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Schedule

FRIDAY, OCTOBER 18
  • 8:15am - 9:15am

    Keynote

    FRANKLIN

    Drawing Power: Analyzing Writing Center as Homeplace through Gesture Drawings
    Hannah Telling, Montana State University

    Hannah is an undergraduate at Montana State University. She studies English education and women, gender, and sexuality studies. Drawing from several semesters of studying art, Hannah uses gesture drawings to investigate the embodiment of participation in writing centers. Hannah’s research explores Godbee, Ozias, & Kar Tang’s (2013) argument that “systematic power and privilege...are mapped onto, read through, and enacted in the body” (p. 63). Hannah uses gesture drawings to analyze tutoring sessions through the lens of home and hospitality as theorized by Grustch McKinney (2013), Miley & McNamee (2017), and Eodice (2019). Gesture drawings—a studio arts research tool where bodies become lines, shadows, and highlights (Nicholaides 1990)—capture the tensions and power dynamics within a tutoring session by displaying tensions within a body. Through these tensions, gesture drawings inherently ‘speak’ ideologies of participation even when the subject is not aware their body is speaking. Using her own gesture drawings from the Writing Center at Montana State University, Hannah will illustrate how tutors and writers enact various forms of participation in tutoring sessions and what that reveals about ideologies of participation.

  • 9:45am - 11:00am

    Session G

    Delaware A

    The Art of Undergraduate Research: Lessons and Results from a First Year Research Program
    Katie Zebell, Emily Nolan, Courtney Buck, Jamie Spallino, Wittenberg University

    Given how much there is to learn as a writing center tutor, it would be ideal to have students thinking about writing center work from their first days on campus. At our school, a small liberal-arts college, we have initiated a First Year Research Award (FYRA) that allows students to do just that: they conduct a research project in their first year, before coming into the Writing Center as tutors. This presentation will give an overview of the (cost-effective) program and then present the research completed by the first two FYRA groups. #IWCANCPTW19G1

    Delaware B

    The Artwork, the Artist, and the Art Critic: Creating a Supportive Environment for Writers to Reach Their Sublime
    Linda Kim Gordon, Beatriz Acosta-Tsvilin, Kathryn Wolfe, Florida Atlantic University

    We propose viewing the writer as the artist and positioning the consultant as the “art critic”. The presentation will begin by establishing the foundational ideology of the parallel roles of the artist (writer) and their artwork (writing) to the critic (writing consultant). Next, we will discuss the need for empathy in the “art critic” to ensure writer development based on growth mindset and self-efficacy theory. Lastly, we will explore the artistic notion of “the sublime” as a goal of the writer and the role of the critic in providing appropriate support as our writers reach for their own sublime work. #IWCANCPTW19G2

    Delaware C

    Graduate administration and the politics of intersectional inclusion: disability, race, and liminal labor at the interstices
    Yanar Hashlamon, Danielle Orozco, Noah Bukowski, The Ohio State University

    "This panel will discuss the politics of inclusion and community in graduate administrative work in writing centers. Each speaker will share their stories working from and within the liminal spaces of graduate student labor at the interstices of both mentorship and work and professionalization and service. We ask: how do new administrators navigating institutionalized ableism and white hegemony transition from consulting to administrative positions in the writing center? This intersectional panel will bring disability, race, and decoloniality to bear on the junctures of identity and labor in liminal communities of writing center work. " #IWCANCPTW19G3

    Delaware D

    Workshop : The Writing Center as an Allegorical Cave
    Lora Mendenhall, Purdue University Northwest

    Might writing centers assist students in artistically strategizing an emergence from their “cave” via writing progress past and present? Can tutors and staff also use such artistic practices to place themselves on a writing center journey of progress and discovery by setting goals for new creative methods and tutoring endeavors? This workshop will call upon participants’ self-reflective and artistic skills to recreate Plato’s cave in a way that can serve the interests of students, themselves, and perhaps their colleagues. Be prepared for some creativity, insight, and entertainment as we imagine life out of what might be our current comfort zone. #IWCANCPTW19G4

    Union A

    Roundtable : A Canvas of Opportunity: Painting a Picture of Research in SLAC Writing Centers
    Liz Egan, Millsaps College | Alexis Hart, Allegheny College | Jessica Kem, Amherst College | Nick Plunkey, Rocky Mountain College | Stacia Watkins, Lipscomb University

    Various challenges often prevent small liberal arts college writing centers from engaging as researchers, but in this roundtable, participants share accounts of the artistry that makes it possible to include research in the landscape of the small liberal arts writing center. From mentorships forged between artist and artisan in tutor training, undergraduate research, and faculty development to the “found art” of assessment work and the en plein air resource of summertime, participants paint a picture of how small college writing centers can make a mark on the canvas of writing center scholarship. #IWCANCPTW19G5

    Union B

    Workshop : The Art of Disruption: A Research Drawing Jam
    Leah Misemer, Georgia Institute of Technology

    By combining writing and speaking--the more common tools of writing center art--with the visualization tools usually associated with the art studio, this workshop helps participants communicate about their work to a broader audience in a way that can be useful for a variety of genres including grant applications, job documents, and interviews. Writing center professionals will create drawings related to their research, tutoring, or administrative practice, explain their work to one another using those drawings, and then use each others' drawings as visuals to explain each others' work. Handouts will help others adapt the workshop for their own centers. #IWCANCPTW19G6

    Union C

    Workshop : The Art of Self-Care: A Workshop for Tired, Stressed-Out, Over-Committed Writing Center Folks
    Elizabeth Kleinfeld, Metropolitan State University of Denver

    Writing center folks are often driven by a desire to help and support others, but we sometimes forget to help and support ourselves, leading to exhaustion, overwhelm, and burnout. Drawing on Merton’s role model theory and theories of self-care from nursing, I will share how writing center folks can disrupt the tendency in academia to disregard and even belittle self-care. Then we will practice and build skills that make self-care possible: saying no, getting enough sleep, treating ourselves with the compassion we often reserve for others, and more. Prepare to be rejuvenated! #IWCANCPTW19G7

    Union D

    Workshop : Binary Thinking: Questions and Consequences
    Kathy Evertz, Renata Fitzpatrick, Carleton College

    This workshop will invite participants to reflect on the various binaries that tend to influence our centers, whether those binaries have to do with our identities as collaborative rather than remedial, our beliefs about non-directive versus directive tutoring, or whether we emphasize creativity or correctness in writing, to name just a few examples. We will discuss how such choices influence our centers and the practices we emphasize in tutor education, and we’ll brainstorm collectively about their potential to enhance or hinder our ability to serve writers. #IWCANCPTW19G8

    Union E

    Boundaries, Borders, and Paradigms

    Factors and implications in the crafting of an academic writing center in an EFL context
    Graciela Arizmendi González, Maricarmen Gonzalez Videgaray, Universidad Nacional Autonoma de Mexico

    "The study aims to explore EFL participants´ thoughts about academic writing centers to answer: (1) What factors do university participants consider to be salient before opening an academic writing center in their EFL context? And (2) What implications emerged in the opening of the writing center? 25 questionnaires and semi-structured interviews answered by MA, PhD students, and academics analysed using framework analysis and multiple cases reveal tutors and materials as crucial factors. Emerging implications suggest the need of artisans to train tutors and craft materials. " #IWCANCPTW19G9

    Transnational Work: It's More Random And Bizarre And Stupid And Nice And Fun Than Any What I've Read
    Joe Franklin, University of Louisville

    In this presentation, I explore the chaotic surpluses of meaning, and creative potential, which pours over the boundaries of transnational administrative work. In the stories we tell about working in new contexts, we can come close to capturing improvisation and performance art at the many intersections with other disciplines and scholars. By understanding how the transnational paradigm points to the constructedness of boundaries and allows us to reconfigure our knowledge and relationships, I will argue that there is a musical, material, performative art to be found in the right light—even in the daily institutional grind. #IWCANCPTW19G9

    Crafting a Mexican Writing Center
    Abigail Villagrán Mora, Indiana University of Pennsylvania

    How do Mexican writing tutors manage to claim ownership of the writing center tradition? Are we creating a new sense of writing center work or something different all together? Fostering a Community of Practice (Wenger, 1998) among Mexican writing tutors involves negotiating our identity by integrating writing center pedagogy with nuestras miradas. Considering writing centers as Communities of Practice (Geller, et al., 2007; Sanese, 2011; Hall, 2011) empowers writing tutors to become the artists of their own learning, create new meanings and collectively craft a writing center attuned with the Mexican landscape. #IWCANCPTW19G9

    Madison

    Workshop : Painting a Picture of the Writing Center
    Madison Sabatelli, The Ohio State University

    "Reflecting on the evolution of writing centers, this workshop aims to engage participants in exploring the role of space in writing practices. Drawing from Deborah Brandt’s idea of literacy sponsorship and other scholars’ recognition of other forces that shape writing practices, participants will be familiarized with these theories and then challenged to consider how the spaces we inhabit can influence and support writing. Participants will be encouraged to think of their experiences inside and outside of the writing center in order to better understand the similar and dissimilar qualities of these spaces. Additional questions will be raised as to how writing centers can accommodate an always-diversifying student body, as well as how to foster better environments for writing within our own centers. Following a brief introduction to this topic, participants will be given time to reflect on the writing spaces they utilize. After this individual free-writing period, participants will break into discussion groups and participate in a collaborative design charette to illustrate ideas about the writing spaces they envision. These written and visual products are intended to serve as both reflections of where our writing centers have been, in addition to recommendations for what our writing centers can become." #IWCANCPTW19G10

    Fayette

    SIG : IWCA Regional Leaders
    Sherry Wynn Perdue, Oakland University | Clint Gardner, Salt Lake Community College

    The IWCA Regional Leaders network is a forum for those involved in one of IWCA's regional affiliates to exchange ideas and discuss common opportunities and challenges that their organizations might share. #IWCANCPTW19G 11

    Morrow

    SIG : LGBTQIA+
    Travis Webster, Pace University | Jay D. Sloan, Kent State University at Stark | Trixie Smith, Michigan State University | Elise Dixon, Michigan State University

    "Intended to help writing centers foster academic cultures inclusive of LGBTQIA+ communities, the LGBTQ Standing Group is a meeting place and resource for queer writing center administrators and tutors and our allies. The Columbus meeting will take the form of a reading group, where facilitators and participants will read Elise Dixon’s open-access article “Uncomfortably Queer: Everyday Moments in the Writing Center” from The Peer Review’s 2017 Brave/r Spaces Special Issue in advance, with group discussion taking place during the meeting. All interested parties are welcome. " #IWCANCPTW19G12

    Marion

    Roundtable : The Art of Staying Safe: Navigating a Culture of Care in the Age of Active Shooter Drills
    Jenny Spinner, Saint Joseph’s University Jordan Heil

    Our roundtable will engage participants in discussions about the complexities of juggling safety protocols in writing centers that are guided by core missions of welcoming and care. We’ll outline steps we’ve taken to assess the security of our space, review current safety procedures, and redesign staff training materials related to safety and security. We’ll invite participants to share what they’re doing in their own centers. We’ll also provide resources to help writing center staffs craft their own “next steps” for further addressing security. #IWCANCPTW19G13

    Knox

    The Mobile Art of Antiracist Writing Center Activism: Flexible Strategies for Encouraging Tutors’ Social Responsibility
    Hillary Coenen, Midwestern State University | Keli Tucker, University of Wisconsin-Madison | Anna (Willow) Treviño, University of Oklahoma

    This panel offers artful strategies for antiracist practices in writing centers, demonstrating a range of nuanced, adaptable possibilities that attend to context and positionality. Speaker 1 illuminates how training in invitational rhetoric can prepare tutors for everyday anti-oppression work. Speaker 2 revisits invitational rhetoric to consider how it might support writing center tutors’ interpersonal antiracism beyond the writing center. Speaker 3 extends the discussion of antiracist strategies, centering action and emphasizing the potential of code-meshing and counterstory for coalition-building #IWCANCPTW19G14

    Champaign

    Building Relationships

    The Deciding Dialect: How a Bias in Vernacular Rules Students Future
    Chiara Corbo Galli, Lane Tech College Prep

