so they can assist others. Their training and work typically benefit them, providing an environment for developing better listening, problem-solving, and communication...
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The Role of New Media Expertise in Shaping Consultations
It is easy to say that digital technologies are changing contemporary communication--less easy to say how writing center practitioners should address this change. To explore the latter, I replicated Sue Dinitz and Susanmarie Harrington's study "The...
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Educating Tutors to Engage in Writing Center Workshop Purposeful Practices
The work of writing centers is continually expanding beyond one-to-one tutoring. Rebecca Jackson and Jackie Grutsch McKinney posited in 2011 that though writing center work exceeds the traditional tutoring model, much of this work "remains hidden."...
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Tutors' Column: "Exploring and Enhancing Writing Tutors' Resource-Seeking Behaviors"
When I attended my first few training sessions and education meetings as a writing tutor with the Shippensburg University (Ship) Writing Center, I was overwhelmed by the sheer amount of information. I desperately wanted to retain all of it, but how...
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Conference Announcements
EAST CENTRAL WRITING CENTERS ASSOCIATION March 5-7, 2020 Marian University (Indianapolis, IN) "Critical Literacies, Humanizing Connections" For more information, check the conference website for updates: ecwca.org or the conference chair,...
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Vol. 43, No. 7-8, March-April

Jumping off the Cliff and Learning to Fly on the Way Down: Shared Expertise, Shared Input, and Shared Responsibility as the Building Blocks of a Volunteer Writing Mentor Program
This reflection-on-practice reports on a small-scale Writing Mentor program started in 2013 at Ghent University in Belgium. Though not a fully-fledged writing center, the Writing Mentor program is based on writing center theory and pedagogy. Students...
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Coffee's for Closers!: The Pressures of Marketing a New Writing Center
One of the most memorable scenes in the film Glengarry Glen Ross occurs when Blake, a slick and successful salesman, is brought in to motivate the low-performing salesmen of Premiere Properties. As he is about to begin speaking to them, he admonishes...
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Going Professional: Writing Centers' Challenges and Possibilities in Working with Emerging Online Professional Graduate Student Programs
In the summer of 2016, I began studying a rising challenge in writing center pedagogy: meeting the needs of both administrators and students in connection with growing online graduate education. This project demonstrated the urgency of developing writing...
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Tutors' Column: "A Successful Failure: What I Wish I'd Known about Research before Submitting to a Journal"
As part of a research methods course in my master's program, I designed and conducted a research study seeking to understand the ways tutors use--and don't use--audience awareness during their sessions. It began as a project for one of my courses,...
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Announcements
2019 IWCA SUMMER INSTITUTE The 2019 International Writing Centers Association Summer Institute will be held in Baltimore, Maryland, from Monday, June 17 through Friday, June 21. The Summer Institute (SI) is open to both new and experienced writing...
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Editor's Note
This issue of WLN focuses on challenges that arise at different stages of writing centers' existence. When there's no writing center but faculty expect students to develop adequate writing skills, what can happen? Sarah Haas's answer was to seek out...
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Vol. 43-6, No. 5, January-February

Editor's Note
This issue of WLN begins with an article that responds to the perennial question of how to help tutors improve their tutoring practices. The training method Alex Funt and Sarah Miller Esposito employ involves videotaping tutors as they meet with writers...
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Video Recording in the Writing Center
In his recent book, Around the Texts of Writing Center Work: An Inquiry-Based Approach to Tutor Education, R. Mark Hall discusses video recording tutors as a professional development exercise. Hall experimented with video recording to address tutors'...
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IPA as a Research Tool in the Writing Center
Writing Center scholars have often called for directors to conduct empirical research. Such work is, indeed, beneficial. As Jackie Grutsch McKinney explains, it contributes to the field of rhetoric/composition, examines writing center practices, helps...
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Tutors' Column: "'Enough to Write the Papers': Reading and Reflection in the Writing Tutorial"
It is early in the spring semester at my large public institution when a visibly stressed student enters the writing center to talk about a one-page summary/response paper that is covered in red markings. I put my hand over the paper in front of us...
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Tutors' Column: "I Will Not Edit Your Paper. (Will I?): Tutoring And/or Editing in the Writing Center"
I am a writer, with an MFA and a bunch of things I've written for companies and a few minor creative publications. I am also an editor. I work for publishers and individuals, applying industry standards to manuscripts to prepare them for publication....
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Tutors' Column: "Image Is Everything: The Data Behind Impressions and Perceptions"
On campus, a student's image is everything. For example, most of us define ourselves, in part, by the fact that we are writing center tutors, which means certain things to us and different things to those around us. These defining images, and the perceptions...
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Vol. 43, No. 1-2, September-October