    While American Standard English (ASE) is nationally accepted as, well, the standard, opinions tend to range when it comes to the inclusion of other dialects in the curriculum. Typically, ASE is the only accepted dialect in schools, as such, teachers and the writing center end up promoting (sometimes unwillingly) this ideology. I tested whether teachers would give a paragraph written in a non-ASE dialect a lower grade, and the results indicated that there is a bias in the “language” a student writes in. Besides simply analyzing this, I would like to open the discussion to possible solutions for this problem. #IWCANCPTW19G15

    The Art of Creating Connections-- Writing Center Tutoring in China
    Lainey Cartwright, Southern Utah University

    After three years of running a writing center in Wuhan China, tutors from Southern Utah University have practiced strategies for working with multilingual learners, while also experiencing what it is like to be in a country with an unfamiliar language. Establishing a connection with students is extremely important in the collaborative effort of writing centers. Tutors specifically utilized and gained value from three specific strategies that are explored in this presentation. While a tutor does not need to travel to China to be successful, this presentation offers insight into how to more effectively work with students from different backgrounds. #IWCANCPTW19G15

    Finding Commonalities: Analyzing Serendipitous Moments of Connections in Consulting
    Daniel Israelsson, The George Washington University

    Building a relationship is one of the most important aspects of a productive Writing Center session. Consultants usually try to establish a collaborative relationship in the first few minutes of a session. While many scholars have analyzed techniques for setting up productive sessions and building relationships, there are certain cases where consultants find unique connections that can serve as a method to building positive relationships with clients. The productivity of these serendipitous connections will be analyzed through the analysis of one of my own sessions and an IRB-reviewed research project incorporating similar experiences from other consultants. #IWCANCPTW19G15

  • 11:10am - 12:25pm

    Session H

    Fairfield

    Workshop : Artisanal Design: Exploring the Craft of Research Methods
    Steve Price, Mississippi College | Elizabeth Boquet, Fairfield University | Brenda Brueggemann, University of Connecticut | Noah Bukowski, The Ohio State University | Steven J. Corbett, Texas A&M University-Kingsville | Layne Porta Gordon, Rollins College | R. Mark Hall, University of Central Florida | Heather N. Hill, Northwest Missouri State University | Neal Lerner, Northeastern University | Michelle Miley, Montana State University | Randall W. Monty, University of Texas Rio Grande Valley | Michael Rifenburg, University of North Georgia | Lori Salem, Temple University

    This workshop gathers contributors of the forthcoming edited collection, Theories and Methods of Writing Center Studies: A Practical Guide (eds. Jo Mackiewicz and Rebecca Babcock, Routledge, fall 2019). Workshop leaders will briefly introduce their particular method and then engage participants in small-group discussions about employing their particular method in research projects. During the workshop, participants will learn about different research methods useful in writing center studies and generate research project ideas. The workshop will be useful to a range of participants: novice researchers, experienced researchers, researchers searching for project ideas, and those with existing projects in mind. #IWCANCPTW19H1

    Franklin A

    Center of Intellectual Engagement: Improving Tutors’ Methods of Verbal and Non-Verbal Scaffolding
    Morgan Hambleton, Alissa Garguilo, Brendan Dunlop, Emma Knowles, Stetson University

    In order to improve students’ feeling of success after a session, we will create a standardized list of behaviors to use in sessions to encourage intellectual engagement. We will use a combination of training, implementation of a set of behaviors, and post-session student surveys and tutor interviews to see which intellectually engaging behaviors are most effective in creating a successful session, as rated by the tutee. Our goal is to work towards optimizing the experience of a successful session for our tutees #IWCANCPTW19H2

    Franklin B

    In Others' Words: Plagiarism and Politics

    Revisiting “Taking on Turnitin”: Artisanal Advocacy for Teaching and Tutoring Writing
    Brian Fallon, Fashion Institute of Technology - SUNY | Renee Brown, Peters Township Middle School

    Two authors of “Taking on Turnitin: Tutors Advocating Change” will discuss how their work as tutors informed how they orient to the use of plagiarism detection software in their professional lives. Based on their experiences as a middle school and a university writing center director, they will discuss how their original points of advocacy held up over time. Furthermore, they will examine how Turnitin shapes the writing and learning experiences of students from when they first begin their academic writing careers to when they prepare to leave college. #IWCANCPTW19H3

    Open Policy, Closed Gates: English Composition I as Unintended Gatekeeper
    William Dillon Tripp, Tony Rafalowski, Jackson State Community College

    In the fall of 2015, the first recipients of the Tennessee Promise scholarship program enrolled in community colleges across the state. Proposed by Governor Bill Haslam, the program guaranteed two years of free college to the graduates of Tennessee high schools. Also in the fall semester that year, the thirteen state community colleges governed by the Tennessee Board of Regents implemented a mandatory co-requisite model of remedial education. Students deemed “not college ready” on the basis of ACT scores were placed in English Composition I and a co-requisite English Lab support class. In correlation to the Tennessee Promise, the number of students entering college with writing, reading, and math deficiencies has also increased to nearly 80%. The situation has been complicated further by the implementation in fall 2018 of Tennessee Reconnect, which offers free college tuition to working adults. With the influx, there is increasing concern that FYC courses are being inadvertently transformed from empowering student learning opportunities to serving as “gatekeeper” courses, with little hope of recovery for struggling students under the current remediation program. Because of the overwhelming need additional academic support for struggling students, the writing center has been forced out of its normal pedagogical function and into the role of remedial service. Instead of helping student writers grow their craft, the writing center is being forced to act as the third level of remediation in an attempt to bring students to a functional level of competency. The following study explores the success data of the last three years at Jackson State Community College to determine if the true effectiveness of the current form of remediation instruction is empowering students to achieve their academic goals and to begin exploring the possible need for a revision of established writing center pedagogy. #IWCANCPTW19H3

    Franklin C

    Cultures and Codes

    Second Language Students in the Writing Center
    Ruby Murrani, Rutgers University

    A physical guide created to help tutors manage a second language session in a writing center. #IWCANCPTW19H4

    Comfort, Confidence, and Chinese International Students’ Reactions to Scaffolding Strategies in the Writing Center
    Sarah Patrick, University of Illinois at Urbana-Champaign

    This study adapted the scaffolding coding schema developed by Jo Mackiewicz and Isabelle Thompson in Talk about Writing to better understand second-language writers’ experiences in the writing center. Trends in the results indicate that second-language writers’ perceptions of tutoring techniques may be more important than tutors’ intentions and that self-reported fluency should impact a tutor’s choice of technique. Furthermore, some students perceived tutors’ use of sympathy and empathy to be inauthentic. Ultimately, results imply that tutors should utilize the session’s opening stages to adapt both verbal and nonverbal scaffolding techniques to create an environment of comfort for second-language writers. #IWCANCPTW19H4

    Giving Multilingual Writers a Helping Hand
    Christina Winters, Southern Utah University

    "The exchange of cultures and ideas that flow within a Writing Center culminate to create a unique experience that can be considered a work of art. As tutors, interacting successfully with other writers is crucial for the student to receive a valuable experience that helps better them academically. Buddy-systems are being implemented across the country to personalize learning for international students, which encourages them to take more pride and ownership in their work. At SUU, the Writing Center conducted an experiment to determine the usefulness of implementing a buddy-system and the potential benefits for the student body. " #IWCANCPTW19H4

    Franklin D

    Developing Consultants’ Leadership Skills in the Writing Center
    Julia Bleakney, Erin Leonard, Marilee Brooks-Gillies, Grace Rosenbarger, Elon University

    "Arguing for the value of focusing on student leadership in the writing center, two directors and two student leaders discuss their writing centers’ leadership initiatives. Drawing on two frameworks (relational leadership and cultural rhetorics), the presenters provide models for consultant leadership development that other centers might adapt to their own context. " #IWCANCPTW19H5

    Delaware A

    Action Research Assessment in the Writing Center
    Erin Herrmann, Katie Brown, Katie Martin, Edward Evins, Mark Lazio, Jen Finstrom, DePaul University

    In this presentation, we will showcase our center’s assessment initiative in order to demonstrate ways in which assessment can be not only feasible but also useful and practical for the continuous improvement of writing center programs. The six presenters will cover how and why our assessment initiative developed and how each of our five programs has conducted assessment projects and applied their findings to departmental training revisions and effective program implementation. This presentation will particularly focus on takeaways from each assessment project and how the projects have resulted in positive changes for our department. #IWCANCPTW19H6

    Delaware B

    It Takes Discipline

    Using Writing Center Pedagogy to Transform an Established Business Communication Center
    Jacob Gordon, Texas Tech University

    Business communication centers are uniquely situated between academia and the professional world. They may consult with students on assignments for business or non-business courses, but, as Frank Griffin (2000) notes, there is always a powerful secondary audience present in these centers: the profession awaiting the student after graduation. This presentation will examine one university’s business communication center as a case study of how incorporating writing center pedagogy can transform a course-specific center into a resource for students to develop comprehensive business communication skills. #IWCANCPTW19H7

    Appraising the Value: Discipline-Specific Writing Centers
    Melanie J. Stimeling, Jessica A. Haught, West Virginia University | Alexia Ainsworth, Emily Barton, Ayla McBreen, Kenyon College

    Administrators often consider the merits of creating a discipline-specific writing center, but they often wonder, is it worth the resources, and who will run it? We will discuss the value of the discipline-specific writing center and present a persuasive look at the array of services it can offer. We will also discuss the value of hiring a writing center professional (instead of a member of the discipline) as director of the center. Attendees will come away with persuasive talking points to advocate and paint a picture for a discipline-specific writing center directed by a writing center professional. #IWCANCPTW19H7

    Scientific Writing as Art: The Limits and Opportunities of Form and the Work of the Writing Center at a Healthcare/Science University
    Patricia Egbert, University of the Sciences

    What is the role of a writing program at a professional healthcare university? The University of the Sciences specializes in professional programs such as Pharmacy, Physical Therapy, Occupational Therapy, and the sciences. With that said, writing for many of our students is not necessarily considered a priority. While our students are highly intelligent and compete in an extremely rigorous academic environment, ask them to write an essay and suddenly even the most intelligent student becomes paralyzed with fear and uncertainty at the thought of writing a paper outside of a lab report. This presentation is designed to help those working with STEM majors or at STEM universities learn from what has worked/not worked at USciences. #IWCANCPTW19H7

    Union A

    SIG : Anti-racism Activism
    Keli Tucker, University of Wisconsin-Madison

    IWCA SIG on Anti-racism Activism supports writing center practitioners in working to undo racism at multiple levels. This year’s SIG includes an update on 2018’s workshop in which attendees set specific localized goals as well as a follow up workshop on anti-racist pedagogies and tutor training. #IWCANCPTW19H8

    Union B

    Workshop : Understanding the Art of Empowering Writers through Meaningful Assessment
    Anna Rachel Sicari, Laura Tunningley, Oklahoma State University

    Building on a body of research on collaborative-wide writing center research projects (Eodice et. al; Fallon; Hall; Zimmerelli), we have planned a meaningful assessment project to better understand how we empower writers and instill confidence and a sense of agency with the people that we work with. This workshop will ask participants to reflect on their current assessment practices, brainstorm and share new strategies they would like to implement, and create action plans for them to take back to their centers. #IWCANCPTW19H9

    Union C

    Roundtable : Discourse Across Disciplines: A Conversation on Multidisciplinary Training
    Luke Morgan, Metropolitan State University | Kristin Messuri, Alicia Goodman, R. Dustin Florence, Texas Tech University

    Providing professional development to a multidisciplinary writing staff poses both opportunities and challenges, as consultants must navigate writing consultations while developing their own understanding of writing in their home disciplines. This roundtable engages both writing center administrators and consultants with different disciplinary backgrounds. Participants will take part in an activity and facilitated discussion to explore their own disciplinary writing backgrounds, develop a stronger theoretical framework for professional development, and identify concrete strategies for training consultants from multiple disciplines. #IWCANCPTW19H10

    Union D

    Workshop : Strategies for Supporting Visual and Kinesthetic Learning Styles in All Parts of the Writing Process
    Lauren Rouse, University of Central Florida | Rachel Larrowe, Hannah Thornby, DePaul University

    In order to make writing centers more accessible to different learning styles, tutors should have resources, tools, trainings, and methods at their disposal to adapt to new learning styles, especially visual and sensory styles. In this workshop, we will introduce activities that tutors can use in their writing center appointments to support all learning styles of writers, including their own. These transferable activities can then assist all learners in the writing center. #IWCANCPTW19H11

    Union E

    Roundtable : Empowering Artists in the Writing Center Through Student/Tutor Agency and Empathy
    Kristi Polidore, Katia Arco, Morgan Bonanno, Eric Scholz, William Paterson University

    In this interactive round table session, four graduate student consultants will bridge together our findings in our 2018 IRB approved research study-- where we deconstructed tutor feedback we received from a commercial online tutoring platform-- to explore practical methods and feedback strategies which can incorporate more empathy and writer agency into both our Writing Center’s synchronous online and face-to-face writing sessions. We deconstructed an online tutoring platform to better understand student/tutor relationships in a distance tutoring model. We feel there is importance in helping to create better writers (artists) and not simply polished content. #IWCANCPTW19H12

    Madison

    Roundtable : Digital Interface as a Canvas: Thinking About E-Tutoring like Artists
    Noah Smith, University of Delaware

    This roundtable asks writing center administrators and tutors to collaborate as artists and imagine into being the kinds of online feedback for writers we believe would best suit the missions of contemporary multiliteracy centers, setting aside the constraints of e-tutoring we may have grown accustomed to taking for granted. Attendees are invited to help sketch an ideal e-tutoring platform with other scholars, using both their inventiveness and personal experiences to prepare strategies that will start productive conversations with others at their home institutions. Participants will leave with some clear places to begin thinking creatively about e-tutoring interfaces and practices. #IWCANCPTW19H13

    Fayette

    Art Expression for Female Tutors: Cutting Calories on Outdated Practices in the Writing Center
    Katherine Villarreal, Landy Garcia, Ale Moz, Marshall Walston, Texas A&M University-Kingsville

    Presenters will take a closer look into the art behind writing centers ability to empower diverse female tutors when it comes to their craft in tutoring sessions, strategies, hiring process, and scholarship. Effective exploration of self-expression relies on female tutors being able to carve out their experiences with discrimination, incidents, and client feedback into more writing center research/awareness. The heart behind writing center success is the artists that paint on the walls and sessions, motivating not just students to appreciate the art of centers but the tutors who seek those opportunities to expression themselves in academia. #IWCANCPTW19H14

    Morrow

    Suits, ties and lies: the stories we tell ourselves about professionalism
    Katie Levin, David Melendez, University of Minnesota–Twin Cities | Meredith Steck, University of Nebraska–Lincoln | Eric Wisz, University of Central Florida

    What does it mean to be “professional”? Consultants and administrators from three writing centers facilitate an accessible space grounded in experience, storytelling, and movement that considers the philosophical stakes of “professionalism” in writing centers. Beginning with John O’Neal’s Story Circle process, we invite participants to tell and listen to each other’s stories to build fuller understandings of “professionalism.” After reflecting on the extent to which our ideas of “being professional” align with our centers’ values, we will revisit—and remake—some of the published discourse about writing center professionalism. Participants will leave with a way to facilitate a staff discussion about professionalism. #IWCANCPTW19H15

    Marion

    Roundtable : (Not)Throwing the Baby Out With the Bath Water: A Discussion about Creating a Sustainable Online Program
    Brenda Tyrrell, Kate Francis, Kyle Smith, Mikel Prater, Miami University

    This workshop first traces a writing center’s initiative to create a more sustainable and accessible online appointment system. Then, it offers a sustained examination of approaches to evaluating various platforms, and concludes with an open dialogue with participants about their own practices, receiving any feedback and suggestions from other programs, and a garnering of troubleshooting advice for all writing centers. #IWCANCPTW19H16

    Knox

    Considering the Art of Synchronous Online Tutoring Consultations
    Diana L. Awad Scrocco, Youngstown State University | Courtney L. Werner, Mary Rademacher, Monmouth University

    This panel considers the affordances and constraints of online chat tutoring: we examine to what extent our consulting art ought to mimic best practices of face-to-face consultations and to what degree digital language enables tutoring dialogue. We analyze synchronous online consultation transcripts from one writing center to evaluate how we create consultation masterpieces via consultation patterns and arcs, approaches to teaching and tutoring, and the role of digital language in tutors’ feedback. We conclude that tutors can artfully employ positive elements of face-to-face consultations and netspeak during chat sessions to reach students in a space where many feel most comfortable. #IWCANCPTW19H17

    Champaign

    We Don’t Make Mistakes, Just Happy Little Accidents and Other Things We Learned By Celebrating Writing with a Whole Community
    Leah Schell-Barber, Stark State College | Angela Messenger, Youngstown State University | Jay Sloan, Kent State University at Stark | Jeanne Smith, Kent State University

    In this panel presentation, we plan to reveal the he(art) necessary to collaborate with community resources to celebrate writing. We will present the creative process of connecting with community members to hold a successful writing center conference and downtown writing festival on the same day. Topics covered will be the development of a regional writing center organization; an overview of how a writing center conference connected with a local school district and main street organization; a modeling of workshops held with teachers to discuss writing centers; and a discussion of how to scale this event within other communities. #IWCANCPTW19H18

  • 12:35pm - 1:50pm

    Session I

    Atrium

    Posters

    Encouraging Better Writing: The Art of Publication as a Motivational Strategy
    Red Douglas, Caitlyn Ulery, Lily Saari, Oakland University

    Publishing student work is a powerful tool that encourages students to produce better writing and to be actively engaged in co-creating knowledge (Blessinger, 2012). In today’s technological environment, there are several ways to publish student writing, paving the way for writing centers to capture the art of this pedagogical technique. This poster presentation will offer advice on how to start both formal and informal publishing avenues, provide examples from Oakland University’s Writing Center (where this technique has been successfully employed), and share primary data regarding student perceptions of publishing as motivation to produce better writing. #IWCANCPTW19I

    , and other obscure utterances at the Writing Center
    Sourojit Ghosh, Diele Lobo, University of Minnesota

    This poster presentation, conducted by a writing consultant majoring in Computer Science, seeks to explore the possibility of developing a Writing Center that incorporates consultations in coding languages. It will visualize what a consultation in a coding language might look like, considering the Writing Center’s philosophy of providing collaborative services in “any stage of the writing process”. What possibilities arise when a session is enclosed in angle brackets? Visitors to the poster will have the opportunity to think through what it means to be a center for ALL writing, and speakers/writers of coding languages. #IWCANCPTW19I

    An Empirical Study of a Workshop about Paraphrasing for High School Students
    Ted Roggenbuck, Alyssa Hetherington, Morgan Mickavicz, Bloomsburg University

    Wood et al. empirically demonstrated the effectiveness of their workshop in helping college students paraphrase (and avoid “plagiarizing”) from source material. We modified their workshop to be suitable for high school students and replicated their study. We share our results, methods, and insights from this project. High school writing centers, future English teachers, and those interested in helping students write effectively from sources may be especially interested in our project. #IWCANCPTW19I

    Conflict and Cognitive Dissonance: Why We Need to Talk About Social Justice
    Rachel Whitaker, Boise State University

    A discussion of consultant-to-consultant relationships, workplace conflict, and how to avoid misunderstandings and hostility when difficult topics like oppression are being discussed. The research is directly motivated by circumstances I have personally experienced in my own writing center since introducing ideas about how writing center consultants can—and, I argue, have a responsibility to—address dominant discourse/ideology and oppressive language with both writers and each other (inspired by Harry Denny, 2010; Doucette, 2011; Sloan, 2003; and Suhr-Sytsma & Brown, 2011). I discuss both positive and negative feedback, self-reflection, and, finally, tips for addressing cognitive dissonance and potential conflict or misunderstanding. #IWCANCPTW19I

    Disclosure and Post-Traumatic Stress Disorder in the Writing Center
    Annika Severts, Boise State University

    Disclosure is a real issue in any workplace, but can be especially hard in small spaced environments like a writing center. One demographic that struggles with disclosure are those who have Post Traumatic Stress Disorder (PTSD). Disclosure is a hard decision as it can cause strained relationships and stereotypes to form. This poster presentation will answer concerns on how to interact with consultants and writers, define what triggers are, and address the stigma those with PTSD face in a work space. Questions on PTSD, work practices, and how to help with disclosure in a writing center are encouraged. #IWCANCPTW19I

    Drawing on your emotions: Fostering Social Emotional Learning (SEL) in Writing Centers
    Morgan Banville, East Carolina University

    This poster presentation will interact with an applied research initiative on Social Emotional Learning (SEL). As a tutor simultaneously working in a 9-12 (secondary education) context, I have found that SEL is needed in the writing center space in order to humanize learning. A particular study that I worked on with a research team focused on the well-being of educators. This study may be used as a foundation to artfully and skillfully translate SEL into the writing center. The goal of this newfound applied research is to increase participants’ knowledge of SEL and to promote tutor and student self-care. #IWCANCPTW19I

    English Language Learners at the University of Illinois at Chicago Writing Center
    Susan Ewa Panek , University of Illinois at Chicago

    My experience tutoring at the UIC Writing Center has opened my eyes to the various obstacles that writers face, in particular writers who are English Language Learners (ELL). This inspired me to establish a qualitative research project investigating how the Writing Center can best support ELL writers not only in learning grammar and/or culturally specific writing conventions but also with the discrimination and stigmatization that they often face based on their not-yet-developed knowledge of Standard American English. The research question explored was: What are the possible advantages and disadvantages of a multilingual tutor working with an ELL writer in a peer tutoring session at the UIC Writing Center? The research method applied was a literature review, as well as interviews with and surveys given to participants including UIC Writing Center Tutors and Writers (both native English speakers and ELL) as well as TESOL teachers and scholars. The research results suggested several benefits to multilingual tutors for ELL writers, including shared experiences from language learning and overcoming language obstacles, similar cultural insight, and the establishment of a sense of commonality. The results from the surveys and interviews displayed that certain disadvantages can be overcome through equal efforts by the writer and tutor. The research implications ultimately are that it is immensely important to make all tutors, not solely multilingual tutors, approach ELL writers in an empathetic, understanding and non-stigmatizing manner. #IWCANCPTW19I

    Exit Surveys and Writing Center Values
    Libby Anthony, University of Cincinnati Blue Ash College

    In this poster, I will discuss two changes my center made to our post-session exit survey and how those changes have affected the survey response rate, the quality of responses, and how we communicate our center’s values to our clients (students). This poster will extend existing work on exit surveys into the context of an acting director working at an open access institution with professional tutors. I hope this session will spark conversation with poster session attendees about their own post-session practices and goals. #IWCANCPTW19I

    From the Periphery to the Center: Re-Envisioning Access, Accommodation, and Inclusivity
    Melissa Bugdal, Stephanie Davis, Salisbury University

    In response to a local need to provide workplace accommodations to several writing center employees, we expanded our vision of accommodations to be proactive and supportive of students and staff through the creation of an inclusivity statement. #IWCANCPTW19I

    Innovating through Institutional Ethnography: Uncovering What, Where, and How Writing Means in Our Writing Center
    Madeline Crozier, DePaul University

    In this poster presentation, a writing center tutor and writing studies graduate student shares the results of an institutional ethnography she conducted at her writing center. She shares three main findings that begin to uncover the conceptions of writing held by writing center administrators and peer writing tutors and how those conceptions shape writing and tutoring practices. Importantly, she invites attendees to discuss how to apply the art of institutional ethnography at their own diverse writing centers from their own complex standpoints, exploring how this approach may serve the work of writing center administrators and tutors in different ways. #IWCANCPTW19I

    Introducing English Language Learners to English Academic Discourse: Strategies in the Genre-Based Approach to Teaching Writing
    Marie Erickson, The Catholic University of America

    This paper integrates research on both differences between English and Spanish academic discourses as well as research on how the genre-based teaching of writing can help to introduce students to unfamiliar writing discourses. It goes beyond existing research to provide pedagogical recommendations for tutors to implement in a Writing Center to better expose English Language Learners to English academic discourse. These strategies include modeling close-reading and analysis skills, incorporating exemplar texts from a genre into instruction, strategically implementing scaffolding, and promoting collaboration among the students and tutor. #IWCANCPTW19I

    Making Transitions: Gender Identity and the Writing Center
    Paige M. Gilberg, DePaul University

    This poster presentation highlights research on how writing centers across the United States presently engage with gender identity, as well as how we might work to ensure the inclusion of transgender and nonbinary populations in our spaces more broadly. Topics of exploration include identity-consciousness training for tutors and administrators, strategies for promoting inclusivity in the physical and virtual writing center space, and the role of the writing center in shifting ideas about gendered language in writing. #IWCANCPTW19I