Guest Editors' Note
As guest editors, we are pleased to introduce this special issue on writing centers and transfer of learning. Transfer is generally defined as students' ability to adapt, apply, or remix prior knowledge and skills in new contexts, including educational,...
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Transfer Two Ways: Options and Obstacles in Staff Education for Transfer
Scholars in composition (e.g., Beaufort; Nowacek) and writing center studies (e.g., Devet; Hill) posit that writing centers are on the front lines of transfer with unique opportunities to help students adapt writing knowledge and skills from prior...
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Some of These Things ARE like the Others: Lessons Learned from Tutor-Inspired Research about Transfer in the Writing Center
Transfer-related scholarship in composition studies--which has been prominent since about 2007--suggests that many factors influence the degree to which writers engage in transfer-related behavior, or the habit of applying what has been learned in...
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Is Knowledge Repurposed from Tutoring to Teaching? A Qualitative Study of Transfer from the Writing Center
As I transitioned from writing tutor to writing instructor, I wanted to equip myself to become the best teacher possible. Thus, I actively considered how my pedagogies influenced each other. At that time, I hadn't yet investigated the scholarship on...
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Some of What I Learned about College Writing I Learned in the First Grade (and Vice Versa)
I walked into Ms. W.'s first-grade classroom, waved to my granddaughter Millie, and carefully lowered myself into a tiny kid-chair. Because Millie had recently transferred to a new school and could benefit, I figured, from my familiar face to help...
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Announcements
We are delighted to welcome our new Co-Editors: Karen Gabrielle Johnson and Ted Roggenbuck. They have already been hard at work as Associate Editors, having also guest edited a WLN special issue on tutor education (vol. 42, nos. 1-2), and in addition,...
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Vol. 42, No. 9-10, May-June

Guest Editor's Note
In the November/December 2015 WLN, Daniel Lawson identified "the need for more empirical work and more nuanced examinations of affect and emotion in the writing center" (26). We are delighted to feature in this special issue the work of six authors...
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The Affective Dimension of Writing Center Talk: Insights from Conversation Analysis
Most writing center scholarship about the affective dimension of tutoring talk addresses writers' negative affective stances or expressions (e.g., frustration), and theorizes how tutors might respond productively to those stances (Baker). Noreen Lape...
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Emotional Management over Time Management: Using Mindfulness to Address Student Procrastination
When Claire started tracking which students were heavy users of writing assistance at the Educational Resource Center (ERC) at Boston University, an intriguing pattern appeared: based on tutor notes, repeat visits by the same student often correlated...
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Rose's Writing: The Generative Power of Affect in a High School Writing Center
Twelfth-grader Rose frequently visited the Lakes High School Writing Center we co-directed during the 2014-2015 school year. (1) She regularly sought assistance with writing assignments that, like most Lakes High assignments we saw, offered little...
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Tutors' Column: "Shared Identities, Diverse Needs"
As a tutor who is a black immigrant and a second language writer (SLW), I recognize that my own identities influence my perceptions of writers and the approaches I use in conferences. This recognition should come as no surprise; scholars have discussed...
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Vol. 42, No. 7-8, March-April

From the Editor
This WLN issue focuses on four groups in writing centers: tutors, grad students, speakers of English with differing levels of proficiency, and classroom tutors. Susan Dinitz' article starts the conversation by focusing on critically important threshold...
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Changing Peer Tutors' Threshold Concepts of Writing
One of the most generative and powerful new ideas in composition studies over the past few years has been that of threshold concepts--core concepts in a field that, once learned, transform one's understanding of the discipline. In their edited collection...
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A Space for Grad Students: Peer-to-Peer Collaboration in a Writing Studio Startup
In 2009, I was tasked with envisioning a place at Fresno State University where graduate students could find supplementary writing support. At the time, little had been published on the needs of graduate student writers, and only a handful of universities...
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Goals for a Writing Center Tutorial: Differences among Native, Non-Native, and Generation 1.5 Writers
Students sometimes attend their university writing center with goals that contravene the center's philosophical approach. For instance, a writer may seek proofreading help on an early draft even though many centers prioritize higher issues of rhetoric...
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Tutors' Column: "Paradoxical Authority: Preparing Tutors for Classroom-Based Tutoring"
While I was tutoring in a writing classroom one day, a student needed help finding direction within his paper. He wanted to offer his opinions on his topic more than back up his claims with research. Because he lacked research, his paper stopped at...
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Vol. 42, No. 5-6, January-February

From the Editor
Although WLN occasionally has special issues on a single topic, this issue includes articles on diverse subjects. Given current public conversations about the influence of faith, the article by Christopher LeCluyse and David Stock is particularly relevant....
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Religious Identity and Writing Center Tutoring: Perceptions from Latter-Day Saint (LDS) Tutors
Although robust conversations on race, class, gender, and sexual identity have emerged within writing center studies, religion as a category of identity remains largely unexamined. This is not the case for composition studies. Surveying the past twenty-five...
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Peripheral (Re)Visions: Moving Online Writing Centers from Margin to Center
At IWCA's 2015 conference, staff from Walden University's fully online writing center facilitated a Special Interest Group (SIG): "Refocusing the Conversation: Creating Spaces for Online Writing Center Community, Support, and Discussion." This SIG...
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Tutors' Column: "Ramblings of an Insecure Writer: Viewing Writing Tutorials as Stories"
Before we become writing tutors, we are first writers. But as a new tutor, I did not realize this truth. Though hesitant to refer to myself as a "writer," I somehow managed to help students discover their own ideas, voices, and styles. As I witnessed...
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Tutors' Column: "I Don't Grok You: When Unfamiliar Subjects Can't Be Translated"
As a writing center consultant who primarily works with healthcare students, I read a lot of papers I don't understand. But the word "understand" is a tricky one. While I might not understand the way mathematical models lead to the results of a research...
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Tutors' Column: "Exposing the Draft Addiction: Prioritizing Prewriting in the Writing Center"
Before I became a tutor at Dickinson College's Norman M. Eberly Writing Center, I did not understand the Center's purpose, nor did I fully understand the different stages of the writing process. I knew only that I was supposed to leave the Center with...
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Vol. 42, No. 3-4, November-December

From the Editor
Whether you're preparing to go to the IWCA or another conference, reading this after a conference, or haven't attended any, Mike Mattison's article may cause you to think about how you introduce tutoring to your new tutors. After listening to presentations...
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Heading East, Leaving North: Thoughts from the 2016 IWCA Conference
There's a Bob Seger song entitled "Get Out of Denver," and it is running through my head as the plane taxis away from that city's airport. Admittedly, I'm mentally singing the Blues Traveler version, but there's no mistaking the up-tempo, driving imperative:...
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Strategy-Centered or Student-Centered: A Meditation on Conflation
Despite the possibility that non-directivity is no longer considered best practice among writing center directors and scholars, I continue to see consultants in my writing center attempting to use only non-directive methods in their sessions. In fact,...
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Book Review: The Oxford Guide for Writing Tutors: Practice and Research
The Oxford Guide for Writing Tutors: Practice and Research by Lauren Fitzgerald and Melissa lanetta. New York: Oxford UP, 2016. 597 pp. Print. List Price: $44.95 There's no doubt that writing center researchers and practitioners have benefitted...
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Tutors' Column: Not Yet a Specialist?: Overcoming Genre Phobia in the Writing Center
Although writing center tutors may be viewed as experts to many genres of writing, tutors are not specialists in every genre. Sometimes students bring in an assignment for a genre of writing that the tutor does not know how to approach. I am currently...
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Tutors' Column: Validation
"Holy hell," I whispered as tears filled my eyes. The words of the personal essay, sitting between the author and me, painted a painful experience of a teenage girl loving a drug addict. I couldn't keep my voice from quivering as I read about the suicide...
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Announcements
East Central Writing Centers Association March 23-25, 2018 Ohio State University Columbus, Ohio "Occupational Hazards: Writing Center Labor, Self-Care, and Reflection" Keynote: Dana Driscoll Colleagues, including graduate and undergraduate...
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Vol. 42, No. 1-2, September-October