    Motivating creative thinking in undergraduate science writing
    Chia-an Fu, Texas A&M University

    Scientific writing is a well-established subcommunity within academic writing, and as writing tutors, it is one of the most common genres we come across. Writing education as a whole is approached in a one-dimensional manner; this is particularly true in the undergraduate context and especially in the STEM fields. It is often seen as secondary and irrelevant, and consequently, the writing produced often reflects these attitudes. In recent years, there has been much literature proposing methods to mitigate this issue, but the focus is still largely biased towards graduate and professional academic contexts. This presentation seeks to further expand those efforts into writing consultations with undergraduates in STEM fields by encouraging creative thinking connected with individual interests. #IWCANCPTW19I

    Secondary Schools: The "Write" Partners
    Christine Modey, University of Michigan | Ann Blakeslee, Eastern Michigan University | Jeffrey Austin, Skyline High School

    This poster showcases the collaborative work done by three writing centers across levels: one Big Ten writing center; one regional state university writing center; and one secondary school writing center. Focusing on the positive outcomes from these collaborations--a pipeline of consultants from secondary to post-secondary writing center; shared professional development; community literacy outreach activities; college readiness in writing; and reduction of achievement gaps and support for equity and inclusion--the poster will demonstrate, through images, charts, and words, the value of secondary-post-secondary writing center partnerships and present advice and models for establishing these partnerships. #IWCANCPTW19I

    Suspension Of The Peer Tutor Program: Why Writing Tutors Studying Art & Design Failed To Bring Artistry In Tutoring Sessions?
    Neihan Yaqoob, Virginia Commonwealth University in Qatar

    "Writing peer tutors majoring in art and design have a firm base rooted in inspiration, imagination and creation. They are critical thinkers, independent problem-solvers, persuasive writers and boundary-breakers. Compared to their artisan-counterparts who prefer imitation and strict adherence to systems, these tutors question conventional practices and create innovative solutions to complex writing problems. Despite the superior skillset, these tutors were unsuccessful in bringing artistry to their tutoring sessions. The presenter will explore underlying causes of this unexpected failure and explain how and why “strict imitation” is best for artsy writing tutors. (91 words)" #IWCANCPTW19I

    The Art of Dealing with Issues in a Japanese University Writing Center
    Nicholas Delgrego, Tsuru University

    Writing Centers are slowly becoming more prominent at various universities across Japan (Nakatake, 2013). This presentation showcases the current status of Japanese University Writing Centers (JUWCs) and some problems tutors encounter during their sessions. Several tutors were interviewed through a combination of short, online tutor diaries and Naito’s Personal Attitude Construct (Naito, 1993, 1994, 2003) to better understand how they identify problems and how they attempt to solve these problems in a limited timeframe. While situated in Japan, this presentation may be of interest to anyone who has sessions with multilingual writers. #IWCANCPTW19I

    The Art of Empathy: Expanding Tutor Preparedness and Emotional Response to Difficult Tutoring sessions
    Jake Hennessy, Ball State University

    Like art, empathetic responses during sessions is a skill that can be improved through practice and training. Although some writing center scholarship remains cautious towards fully embracing counseling parallels (Duke; Suffredini), others have suggested a more holistic approach in caring for the client behind the writing (Harris; Johnson; Murphy). I argue that tutors can be better prepared to offer emotional support to clients. This project examines preliminary empirical data in relation to two highly feasible tutor deliverables (a resource sheet and interactive online training module) created to aid tutors in training and improve preparedness to tutor clients in emotional distress. #IWCANCPTW19I

    The Art of Iteration: Adapting the CommLab to Students’ Needs and Preferences
    Tyler McCormick, Cherise McMahon, Claire Mihalko, Justin Starke, Rose-Hulman Institute of Technology

    Our poster highlights the challenges of growing our writing center, the CommLab, which is located in a STEM makerspace. In our pilot year, we focused on creating a positive ethos by surveying STEM students about their technical writing and presentations. Despite positive publicity for our writing center on campus, we are not reaching as many students as we want to in our second year. Our poster analyzes data from post-appointment surveys and client interviews to evaluate iterations of writing center programming we’ve designed and suggest ways to encourage STEM students to engage with the writing center. #IWCANCPTW19I

    The Art of Spoken Communication Services in the Writing Center
    Taylor Miller, West Virginia University

    This poster encompasses the topic of providing speech and presentation consultation along with writing consultation within the writing center. I explore how English-as-a-Second-Language (ESL) and Intensive English Program (IEP) students, specifically, can benefit from these services. #IWCANCPTW19I

    The Viability of Quantitative Text Analysis as a Supplementary Tool for Writing Centers
    Mitchell Dandignac, Miami University

    The benefit of automated text analysis of readability variables (i.e. cohesion) is that they are faster, cheaper, and requires fewer resources than qualitative methods. We explored the viability of using quantitative text analysis techniques as a supplementary tool for writing consultants and administrators. We analyzed writers’ academic essays before and after writing consulting sessions and compared quantitative (using Coh-Metrix) and qualitative analyses of different linguistic variables. We argue that automated supplementary tools can potentially give writing consultants and administrators additional information to evaluate essays and consulting session outcomes. #IWCANCPTW19I

    Using Statistics to Elucidate Trends Between Class Year and Session Focus
    Eaqan Chaudhry, Salisbury University

    While several studies examine the pedagogy of writing centers, few have incorporated statistics to examine writing center usage among campus communities. My project utilizes a chi-square analysis to explore significant correlations between class year and session focus. My findings could be used to develop workshops tailored to the needs of students that most frequently visit our writing center as well as students that may not take advantage of the services provided by writing centers, in order to better serve the campus community as a whole. #IWCANCPTW19I

    Writing Center Rooms: A Rhetorical Analysis of Writing Center Spaces
    Hannah Rau, The University of Findlay

    In 2018, Hannah J. Rule’s CCC article, “Writing’s Rooms,” explored how physical environments shape the embodied act of writing. As a space designed to serve writers, the writing center is being increasingly discussed in terms of spatial rhetoric. This poster will analyze how writing center spaces communicate values and shape how writers and consultants interact. I hope to spark discussion about the following: As artisans, how do our writing centers shape the repeated actions of consultants and writers? What mindsets do they encourage or discourage? As artists, how can we best design spaces to convey values in individual contexts? #IWCANCPTW19I

    Writing Center Theories and Practices: Exploring our Local History, Understanding our Present, and Preparing for our Future
    Aarron Sholar, Salisbury University

    "Through a class-based project, I compiled archival information dating back to 1974 about the writing center where I am an undergraduate student consultant. I applied these theories and principles to real scenarios in our center to observe how they are effective across time. " #IWCANCPTW19I

    Understanding the Art of Technical Writing
    Kailee Jones, Boise State University

    Many fields of study thrive on the combination of originality and conventions. A perfect example of a space where this occurs is STEM communities. People within these disciplines need to have unique ideas to take on the obstacles of society, while adhering to their standard writing conventions to present ideas within their academic disciplines and beyond. Although, these conventions can be challenging to help with as consultants, all writers need readers. By developing a framework for consultant training based on work by Hutchinson, Alford, and Weissbach, we can better support these writers and understand the art of all they do. #IWCANCPTW19I

    Mock Session Benefits
    Sarah Emily D’Agostino, Justine Davis, Ray-Kym Edwards, Bloomsburg University

    The first session that a consultant-in-training gives with a student is often comprised of nervousness and some confusion. How can we prepare those training for sessions without adding to that anxiety? Mock sessions where the trainee leads with current consultants before a student session can prepare the trainee for what can occur during a session first hand. By the tutee in the scenario being someone the trainee is already familiar with creates a comfortability that benefits the initial sessions provided by the trainee. This can also “test” the trainee for how they will handle the situation at hand. #IWCANCPTW19I

    Fairfield

    Drafting your Da Vinci: How the Lost Art of Annotation is the Key to Improving Analysis
    Jaimie Crawford, Sivan Ben-David, Sofia Echeverry, Shornam Gandhi, Marissa Tessier, NSU University School

    "The presentation will focus on our research of a variety of instructional techniques peer tutors can use to elevate analysis including annotation and color-coding. By offering tutees a range of “artisan tools” to make meaning of text, we hope to support them in “coloring outside the lines” when writing about a text’s meanings. We seek to encourage student autonomy in giving them a basic set of rules or annotation procedures they can follow, while allowing them to tweak or twist these rules in any way that they feel suits their comprehension style best. " #IWCANCPTW19I1

    Franklin A

    Coloring Outside the Lines

    Techné and the Writing Center: Composing as (Visual) Art, Craft, and Skill
    Michelle Cohen, Medical University of South Carolina

    This presentation draws upon multimodal studies, comics, and theory of art, craft, and style to consider how writing center practitioners can bridge the gap between “higher order” and “lower order” concerns in order to practice and support meaningful, holistic composing. #IWCANCPTW19I2

    Memes and Pecha Kucha Presentations: Promoting Writing Center Pedagogy and Building Community in the 21st Century with the Help of Visual Arts
    Anastasiia Kryzhanivska, Bowling Green State University | Eugene Oswald, Sinclair Community College

    In this presentation the presenters will try to bridge the gap between the benefits of visual arts and their usage in the context of writing center work. Specifically, we will discuss how memes and Pecha Kucha presentations can be used to promote writing center pedagogy and contribute to community building among all staff, faculty, and students. We will present the case of Bowling Green State University and Sinclair Community College and discuss how these two different institutions utilize visual arts, the differences and similarities of the writing center work context, and the lessons we learned from our experience. #IWCANCPTW19I2

    Yes, Looks Matter: Graphic Design in the Writing Center
    Nancy Vazquez, Texas A&M University

    Visuals are a vital but easily neglected part of writing center life. In our increasingly image-driven world, though, looks matter, whether we’re talking about the documents students bring to us (slide presentations, research posters, and resumes among them) or the ways we promote our own services. I’ll discuss our center’s attempt to teach our tutors some basic design principles and to practice what we are preaching by creating our own eye-catching promotional and educational materials. #IWCANCPTW19I2

    Franklin B

    Creating a Sustainable Transfer of Learning Approach: The Challenges and Possibilities of Artisans Imitating Artists
    Heather N. Hill, Natasha Helme, Northwest Missouri State University

    Although scholarship has begun to look into the role of the writing center in facilitating transfer, this information is often difficult to get into the hands of the writing center practitioners who are often non-tenure track instructors or graduate students. Therefore, in this panel we bring together three perspectives on tutoring for transfer: A WC researcher, a WC director, and a GA. Through these three perspective, we will discuss the challenges as well as the possibilities and potentials of using a transfer-focused approach in the writing center, as well as the challenges artisans face when attempting to accurately imitate artists. #IWCANCPTW19I3

    Franklin C

    Online and On Target: Tutoring and Technology

    Speaking by Design: Online Video Consultations for Student Speakers
    Julia M. Medhurst, Florence Davies, Texas A&M University

    "At the Texas A&M University Writing Center, our mission tasks us with helping “graduate and undergraduate students practice the habits of mature composers of written and oral communication.” While we felt that our writing services were doing a fair job of meeting student needs, we believed that we needed additional support for speaking. To further our mission, we decided to extend our campus reach by offering online consultations where consultants review students’ speech videos, a move that allows us to integrate multimodal consulting strategies in design (New London Group, 1996) and helps us diversify our consultation offerings in a move toward achieving equity. Moreover, we took into account the literature in communication pedagogy that points to the effectiveness of students receiving feedback on a recorded speech (Bourhis & Allen, 1998). Thus armed, we moved to create a platform where consultants could flex their artistic skills by providing this kind of online feedback. After taking into account our center’s constraints--money, time, and maintenance--we decided that the best method of delivering this service was integrating a link to our online scheduling system where students could share self-recorded videos via Google Drive (where TAMU students have access to unlimited storage) or Youtube. Once the process was solidified, we turned to consultant training and advertising our new service. We will discuss the details of these processes through the course of our presentation and provide a reflection on what worked well and what could be improved. " #IWCANCPTW19I4

    Fording the Distance: Telephone Tutoring at the Center of Laboring Students
    Amy Nejezchleb, Bellevue University

    The results of a preliminary study will be presented, a foundation for why telephone tutoring enables writing center professionals to empower non-socionormative students who labor while enrolled in college. The study involves seven participants who chose telephone tutoring over remote options, helping to motivate those who do not use traditional methods and contributing to the improved experience of students in the writing center. Interviews identified the demographics of these students and their reasons for tutoring via telephone. This study builds on applied research in writing center studies and proposes a method for delivering accessible education to students without barriers. #IWCANCPTW19I4

    To Create or to Imitate?: Balancing Art and Artisanry in Building an Online Writing Center
    Meghan Velez, Alex Rister, Embry-Riddle Aeronautical University

    This presentation will share one institution’s experience building VECTOR (Virtual Environment for Communication Teaching, Outreach, and Research), an online writing and communication center from the ground up, without a physical writing center as its predecessor. While the literature now offers strategies and best practices for adding online components to a writing center’s offerings, less attention has been paid to building and maintaining fully online writing centers. The presenters will share how, as artists, we have imagined and designed our virtual environment while, as artisans, we utilize existing online writing center research as well as knowledge of our own unique institutional context to imitate what already works. #IWCANCPTW19I4

    Franklin D

    Who are Our Writers?

    Creating Spaces for Critical Engagement: Promoting Writing Development in the Writing Center
    Justine Post, Ohio Northern University

    In addition to focusing on the work done by writing centers, administrators, and tutors, this presentation suggests that we should also consider the work done by the students who use our services: artists producing their own original work and artisans imitating what they think others want in their writing. Using findings from a multi-year longitudinal study of students’ writing development–which included the analysis of 322 surveys, 131 interviews, and 2,406 pieces of writing produced by 169 students–this speaker argues that writing centers can promote students’ writing development by creating spaces that foster critical engagement with feedback. #IWCANCPTW19I5

    In the Eye of the Beholder: Examining The Student Experience of Asynchronous Writing Feedback
    Matt Sharkey-Smith, Walden University

    While writing centers increasingly offer asynchronous online writing consultations, these interactions are often challenging to assess because they provide few of the typical indications of student experience—verbal responses, tone of voice, body language—afforded by live consultations (face-to-face or synchronous online). To better understand the student side of these consultations, the Walden Writing Center conducted a mixed-methods research project focusing on students’ writerly self-efficacy and their responses to semi-structured interview questions. This session describes our research process and presents what we learned about how our students experience this mode of online writing instruction. #IWCANCPTW19I5

    We'll Come Back to That: Differences In Writing Center Session Expectations Based on Writing Experience Level
    Carly Carcelli, Youngstown State University

    As artisans, what we do at the writing center is often at odds with what those outside the center expect us to do. This session reports the findings of the presenter’s study of client expectations of their writing center visit in relation to their level of writing experience and offers suggestions for bridging the disparity between what students think they want from the writing center and what is ultimately provided from the tutor based on the needs of the writing they present. #IWCANCPTW19I5

    Delaware A

    Workshop : Undoing Violent Rhetoric in the Writing Center
    Katherine Kirkpatrick, Clarkson College

    In this workshop, participants will explore the intersections of rhetoric, violence on campus, and compassion in the writing center, with the goal of beginning to undo the quotidian violent rhetoric pervasive in American language and culture. Participants will brainstorm for gun metaphors (e.g., don’t shoot the messenger!) and other forms of violent rhetoric, find more compassionate substitutes, innovate ways to advocate for non-violent rhetoric in the writing center, and consider further ways to become artists of our rhetoric in order to make our centers safer and more compassionate. #IWCANCPTW19I6

    Delaware B

    Ignite

    A Visual Analysis of Stereotypes about Makers and Writers
    Olivia Ejde, Rose-Hulman Institute of Technology

    As peer tutors in a writing center located in a STEM makerspace, we recognize the potential overlap between the two spaces. For example, both emphasize iteration and “promote collaboration and peer-to-peer learning” (Wilczynski and Cooke 2). Yet, as tutors and as engineering students ourselves, we notice persistent stereotypes about the differences between making and writing that influence our ability to engage STEM writers. Our “Ignite” presentation analyzes visual examples of these stereotypes alongside interviews with STEM students. #IWCANCPTW19I7

    Brainstorming in Motion: The Art of Movement in Writing Assistance
    Felipe Pruneda Sentíes, Hendrix College

    Research shows walking increases creativity and ideational fluency. Movement is a promising tool for writing centers. To conduct walking appointments, writing consultants train to set a comfortable pace, choose a path that will allow them to listen to the patrons, and recap the discussion to eliminate the need for note-taking. In the process, each consultant develops a personal gait—a new part of their repertoire of techniques to enable writers to find their ideas. This presentation explores how consultants make an art out of their gait, turning an appointment into a veritable choreography that results in solid material for writing. #IWCANCPTW19I7

    Carving, Digging, Writing: Materiality and Printmaking as Strategies for Artistic Writing Center Tutoring
    Jenni Moody, University of Wisconsin-Milwaukee

    This presentation will pose questions about the connection between the materiality of art creation and how this mindset might be helpful to Writing Center tutors. As an artist-tutor, I try to help writers view the words and ideas they bring in as a physical material that can change. Drawing on work in the anthology Exquisite Corpse: Studio Art-Based Writing in the Academy, theories of materiality, and my own experiences creating both woodblock and linocut prints, my presentation will use images of the printmaking process as a corollary for an artistic mindset in tutoring practices. #IWCANCPTW19I7

    Memes for the Writing Academe: Encouraging Students Through Social Media
    Peter J. Visscher, Asia Lord, New College of Florida

    In academia, memes are not typically considered a serious form of communication. Despite this lack of respect, memes have become popular to the point where even corporations like Wendy’s use them to promote their products. In a similar manner, university writing centers use memes in order to connect to potential clients, students, and to showcase a diverse use of the English language. In this ignite presentation, we go through our adventures bringing memes to the masses through our writing center Facebook page, explain our ethos, and hopefully inspire any meme scholars-to-be. #IWCANCPTW19I7

    Responding to Ugly Art: Rhetorical Dissonance in the Writing Center
    Matthew Fledderjohann, Le Moyne College

    Carl Jung thought Picasso’s paintings were hideous. Early reviewers called Sarah Kane’s groundbreaking play Blasted “a disgusting feast of filth.” Great art often subverts expectations. But from the resulting dissonance, new possibilities emerge. This presentation explores how this kind of dissonance relates to writers’ difficult struggle with rhetorical expectations. Working from Nancy Welch’s consideration of dissonant writing center sessions as well as interviews I conducted with writers about their profoundly uncomfortable writing experiences, this presentation will identify how tutors, like generous critics, can encourage writers to acknowledge and use rhetorical dissonance as motivation for widespread, productive revision. #IWCANCPTW19I7

    Since Nothing Takes Place Inside a Bubble
    Shelby Mathews, Texas A&M University

    It would be nice to think that writing consultations took place inside a bubble—that nothing from the outside world could possibly affect a session’s success. Unfortunately, however, this is not the case. Many students come into the Writing Center with more than just writing on their minds, and at times, this can be a huge impediment to a student’s ability to focus. To help these students get the most out of their visits, consultants must know how to establish mindfulness in sessions by, first, addressing the stress and, second, meditating and motivating. #IWCANCPTW19I7

    Delaware C-D

    Ideas Exchange

    Putting the Self in Self-Efficacy: Using Writing and Tutoring Self-Efficacy to Individualize Tutor Training
    Roger Powell, Graceland University

    This strategy has tutors make goals to raise their confidence with an aspect of tutoring/writing they feel less confident about and challenge themselves to grow in an area of tutoring/writing they are already confident about. This allows tutors to grow their confidence but also not get too comfortable to the point where they get “cocky." These goals come early in the semester, are checked on periodically, and are revised as necessary. Tutors also write reflections and meet with their director to discuss these goals, which aids in revising the goals in a manner that does not overwhelm the tutor. #IWCANCPTW19I8

    The Impact of the “Traveling Tutor” Program on Campus Outreach and Tutor Development
    Rachel Rodriguez, University of Louisville / Chesapeake College

    This presentation will introduce one community college’s low-cost alternative to embedded tutoring: a program called “Traveling Tutor.” This collaboration brought tutors (by faculty request) into various classrooms on select days. Writing tutors were invited to drafting days, workshops, MLA presentations, portfolio compilations, and more. “Traveling Tutor” gave Chesapeake College’s Academic Support Center the opportunity to demonstrate its core role on campus as well as its flexibility, and empowered tutors as they planned their travels alongside a mentor. Information on scheduling logistics, session planning, and data tracking for “Traveling Tutor” will also be presented. #IWCANCPTW19I8

    “It’s Dangerous to Go Alone”: Creative Event-Planning through Campus Partnerships
    Alexandra Maass, New College of Florida

    In extending the reach of our writing center, we have begun grasping the hands of other campus departments with similar missions of student support. Whether through collaborative co-sponsoring or planning writing center events that coincide with other campus happenings, purposeful partnerships can not only increase the number of student engagements but also build goodwill with other departments that can lead to exciting opportunities for future collaboration. Visitors to our table will be invited to engage in conversation about creative ways to develop, adapt, and collaboratively design events and workshops to complement other departments’ efforts. #IWCANCPTW19I8

    Building a Mentor Match Program for Tutoring across the Disciplines
    Liz Egan, Millsaps College

    Our college is launching a new tutoring center for all subject areas, and I am implementing a mentor match program to pair our experienced Writing Center Consultants with each brand-new-to-pedagogy subject area tutor. As we implement this peer-to-peer, interdisciplinary pedagogy training protocol, we hope to learn from experiences of others regarding partnerships or mergers between writing centers and academic resource centers. While our writing center and this new academic resource center remain separate entities for now, it seems likely we will be invited to advocate for, or, against the convergence of the two centers into one. #IWCANCPTW19I8

    Using Google Sites to Build Interactive Instructional Tools in an Online Writing Center
    Robert Campbell, Sally Smits Masten, Western Governors University

    In an online Writing Center environment, offering web-based tools to address skill gaps while strengthening student agency is critical. This presentation details the process of using the Google Sites platform to design an interactive APA Style guide that facilitates students’ proofreading process through quick self-assessments, examples, and colorful visual elements. In Writing Centers with high utilization, self-paced interactive tools such as this provide a key means of just-in-time support that still prioritizes the student’s agency and skill-building. #IWCANCPTW19I8

    Co-Teaching Strategies in an Online APA Open Door Session
    LeAnn R. Nash, Robert Campbell, Western Governors University

    Co-op teaching strategies can help facilitate an open-door style learning session for students in an online environment. This presentation looks at how we use co-op strategies in an Adobe room to present information, share resources, and provide examples to students to build their competency and confidence in citing sources used in their coursework writing tasks. The large number of student questions in such a session and the technological challenges in an online classroom pose a unique set of obstacles for instructors, but alternating voice, text, and screen-sharing modes in an organized way allows instructors to maximize the impact of this online mode. With the right approach, the online open-door style learning session can be a valuable piece of the Writing Center’s offerings. #IWCANCPTW19I8

    Help Yourself: Using Self-Service Tools To Supplement Writing Center Instruction
    Robin Evans, Western Governors University

    Writing Centers, in both ground and online universities, provide writing assistance to students with widely varied levels of confidence and competency in academic writing. Oftentimes, these centers have a high demand to serve a multitude of students, but do not have the capacity to meet the demand due to rapidly rising enrollments of students who need immediate writing assistance. This presentation focuses on how using two self-service tools together, Grammarly and Natural Readers, will assist students with self-directed tools as supplemental instruction in addition to one-on-one consultations with writing center instructors. #IWCANCPTW19I8

    Toward a More Collaborative Conversation: Linguistic Practices of Writing Center Tutors
    Katharine C. Romero-Jimenez, University of Illinois at Chicago (UIC), DePaul University

    Pulling from Muriel Harris, John Trimbur, and Andrea Lunsford, striking the balance of collaboration between peer tutor and writer can be challenging. Through primary discourse research from the UIC Writing Center, and secondary research in the fields of writing center studies and sociolinguistics, research suggests that peer writing tutors dominate conversations more with multilingual writers and writers who identify as female. Linguistic practices such as stories to build rapport and using collaborative pronouns can be applied. Writing center administrators can implement training models around collaborative linguistic practices so that tutors can cultivate self-awareness to incorporate these practices to work toward more collaborative conversations. #IWCANCPTW19I8

    Strengths-Based Poiesis: Leveraging “Art-Making” in the Formation of Leadership and Change
    Joanna Beth Tweedy, Melissa Knous, Western Governors University