From the Guest Editors
We enjoy working together, so we expected that co-editing this special issue, "What We Believe and Why: Educating Writing Tutors," would be rewarding. Now that we have an issue to present, we do so with a reaffirmed sense of how committed, talented,...
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"For Writing Centers, by Writing Centers": A New Model for Certification Via Regional Organizations
INTRODUCTION AND BACKGROUND Certification is an important way to develop academic capital, lend more credibility to writing center scholarship, and help solidify foundational beliefs and approaches to learning as writing center professionals. In...
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Developing Core Principles for Tutor Education
In 2015, our team of writing center administrators from five campuses at Arizona State University realized that some of our ongoing tutor education practices needed to be revised to prompt our peer writing tutors to think more critically and personally...
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Educating and Recruiting Multilingual and Other Graduate Students for Writing Center Work
At the Ohio State University Writing Center, we have instituted an educational program, the Writing Consultant Workshop (WCW), for graduate students interested in becoming writing consultants and learning skills for working with non-native English...
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Tutors' Column: "Modeling Peerness: Undergraduate Peer Tutors Leading Education for New Tutors"
In spring 2017, my writing center director and I implemented peer-led discussion in a one-credit tutor-education course. I am an undergraduate peer tutor with three years of experience in the Bloomsburg University Writing Center. In each weekly meeting...
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Vol. 41, No. 9-10, May-June

From the Editor
Writing centers have a noteworthy history of providing space and services for a variety of populations and writerly needs--e.g., for students learning English as another language, for graduate students working on dissertations, and for students with...
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Writing Center Tutor Corps: A Veterans-Tutoring-Veterans Program
The first time I entered the writing center at my undergraduate institution, I might not have been recognizably nervous, but I was definitely dealing with some internal stress. This writing center was set up as a series of tables with the tutors' backs...
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An Approach to Serving Faculty in the Writing Center
Many students, faculty, and administrators continue to think of writing and communication centers primarily as resources for undergraduates; however, many centers serve other populations on campus. In so doing, these centers are presented with a different...
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Tutors' Column: "Will You Trust Me"
On a Friday morning at Virginia Tech's Writing Center, I am sitting at a table near the front, anxiously waiting for my client. Although most tutors are probably anxious for their first tutoring session and plagued with feelings of self-doubt, I have...
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Vol. 41, No. 7-8, March-April

Rhetorical Reading Guides, Readerly Experiences, and WID in the Writing Center
Writing centers assist students who are in Writing in the Disciplines (WID) programs and classes in several ways. Regular writing center conference participants and avid readers of writing center scholarship and the WCenter listserv are familiar with...
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Reading with Purpose in the Writing Center
Because most college writing assignments are accompanied by or draw on some type of reading, writing center tutors often find themselves supporting students' reading. In fact, despite the lack of scholarship and research on the role of reading in writing...
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Tutors' Column: Making Audience Visible: Readership and Audience in Writing Centers
Even though "writing" is usually in our job title, being a writing tutor requires a lot more reading than one might think. And while tutors serve as an explicit audience for student writers, how we help student writers become aware of their implicit...
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Vol. 41, No. 5-6, January-February

From the Editor
Sometimes too much of a good thing IS a good thing. In this issue you'll find two more articles that were part of Susan Mueller and Janet Auten's co-edited September/October 2016 WLN special issue on the work of the writing center director. Included...
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What Writing Center Directors Need to Know about Regional Accreditation
Writing center directors are accustomed to scrutiny and being held accountable, especially at the local level by administrators, faculty, and the students they serve. But increasingly, directors at two- and four-year colleges and universities must...
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The Storying of Writing Centers outside the U.S.: Director Narratives and the Making of Disciplinary Identities in Germany and Austria
In Peripheral Visions for Writing Centers, Jackie Grutsch McKinney highlights the cognitive dissonance between the work of writing center directors and the stories they tell about that work. When describing their centers to stakeholders, directors...
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How Are Learning Centers Working Out: Maintaining Identity during Consolidation
The Writing Skills Center (WSC) at Onondaga Community College (OCC) was created by the English department in 1978 in response to a perceived need for supplemental tutoring for non-credit, remedial classes. For the first couple of decades, it served...
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From the Margin to the Middle: A Heuristic for Planning Writing Center Relocation
As a writing center director (WCD) who has overseen relocation to a learning commons (LC), I offer a heuristic for center directors who are contemplating relocation and considering the individual and institutional implications of such a move. I offer...
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Tutors' Column: "My Idea of the Writing Center: Through the Eyes of a Client Turned Consultant"
Three years ago, I walked into the Worcester State University Writing Center with my heart feeling like it was ready to leap out of my chest. I was a timid freshman who, although confident in my choice to study English, was not at all confident in...
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Announcement
CFP: MULTIMODAL WRITING IN WRITING CENTER Susan DeRosa and Stephen Ferruci invite papers that examine how the increasingly multimodal nature of composing texts affects writing center identities and our relationships with and responsibilities to...
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Vol. 41, No. 3-4, November-December