    Presenters will showcase a virtual, strengths-based project undertaken by their team at an online, non-profit university serving thousands of students in an environment of constant change.Strengths-based approaches produce extraordinary results—especially during change amid resistance—including inclusive environments that flourish from a diversity of working styles and perceptions: thought processes, personalities, and “hidden” abilities.These approaches lead to revenue growth, decreased turnover, and increased employee satisfaction and change-readiness. They engender work meaningfulness, rooting development in the contextual realities of the organization’s goals, and advancing connections to a purpose greater than one’s own. Participants will receive materials to design their own project. #IWCANCPTW19I8

    Union A

    Roundtable : Creating a Diverse Writing Center: Painting with Different Strokes
    Amelia Lasbury, Kylie Sabol, Rebeka Wilder, University of Indianapolis

    “How can you help me with this paper when you’re a __________ major?” Students who enter the writing center are often caught off guard when they discover the tutor they are meeting with has a different major than they expect. It is useful to employ a diverse staff which offers tutors from all fields to help tutees stay within the guidelines of genre-specific writing. However, while it is useful to begin within these lines, it is even more important when tutors can offer a new perspective which can allow for painting outside the lines and creating a unique piece of artwork. #IWCANCPTW19I9

    Union B

    Workshop : Consulting Is a Remix: the Transfer of Creative Principles to Writing Center Work
    Nathaniel Rosenthalis, Baruch College | Maria Baker, Columbia University

    "Where and how do consultants look for their next step in a difficult session moment? This workshop aims to position the strategies available to us as an archive of elements assembled from our knowledge areas (professional, social, creative, pedagogical). In every consulting session, we pull from this personal archive to create a remix of elements that results in a unique session. How successful we are at addressing difficult moments depends on our awareness of the archive, on our comfort with its elements. Through group work and discussion, we will consider the remix as a framework for developing our consulting practices. " #IWCANCPTW19I10

    Union C

    Workshop : The Art of Questions
    Vicky Dawson, Olivia Miller, University of Michigan-Flint

    Last year, new tutors struggled with the impulse to jump in and answer questions from writers about: “What should I put here?” or “Is this any good?” As a result, we came up with the question game. This simple game became a fun, competitive training tool between the staff, but it may also give conference attendees an opportunity to think about whether we train tutors to act like “artisans” or “artists” in practice. In this workshop, participants will try out the question game while also helping us answer “Who do we train our tutors to serve, how, and why?” #IWCANCPTW19I11

    Union D

    Workshop : Fostering Independence in ELL Writers: Recalibrating Rhetoric and Syntax through Paraphrasing
    Vanessa Petroj, Oregon State University

    While paraphrasing has received substantial attention in literature and practice, it is predominantly used as a tool for avoiding plagiarism when writing from external sources. However, English language learning (ELL) writers often struggle prior to incorporating sources in their writing projects. Using a linguistic framework, this session will highlight the link between paraphrasing strategies and the language acquisition process. The presenters will offer a technique that Writing Centers can share with ELL writers to independently improve their writing through paraphrasing their own drafts. #IWCANCPTW19I12

    Union E

    Talking the Talk

    “Is this what you’re looking for, or”: A membership categorization analysis of writing center tutorials
    Charmian Lam, Indiana University

    Tutoring dyads are both artists and artisans as they simultaneously refine their conversational skills during the writing process. The tutorial also serves as an informal test of academic knowledge and literacies because the tutee is typically responsible for course content and instructions. Tutor/tutee conversations, which frequently cover topics such as class, academic abilities, and expectations in college, may serve as instances of the dyads’ performance and management of identity (academic or otherwise) through the methodology of Membership Categorization Analysis (MCA). The findings from a study using MCA of ten recordings have implications for tutor resiliency and tutees’ academic perseverance. #IWCANCPTW19I13

    Emerging Relationships in the Writing Conference
    Kathleen Lyons, University of Delaware

    This presentation focuses on the types of relationships formed between writers and tutors. In particular, I ask: How do we forge relationships? This question serves as a lens to examine how tutors approach their work through dialogue. When we think about the narratives, scripts, and descriptions that already exist in writing center research, we gain insight into how tutors set up dialogue with writers(Mackiewicz and Thompson). In this dialogue both student and tutor engage in a rhetorical performance of learning that is always emerging. Stephanie Kerschbaum refers to this performance as a “coming-to-know process." This study codes dialogue between one tutor and multiple students to examine the tutor’s process for coming-to-know. #IWCANCPTW19I13

    Wayward Weaving: A Rhetoric of Community for Writing Centers
    Kelin Hull, Indiana University-Purdue University Indianapolis

    Gibson et al assert that our social institutional narratives are “embedded in or with” individual narratives (72). When we put our story in relation to the other people, ideas, events, and things in our communities, then our story becomes just one thread in a more complex tapestry. We cannot separate one person’s story from the story of the writing center. Each person, each story, is a stitch in the rhetorical fabric of community. Using critically reflexive stories to change and shape practice, this presentation will highlight the grand narrative of community and how that narrative serves to stymie community growth. #IWCANCPTW19I13

    Fayette

    “I Am” Statements in Online Sessions: How Writers Craft Identity & Agency
    Charitianne Williams, Vainis Aleksa, Kim O’Neil, University of Illinois at Chicago

    How do writers develop strategies to exercise authority in the rich linguistic environment of the online tutoring conversation? In this panel presentation, we examine writer disclosures of identity, the potential intention and effects of these disclosures, and the writer’s development of what discourse analysis calls “competence,” or, the authority to navigate and direct the online tutoring conversation. We wonder: is the writer’s role in each session a unique work of art? Or the result of craft, generating a limited edition print in a series developed over time? #IWCANCPTW19I14

    Marion

    Roundtable : The Benefits of Interdisciplinary Arts Backgrounds in the Writing Center
    Alicia Goodman, Kimberly Grenadier, Sarah Huerta, Texas Tech University

    Writing consultants that come from interdisciplinary backgrounds are equipped with a different perspective on audience-mindfulness as well as the impact of critical responses on the revision process and readership. After establishing the definition of interdisciplinary studies and its impact on the work of the panelists, specifically when considering the role of artist, the benefits of having writing consultants in or from these fields will be discussed. The panelists will also discuss how the roles of writing consultant and artist intersect with conference attendees. This roundtable discussion should start a conversation about interdisciplinary arts consultants in the writing center. #IWCANCPTW19I15

    Knox

    The Tutor Becoming Artist/Artisan: Embedded Tutoring in the Composition Classroom
    Anthony Edgington, Suzanne Smith, Elizabeth Anderson, University of Toledo

    For this presentation, the four speakers, all experienced instructors who have worked with TA/tutors in their classroom, will speak to these different experiences in the hopes of helping audience members think through how embedded tutoring can work at their own universities. #IWCANCPTW19I16

    Champaign

    Writing Center After Dark: Expanding the Center with Student-Led Creative Writing Pedagogy & Community
    John Taylor, Ayah Assaf, Emily Pruitt, Ellie White, University of Michigan-Dearborn

    Twice a month, students at University of Michigan-Dearborn take over the Writing Center for a meeting of Writing Center After Dark. WCAD emerged as a student-led community connecting major writing hubs on campus with creative writers, while also creating its own niche through workshops and readings. In this panel, the creators of WCAD discuss the practical development of this community based on writing center and creative writing pedagogy. Reflecting on a successful first year, the panelists focus on the symbiotic relationship between the Writing Center and WCAD, how creative writing promotes the center’s goals, and what further growth is possible. #IWCANCPTW19I17

  • 2:30pm - 3:45pm

    Session J

    Fairfield

    Supporting Long-Term Learning: Three Studies that Explore Writing Transfer in the Context of Tutoring
    Dana Lynn Driscoll, Wenqi Cui, Indiana University of Pennsylvania | Daniel Lawson, Central Michigan University | Rebecca Nowacek, Marquette University

    Writing transfer, which commonly refers to students’ ability to adapt, engage, and otherwise use prior knowledge and skills in new writing contexts, is a critical aspect of learning to write and supporting writers’ long-term development. Thus, writing transfer is a critical part of the work writing centers do in supporting students’ development as writers. Our three presentations focus on RAD-research based studies that explore writing transfer in the context of writing centers: a longitudinal descriptive transfer study, a study of tutor transfer talk, and a quasi-experimental intervention study exploring the role of genre and transfer. In addition to presenting data, each presenter will also offer clear tutoring practice takeaways. #IWCANCPTW19J1

    Franklin A

    Filling the Blank Canvas

    Distributed Creativity and Collaboration: Artistic Conceptions of Writing Center Interactions
    Steve Sherwood, Texas Christian University

    Writing center interactions amount to an exchange of skills, ideas, and theories—a shared adventure for tutor and writer into unfamiliar intellectual territory. Our personal interests might never have taken us into such territory, yet we receive guided tours from others more knowledgeable than we about their disciplinary domains. In the process, we encounter a wealth of theories, facts, and perspectives we may eventually find useful. This presentation will examine how two concepts, Vlad Glăveanu’s (2014) “distributed creativity” and Vera John-Steiner’s (2002) “distributed collaboration,” illuminate key aspects of the creative and intellectual evolution experienced by all parties to writing tutorials. #IWCANCPTW19J2

    Anzaldúa and the Writing Center: Autohistoria-teoría and the Writing Consultant
    Jonathan Martinez, Texas A&M International University

    Chicana feminist Gloria Anzaldúa’s concept of the path of conocimiento and genre of authohistoria-teoria when incorporated into a writing center tutor training program provide a decolonial and creative outlet that allows writing consultants to shift away from universal thinking about writing and tutoring. Autohistoria-teoria, then, encourages tutors to reflect, critically and artistically, on their own subjectivities and identities as writers before approaching the writing consultation. Such critical reflection before actively tutoring encourages empathy and understanding. #IWCANCPTW19J2

    Composing Experience: Embracing Experiential Learning to Transform the Lives of Writing Center Tutors
    Jenny Rowe, Trinity University

    When we think about the work of a writing center tutor, a clear and fairly consistent picture comes into view—but, just maybe, it’s time for a blank canvas. This presentation argues that by aligning the work of writing center tutors with the goals of newly-burgeoning experiential learning programs, writing center professionals can “re-draw” the peer tutor position, attracting the most qualified students to the job of peer tutoring and providing them with experiences that lead to more meaningful professional growth and personal fulfillment. #IWCANCPTW19J2

    Franklin B

    Exhibiting Identity
    Natalie Zukerman, Rocio Soto, Georgia Institute of Technology

    This active panel will begin with an introduction on a writing center exhibit created by two peer tutors. The panelists will consider the relationship between this exhibit and the center’s identity, the physical process of creating the exhibit, and the sustainability of exhibits in their writing center. The panel will then open for discussion about the role of exhibits in other centers and consider the practical application of exhibits in those centers. #IWCANCPTW19J3

    Franklin C

    Waving Hello to Sentences

    From Artisans to Artists: Embracing Students Language Choices
    Collyn Drake, York College of Pennsylvania

    "This presentation will begin with the primary findings of a study that analyzed the directives set by undergraduate tutors while attempting to improve lower order concerns (grammar, style) within students’ drafts, the students’ verbal response to these directives, and the techniques used by the tutor to mitigate these directives.The preliminary data will serve as the foundation for a discussion of the types of directives that can occur during sentence-level revision and whether these directives embrace students’ right to their own language choices and authorial voice or inhibit these characteristics via unnecessary attempts of standardization. " #IWCANCPTW19J4

    Editing In Waves
    Anu Teodorescu, Calvin University

    To better help writers take command of their editing process, we propose a system of editing in waves. Using an intentional, systematic process, writers can target problems one at a time, ultimately improving their work through a process of multiple waves of revision. For example, on the first read-through, a writer might watch for redundancies. On the next wave, they might focus on addressing passive voice constructions. By systematically addressing known stylistic weaknesses or mechanical errors (e.g., stock phrases, nominalizations, specific punctuation errors) in isolation, the writer should begin to recognize them during the drafting process and may even succeed in eliminating them. #IWCANCPTW19J4

    Franklin D

    Being RADical

    “Supporting Causality: Evidence that Writing Center Tutoring Works and What to Do About It”
    Kelly Wenig, Iowa State University