From the Editor
This WLN issue is, in a way, an extension of the previous one where the spotlight was on the work of the writing center director. Now, in this November/December issue, the essays offer ways for writing center directors to more productively interact...
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A Reflection on Reflective Writing Center Work
INTRODUCTION We--undergraduates, Julia and Zach, and staff member Renata--work in the Writing Center at Carleton, a small liberal arts college. Over the past two years, we've been exploring the use of reflective practice. Christopher Johns describes...
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Toward a Professional Consultant's Handbook: Researching Support and Training Methods
INTRODUCTION Many writing centers employ professional consultants in addition to peer undergraduate or graduate students. We use the umbrella term "professional" to refer to both those consultants who are faculty members working in the writing center...
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Retaining Writing Center Consultants: A Taxonomy of Approaches
At the end of the fall or spring term--it often happens. Consultants depart, usually because of graduation, but also because of student teaching, studying abroad, or internships. Directors plan for such staffing changes. However, it is also true that...
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Tutors' Column: "Students' Writing as Sacred Texts: Personal Narratives in the Writing Center"
She sits next to me at the desk, chewing on her bottom lip, as I explain. "You kept a diary for six years, so obviously you like to write. Just because you don't like grammar doesn't mean you don't like writing. Writing is about storytelling; it isn't...
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Vol. 41, No. 1-2, September-October

Special Issue on the Work of the Writing Center Director
As guest editors for this special issue of WLN: A Journal of Writing Center Scholarship, we are delighted to both celebrate and explore "The Work of the Writing Center Director" with you. After a welcomed outpouring of proposals, from which we invited...
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Collaborating, Calibrating, and Control: Writing Center Directors Navigate Institutional Interactions
It was the best summer ever. I had defended my dissertation and accepted a writing center administrative position for the fall. An invitation from a soon-to-be colleague popped up in my email inbox: "Hey, want to collaborate on this project?" I was...
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A Is for Alumni: Cultivating Past Advisors as Current Advocates
Were the fall semester of 2014 a movie, I could imagine myself as Benjamin Franklin Gates, the character played by Nicolas Cage in National Treasure. Surrounded by boxes of old files, I was elbow-deep in papers in a side room of our school's library,...
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Feminist Mothering: A Theory/practice for Writing Center Administration
If there is anything that I have learned in my time [as a tutor in the Writing Center], it is the way that spaces can influence and shape your experiences. I have spent 5 semesters in this space, learning to listen, to ask questions, to be empathetic,...
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Director's Column: "Local Work: Identity and the Writing Center Director"
"So, after careful consideration, it appears the Writing Center is a Center after all."--email to department chair from associate dean, 2009 "And it may be, that after this review process, we end up determining that some Cente--like the Writing...
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Vol. 40, No. 9-10, May-June

From the Editor
This issue opens with Tracy Santa's essay on the importance of listening and the ways tutors can make visible this seemingly invisible practice. Next, Terese Thonus, Sheila Carter-Tod, and Rebecca Babcock examine a sample of people who conducted quantitative...
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Listening in/to the Writing Center: Backchannel and Gaze
"Science doesn't know what listening is and... what consciousness is. Listening is hearing plus attention. Attention is something that takes place in the brain, not the ear.... We interchange these terms--listening and hearing--but less is known...
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After the Writing Center Dissertation
Often academic books begin with an article or conference presentation. This article, however, began while Rebecca Babcock was amassing qualitative dissertations on writing center tutoring for a book, A Synthesis of Qualitative Studies of Writing Center...
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Tutors' Column: "Playfulness in Discipline: How Punning Witticism Is Transforming Criticism in the Writing Center"
As technology use in classrooms increases, writing center tutors are assisting students with a greater variety of assignments than ever before. In addition to the traditional term paper, tutors now help students construct arguments for blog posts,...
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Tutors' Column: "The First Step: Students' Initial Encounters with the Writing Center"
Sitting in the writing center with my carefully crafted speech in hand, I dreaded my appointment. Three weeks earlier, my oral communications professor announced to the class that every single person would have to have their speech reviewed by the...
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Vol. 40, No. 7-8, March-April

From the Editor
Among the unexplored areas of writing center studies are the variety of programs created by writing centers as they mold their services to the educational missions of their institution. Two such programs discussed in this issue are a service-learning...
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Service-Learning Tutor Education: A Model of Action
"It's the action, not the fruit of the action, that's important. You have to do the right thing, It may not be ... in your time, that there'll be any fruit. But that doesn't mean you stop doing the right thing. You may never know what results come...
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Grammar Checkers Do Not Work
Daily I thank the powers that be for the computer spell checker. I never could spell decently. In grade school my work was always marked down for poor spelling. In undergraduate and graduate programs, I painstakingly reviewed papers with the American...
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Writing Circles: Combining Peer Review, Commitment, and Gentle Guidance
This is a story about small-group peer discussion, soft-gloved guidance, the necessity of commitment, and collaboration across campus. It describes a way to combine the rich potential of both writing groups and writing center pedagogy. The new Writing...
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Vol. 40, No. 5-6, January-February

A Space for Change: Writing Center Partnerships to Support Graduate Writing
As the Council of Graduate Schools Ph.D. Completion Project reports, even under favorable conditions, at least a quarter of the students who begin a Ph.D. do not complete the degree, and the biggest roadblock is often writing the dissertation. In an...
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Finding a Room of Their Own: Programming Time and Space for Graduate Student Writing
In 2005 the University of Connecticut implemented general education reform that included more emphasis on writing-intensive courses and generated a reboot of the writing center. The new University Writing Center, housed in the Institute for Teaching...
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Understanding the Structural and Attitudinal Elements That Sustain a Graduate Student Writing Group in an Engineering Department
Doctoral writing groups have become a staple on academic campuses, as reflected in Claire Aitchison and Cally Guerin's collection Writing Groups for Doctoral Education and Beyond, which highlights scholarship on these groups. But as those authors note,...
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Tutors' Column: "Stories and Maps: Narrative Tutoring Strategies for Working with Dissertation Writers"
In 2003, the University of Michigan's Sweetland Center for Writing initiated the Dissertation Writing Institute (DWI) to provide time, space, funding, and writing consultations to graduate students in the writing stage of their dissertations. Each...
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Vol. 40, No. 3-4, November-December

Confessions in the Writing Center: Constructionist Approaches in the Era of Mandatory Reporting
INTRODUCTION I met Abby when she scheduled a senior year writing center appointment to work on her personal statement for a law school application. Abby wanted help connecting her personal experiences to her academic interests and career plans,...
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A Review of WriteLab
Will educational software like WriteLab replace the human writing assistance offered in writing centers? When such a question has been posed in recent years, writing center directors and tutors have had reason for concern. The good news in this review...
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Metaphors and Ambivalence: Affective Dimensions in Writing Center Studies
In "Training Tutors in Emotional Intelligence: Toward a Pedagogy of Empathy," Noreen Lape discusses the ambivalence of writing center tutor training manuals regarding emotion, finding in them a tendency "to prepare tutors for encounters with distressed...
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Tutors' Column: "Vocation in the Writing Center"
Between the ages of 18 and 22, we are faced with an Important task: figuring out what we want to do with our lives. There Is a lot of emphasis on finding a practical application for our skills and Interests, but much less emphasis on finding what we...
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Vol. 40, No. 1-2, September-October

Letter from the Editor
We happily introduce you to the first issue of WLN: A Journal of Writing Center Scholarship. Even though this issue is Vol. 40.1-2, it launches our new name, new format, and new direction in the history of this publication--and perhaps in writing center...
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Public Documentation of Tutors' Work: Digital Badges in the Writing Center
Communication. Problem-solving. Leadership. Teamwork. These are all essential skills undergraduate peer tutors build while working in a writing center. At Purdue University, an open source web-based interface system known as Passport allows tutors...
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Undergraduate Student Perceptions and the Writing Center
How students perceive the writing center and how the writing center perceives itself can often be at odds with each other. Staff, faculty, and students who work in the writing center may tend to consider it in its idealized form. After all, they are...
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Tutor's Column: "Tutoring a Friend"
A defining feature of our writing center is the fact that we only tutor other undergraduates. Because we work with our peers, we have an exceptional opportunity to foster, if not a tight-knit community, then an intellectual space where we can safely...
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