    Last year, professionals from the Rockowitz Writing Center at Hunter College presented a unique way of measuring the effectiveness of writing centers in student success. They introduced the mathematical tool of propensity score matching as a novel way to remove self-selection bias that has plagued Writing Center Studies and our ability to assess the effectiveness of our work. This presentation will build on their findings and discuss ways that writing centers can produce their own evidence of effectiveness and turn that hard data into increased budgets in the increasingly cash-strapped world of higher-education. #IWCANCPTW19J5

    How RAD Do We Want to Be?: The Problems with Grades in Writing Center Assessment
    Bruce Bowles Jr., Texas A&M University-Central Texas

    Assessment of writing centers is moving increasingly toward RAD models, in particular models that focus on students’ grades and overall GPAs. However, while critiques of such models exist, consequential validity has not been a focal point of such critiques. This presentation will critique such methods by applying Bazerman’s (2003) notion of assessment washback, along with Goodhart’s law, to such assessments. Overall, the argument will be made that these assessments can potentially lead to pedagogical strategies promoting the improvement of grades, whether intentionally or unintentionally. Instead, assessments of teaching and the enactment of agreed upon pedagogical values will be promoted. #IWCANCPTW19J5

    Delaware A

    Discovering Artistry in the Margins: Writing Consultation as Collaborative Art
    Tamar Bernfeld, Sungeun Kang, Ching-Lan Lin, Jennifer Miller, University of Iowa

    As writing center consultants, we are momentary collaborators appearing somewhere along the continuum of a writer’s process. While we have no ownership of the final work, we share creative energy as we collaborate. Are consultant and writer co-creators? Collaborative artists? What relationship, if any, does a finished product have with this artistry? In this panel, two consultants and two writers explore the tensions between process and product orientations and the reality of institutional demands. We consider where we draw boundaries between consultant and writer, and process and product as we try to find what constitutes the art of it all. #IWCANCPTW19J6

    Delaware B

    A Faculty Member Walks into a Writing Center

    Apocalypse Now: The Art of Writing Centers and the New Humanities
    Luke A. Iantorno, Texas Tech University

    Everyone in academia says that the humanities are doomed. If destruction is indeed imminent, how can English as a discipline sustain itself indefinitely? In this apocalyptic moment of the old humanities, writing centers have become the site for the new humanities. I propose that writing centers can help us re-see and re-think what English departments of the post-apocalypse should be. "Apocalypse Now" will illustrate how the integrated and transferable skills writing consultants learn as code-meshing artists across disciplines can help lay the foundation for the new humanities and transform the field of English into an interdisciplinary skillset. #IWCANCPTW19J7

    The Art of Faculty Writing: Incorporating Faculty Writing Support into the Writing Center
    Christine Tulley, The University of Findlay

    Scant research exists on how writing centers transition from supporting campus populations beyond students. Faculty are repeatedly identified as a population who need writing support due to tenure and promotion pressures and ELL needs. This presentation showcases a transition strategy used by University of Findlay to support faculty writers through a strategic and low-cost collaboration between the campus writing center, which traditionally supports student writers, and the Center for Teaching Excellence which offers faculty development. Participants will see the project stages, tools used with faculty writers, and suggestions for best practices when incorporating faculty writers into the writing center. #IWCANCPTW19J7

    “Architects of Praxis: Finding New Promise in Academic Maker Spaces”
    Eric Klinger, University of Colorado Boulder

    Writing centers are often directed by non-tenure (NT) faculty, whose positions are devalued as rotating “service” posts in keeping with longstanding tenure paradigms. This makes the praxis-embedded intellectual contributions and career aspirations of NT faculty in WPA roles transitory, if not invisible. “Academic maker spaces,” inspired by artist collectives, are a growing trend on college campuses that may disrupt this product-based tenure paradigm by illuminating the often-invisible process of experimentation, conversation, and failure that enables academic inquiry at all levels. The speaker will explore how NT faculty may use these spaces to cultivate new professional identities as “architects of praxis.” #IWCANCPTW19J7

    Union A

    SIG : Acrobatic Academics: Collaborative Play, Embodied Pedagogy, and the Circus Arts
    Melissa Yang, Emory University

    This playful SIG aims to bring together writing center professionals who are also circus artists and enthusiasts of all levels, from administrators to tutors, from acrobats to jugglers. Please bring activities, ideas, props, and athletic wear for a combination of discussion and embodied pedagogical exercises, including circus arts activities. We will consider how discourses, practices, and pedagogy in the circus arts worlds overlaps with and have the potential to inform the work we do in writing centers. #IWCANCPTW19J8

    Union B

    Workshop : Creating on a Sunny Day: Comparing the Processes of Writing and Art
    Melody Denny, University of Northern Colorado | Valerie Bond, Alex Brown, Sophie Powell, Cottey College

    This interactive workshop asks participants to consider their own writing and creation process, outlines the preliminary findings of our primary research from interviews with student writers and artists, and explores the similarities and differences between the writing process and the creation of art. Participants will be asked to share their writing process, examine the processes of others, and compare and contrast different processes with the goal of better understanding the process of creation and how we talk about writing. #IWCANCPTW19J9

    Union C

    Workshop : Dear Writing Centers: Let’s Create Letters in Sessions for Social Justice
    Eduardo Mabilog, Nicole Benson, Nevada State College

    As writing centers continue to explore social justice and anti-racist values there becomes a need for strategies that promote the consideration of identities in audience, subject, and writer dynamics. Through discussion and hands on activity, this workshop presents attendees with letter writing as a strategy to assist students critically thinking in their writing process. By the end of the workshop participants will have an increased awareness for the ways that writing center sessions can engage with issues of social justice through creative and critical interrogation of identities embedded within the writing process. #IWCANCPTW19J10

    Union D

    Using Content Analysis and Text Mining to Examine the Effects of Online Asynchronous Tutoring on Revision
    Susan Lang, The Ohio State University | Kathleen Gillis, Texas Tech University

    Does more frequent tutoring change revision processes? In this session, we present initial results from a content analysis of student revision practices. Specifically, we examined five years of data, including drafts, submitted assignments, tutor comments, and instructor comments, from students who were taking first-year writing courses and using asynchronous online tutoring three or more times per semester. Additionally, we examined a comparable group of students who did not use writing center services or did so only once per semester. Our discussion will encompass both revision process and the methodologies used to examine the student writing and comments. #IWCANCPTW19J11

    Union E

    "Others" Theoretical Perspectives

    Pedagogy from Speech-Language Pathology: Using Interdisciplinary Transfer to Diversify Tutoring Methods in the Writing Center
    Julia Mohn, San Diego State University

    Although writing centers can benefit from interdisciplinary collaboration with other fields, there is limited discussion of tutors’ knowledge from other disciplines contributing to peer tutoring. This presentation builds on interdisciplinary transfer principles by proposing that concepts from speech-language pathology can be applied to writing centers to better meet students’ needs. Presenter asks the audience to reevaluate existing knowledge of tutoring methods by considering similarities with speech-language pathology practice. She introduces topics from speech-language pathology pedagogy and provides examples for how she, as an artist, has applied them to tutoring sessions. #IWCANCPTW19J12

    STUDENTS AS CREATORS - VISUAL PLATFORMS IN WRITING STUDIO PEDAGOGY
    Eric Cody Smothers, Miami University

    This presentation will offer the audience many visual examples of student infographic works as ways in which consultants in writing studio spaces can learn from and know the best ways by which to aid students. Focus and takeaways from session will include a better understanding of how writing studios can engage with student infographic work and also be proactive in providing digital resources for students to use. Anyone interested in the construction of visually diverse student resources in writing studio spaces as well as how to better work with student infographics will find this session useful and engaging. #IWCANCPTW19J12

    A Critical Race Theory Approach to Antiracist Tutor Education
    Amanda Presswood, Florida State University

    For this presentation I argue that in order to create a tutor education course that is truly antiracist there are specific long held writing center approaches that those who teach tutor education course need to call in to question. Approaching the tutor training course through a critical race theory (CRT) lens will allow writing center practitioners to begin this important work. What I intend to provide is an approach to the tutor education course that works to antiracist pedagogy through the lens of critical race theory. #IWCANCPTW19J12

    Madison

    Works in Progress

    "I am so sorry": Why Students Cancel Writing Center Appointments
    Daniel Schall, Arcadia University

    Recent Writing Center research has focused on “why some students choose to use the writing center while others don’t" (Salem, 2016). However, little statistical research has delved into appointment cancellations, in which students intentionally communicate to the Writing Center that their appointment should be removed. This work-in-progress session presents tentative results from a statistical analysis and coding of an open response survey of students who cancel scheduled Writing Center appointments. The presenter will also solicit feedback for—and participation in—a plan for a broader, multi-institutional study of Writing Center cancellations. #IWCANCPTW19J13

    “I sentence you to three Writing Center visits!”: Navigating Sessions with Clients Required to Attend
    Thomas McCloskey, University of Maryland

    Students are often required to visit writing centers by professors and even academic honesty offices. In such cases students can be reluctant if not hostile to the writing center. This work-in-progress contribution will explore strategies for tutors to navigate these sessions so that the student is able to have a productive and positive experience with the writing center. #IWCANCPTW19J13

    Examining the Positionality of the Writing Center within the University Landscape
    Wendy VanDellon, North Carolina State University

    My work focuses on the positioning of writing centers within the university and whether they are located within English departments, singular entities, or in larger tutoring centers. The study is particularly interested in how writing centers outside of English departments maintain their connection to the first-year classroom as well as upper division writing courses. #IWCANCPTW19J13

    I'm a Writing Tutor, Not a Reading Tutor: Why Reading Instruction is an Essential Tool for Both Artists and Artisans
    Kelsie Endicott, Salisbury University

    It is challenging to work as an artisan or artist if you lack the knowledge and tools to perform your task. This work in progress session will review the scholarship on an increasingly visible issue in writing centers: requests for reading assistance. This session will explore the inextricable connection between reading and writing and suggest not only the necessity of providing reading instruction during tutoring sessions, but the importance of training tutors on reading pedagogy and strategies that are appropriate when tutoring. Additionally, a research methodology will be posited to study how tutors provide reading instruction during a tutoring session. #IWCANCPTW19J13

    Building Representative Writing Centers: The Inclusivity Statement and the Apprenticeship Program
    Talia Argondezzi, Ursinus College

    Ursinus College’s writing center requires applicants to submit an inclusivity statement in which they explain how they would contribute to making the writing center a more inclusive place. In the coming academic year, we will also invite every nominee into an immediate paid apprenticeship position, during which they will shadow current working Writing Fellows before deciding whether to apply for a full position. My current research studies the effects of these initiatives. Are students from underrepresented minorities, low-income backgrounds, and/or first-generation families more or less likely to apply given these new requirements and opportunities? #IWCANCPTW19J13

    The Art of Being in-between: Facilitating Communication across Disciplines
    R. Dustin Florence, Texas Tech University

    The proposed work-in-progress, a collaboration between the University Writing Center and the Communication Training Center of Texas Tech, is meant to facilitate a peer-mentoring program serving the International Teaching Assistants of the Department of Mathematics and Statistics. The interdepartmental placing of the UWC makes it a natural space for the development of such a multidisciplinary project. The goal of the project is to enable inter-communication of many types including interdisciplinary, intercultural, and interdepartmental. Participants in this discussion will have opportunities to consider the various ways in which writing centers can contribute to successful communication between various entities within their universities. #IWCANCPTW19J13

    Understanding Students' Approaches to Writing Support
    Allie Sockwell Johnston, University of Tennessee

    This session builds on data from first-year writing students at the University of Tennessee to better understand what forms of writing support they utilize on campus, featuring interviews and survey responses regarding their writing habits, hierarchies of who they turn to for writing support, and overall dispositions towards writing centers. Coming to college, students undergo a transitionary period, including changes to their own writing process. Therefore, what factors determine students’ choices for where to turn for writing support? And how do students’ attitudes toward support service change throughout their college careers? #IWCANCPTW19J13

    Unoriginality in the Writing Center: Plagiarism or Innovation?
    Felicia Juliano, University of Mary Hardin-Baylor

    This work in progress proposes to examine the nuanced role of a tutor as an artist and artisan as a means of measuring the relationship between the use of structured models and individual flexibility within a single session. #IWCANCPTW19J13

    The Art and Craft of Mentorship: Graduate Writing Groups
    Keira Hambrick, The Ohio State University

    The traditional model of graduate student professionalization held that students should apprentice under their Advisor masters in order to learn the craft of writing. However, writing is not simply a craft that is handed down from master to apprentice, and thus the traditional apprenticeship model is not the only, and perhaps not the best, way to develop one’s writing. This presentation examines how Writing Center-sponsored graduate writing groups bring together graduate students from across a variety of disciplines and foster less hierarchical relationships that supplement or complement the writing mentorship available in their home departments. #IWCANCPTW19J13

    Fayette

    Artisan to Artist: Campus-Wide Benefits of a Tiered Tutor Training Program
    Julie Prebel, Thomas Burkdall, Sarah Ostendorf, Occidental College

    This session will explore a three-tier tutor training program at a small liberal arts college. This program enables tutors to develop their knowledge of writing center pedagogy and practice first in a two-semester required course. Many of the tutors then apply that training to their work as Writing Fellows or embedded tutors in the first-year writing seminar courses, which enables them to develop and practice their work as specialized writing artists. #IWCANCPTW19J14

    Morrow

    Quit Your Job
    Caitie Leibman, Doane University

    Much research characterizes practitioners’ labor and working conditions, including Caswell, Grutsch McKinney, and Jackson’s case studies, questioning the assumption that “anyone can direct” a WC. But the converse remains: Can a WC director do anything? Many feel at home in WCs, but “job” is a dynamic, fragile shape not to be mistaken for one’s calling. Through exercises in mindfulness and vocational discernment, this session invites introspection for those navigating market realities or major life shifts. Participants will seek “industry-agnostic” wisdom from the inside-out and cultivate peace with the thought that they could quit their job—or, at least, “quit” their “job.” #IWCANCPTW19J15

    Marion

    Roundtable : The Heart of It All: Positive Relational Labor in the Writing Center
    Melissa Keith, Boise State University

    Recent scholarship reveals the complexity of labor performed by writing center professionals, especially as it pertains to “emotional, relational labor” (Caswell, McKinney & Jackson 2016). After considering the types of relationships that consultants want, need, and deserve from administrators (Haviland & Trianosky, 2006; Mattison, 2006), this discussion will turn to additional research from the fields of psychology and organizational management to acknowledge the critical role that affirmation plays in the workplace (Chapman & White, 2019; Raft & Clifton, 2015). Participants will explore ways to demonstrate appreciation to their staff members and develop strategies for carving out time for this particular brand of relational labor. #IWCANCPTW19J16

    Knox

    Trainers of Writing Fitness: What We Can Learn from Fitness Centers
    Michelle Varrige, Marissa Wall, Taylor Trueblood, Adeline Niemi, Stephanie LeDonne, Z. Z. Lehmberg, Haley Gaboury, Megan Emily, Regan Casey, Northern Michigan University

    Personal trainers are people who give fitness instructions. They understand their clients’ needs, they provide feedback to help improve their clients’ fitness routines, and they assist their clients in setting goals and accountability. Writing tutors, likewise, help students strengthen their writing muscles so that the students can achieve their individual writing goals. Presenters of this panel will compare personal training strategies with tutoring strategies, and they will discuss how tutors could learn from personal trainers and apply some of the fitness training strategies to motivate and assist tutees to be better writers in their chosen disciplines. #IWCANCPTW19J17

    Champaign

    Writing Center Talk and Barriers to Fulfillment of Agency
    Emily Thorsen, Amanda Hawks, Jesús Rivera Orozco, Boise State University

    This panel explores a few ways the language of writing center discourse can hinder the agency of both writers and consultants. Specifically, we look at how our interactions with multilingual writers sometimes leans toward corrective. Then, we discuss the burden certain consultants might carry as a result of prejudice and common writing center pedagogies. Finally, we examine language concerning our role as creators, which seems to render writers passive agents. By problematizing our use of commonly accepted language and pedagogies, we hope to bring awareness to the ways language can construct a reality with limited agency. #IWCANCPTW19J18

  • 3:55pm - 5:10pm

    Session K

    Fairfield

    Workshop : Why Do This and What Do I Need?: How SWCA-CARE Certification Can Benefit Your Center
    Russell Carpenter, Eastern Kentucky University | Joy Bracewell, Georgia College & State University | Scott H. Whiddon, Transylvania University

    "In this workshop, participants will gain a detailed sense of the benefits for writing center certification via SWCA. After reviewing the process for certification design, current SWCA Research & Development committee members will guide workshop participants through a series of brainstorming activities to help directors begin to develop materials for application packets. The goal of this workshop is to help demystify the process of application, to prompt reflection on materials that centers might already have, and to encourage participation in the SWCA certification program. " #IWCANCPTW19K1

    Franklin A

    The Myths of Multilingualism

    Hello, Hola, Anyeong: Multilingualism in Writing Center Spaces
    Emily Jimin Shim, University of Minnesota-Twin Cities

    Despite the large number of multilingual consultants in writing centers across the country, there is a noticeable lack of literature on the experiences of these consultants. Aiming to fill this gap, this presentation focuses on the perspectives of multilingual consultants, particularly those whose L1 is not English, and explores how they navigate writing center spaces. Interviews with multilingual consultants reveal how multilingualism affects their self-identity, tutoring strategies, and relationships with clients in both positive and negative ways. #IWCANCPTW19K2

    Shattering the Myths: Moving Beyond Traditional Tutoring for Multilingual Learners
    Melissa Harris, Southern Utah University

    There are many myths about tutoring multilingual learners. Submitting to those myths hinders growth experience in sessions for both the writing center tutor and the student. Dismantling those myths and being fluid in teaching processes with students will enable successful sessions.  This session analyzes several myths and looks at ways to address them, including adding Confucius’ theories that stress the emphasis on the individual learner, reflection, and the relationship of ideas and practice. #IWCANCPTW19K2

    Tutorial Alliance and Session Success with Non-native English Speakers in the Writing Center
    Elea Kaptain, Iowa State University

    Because the art of tutoring requires a positive, productive relationship between tutor and tutee, I have adapted the concept of therapeutic alliance from mental healthcare to the context of tutoring to better understand how to serve non-native English speakers in the writing center. My study examines the effects this constructed term "tutorial alliance" has on the success of a tutoring session based on tutor and tutee behavioral markers. It will discuss the impact that tutor behavior has on a frequently marginalized population of learners in the United States and what implications that impact has for tutor training and professional development. #IWCANCPTW19K2

    Franklin B

    The Ability Palette

    Art and Ableism: An Accessibility Analysis of Writing Center Pedagogy, Conferences, and Publications
    Jenelle Dembsey, Northcentral University

    Traditional artists and artist organizations have begun to rethink and challenge the art experience, employing more accessible techniques such as incorporating braille and allowing for touch and smell. If we consider writing centers to be places of art, then we must ask: what assumptions do we make about our audiences? And how accessible is the art we create? This presentation will discuss how writing center artists and our larger organizations can challenge ableist traditions to create with accessibility and disability in mind. Topics of discussion may include tutoring pedagogy, design of conference presentations, conference planning, and publication formatting. #IWCANCPTW19K3

    The Neurodiverse Artist: Confronting Neurotypical Ableism in the Writing Center
    Cat Williams-Monardes, Indiana University of Pennsylvania

    How do we construct the anti-ableist writing center, one that is inclusive of neurodiverse tutors and writers? Grounding our discussion in Disability Studies scholarship, we will share strategies designed to combat neurotypical privilege in the writing center. Audience members will learn how to recruit, train, and support tutors with (dis)abilities as we challenge everyone to push the boundaries of the structure and content of the traditional session. We must stop striving to help neurodiverse tutors and writers meet existing expectations. We must instead evolve expectations to encompass every student and every work of art. #IWCANCPTW19K3

    A University Writing Center’s Valued Practices Examined Through a Disability Studies Lens
    Eric Wisz, Natalie Madruga, University of Central Florida

    Recently, scholars have called for analysis with regards to accessibility and disabled writers in writing centers. Most of this discussion follows the accommodation model, in which disability is seen as different or a supplementary concern. Instead, two graduate consultants from a large research university examine their university writing center’s “valued practices” from a disability studies lens to investigate how these practices and ideal sessions they imply assume an able-bodied writer and exclude writers with disabilities. Ultimately, audience members will walk away with some examples of how valued practices and the implied ideal sessions can be revised to include disabled writers. #IWCANCPTW19K3

    Franklin C

    Growing your Writing Center: Using Data to Facilitate Advancement - A Perspective of Two Writing Centers
    Lou Herman, The University of Texas at El Paso | Gina Lawrence, New Mexico State University

    Measurable growth within a Writing Center is often overlooked as a general expectation. However, Writing Centers exist at different stages of growth depending on a myriad of factors including funding, student population, and physical location to name a few. This presentation seeks to share with participants the expectations and positionality of two different Writing Centers, at two different stages of growth, and how they inform each other to move toward meaningful growth and opportunity for students through a data driven practice. #IWCANCPTW19K4

    Franklin D

    Feedback and Feed Forward

    Artisan Techniques of Rhetorical Listening in the Artistic Work of the Writing Center
    Brooklyn Walter, Washington State University

    Writing center practitioners exist in messy contact zones, in the tension and stickiness of colliding ideas, goals, perspectives, and discourses. Rhetorical listening not only gives language to how it is we listen, it provides artisan techniques that we can practice and employ. We repeat these techniques with some degree of uniformity, but the moves catapult us in to organic, timely, creative interactions; the artisan leads to artistry. This presentation will share several exemplar stories of rhetorical listening in action at one writing center prioritizing antiracist and inclusive pedagogy. #IWCANCPTW19K5

    #Selfie: Protrait of the Writing Centre as a Solo Act
    Joan Garbutt, Brandon University

    Taking an autoethnographic approach, I will discuss the implications of being the sole provider of targeted writing skills support on a liberal-arts campus of 3500 students. At times overwhelming and frustrating, and at other times nimble and liberating, the solo act is one of complex contradictions and demands. #IWCANCPTW19K5

    The Product of Our Art?: Writers, Consultants, and Transformative Experiences
    Enrique Paz, Miami University

    This presentation explores the idea of transformative experiences and conceptual change in writing center consultants. I argue that the long standing writing center mantra of "make better writers" is accomplished most effectively among our own consultants and that the process of these transformations deserve more explicit research attention. Because of their deep engagement in this community of practice, consultants’ ideas about writing become more nuanced, flexible, and complex. I demonstrate in this presentation the depth of transformative experiences for our consultants via a qualitative study and begin conversation about possible directions for future research and consultant development. #IWCANCPTW19K5

    Delaware A

    The Art of Inquiry in Ongoing Tutor Education
    Jess Carroll, Henry Fessler, Aleesha Redmon, Julia Houston, Montana State University

    "This panel shares how one writing center has embraced the art of inquiry in both initial and ongoing tutor education (Bleakney 2019). Using specific examples and guided by Hall’s (2017) approaches, the presenters will investigate the connections between inquiry and our center’s goal of creating a flexible, inventive, inquisitive learning community. Panelist 1 will give an overview of the tutor education program. Panelist 2, 3, & 4 will share their research projects that grew out of structured peer mentorship and interdisciplinary research. " #IWCANCPTW19K6

    Delaware B

    Use the Force, Luke.

    “I Just Need a Green Sheet”: Generating Motivation in Required Visits
    Elizabeth Busekrus, St. Louis Community College

    The legitimacy of required writing center visits is a controversial issue. During this session, the presenter will discuss the green sheet, a common tool in her writing center, which serves as proof of the writing center visit to the instructor. Though students who come to the writing center because they “just need a green sheet” often display a lack of motivation, there are benefits to these mandatory visits in a community college setting. The presenter will provide a model called Amalgamated Motivation Theory (AMT) that can help to motivate the unmotivated in these situations. #IWCANCPTW19K7

    Benefits of a Blank Canvas: Forced Appreciation of Our Art
    Heidi Marshall, The Chicago School of Professional Psychology

    In response to recognition that a traditional writing center model would not adequately respond to online student needs at the TCSPP Online Campus, we launched a pilot program, “Enhancing Dialogic Feedback for Improved Student Self-Regulation,” in which we bring the writing center to the online classroom. Through this pilot, we toe the line between required and student-initiated feedback, revealing our tutoring art both to audiences that would have sought it out and to audiences that would not have otherwise known its benefits. By leaving our writing center space and entering into a space normally reserved for student-faculty interaction, we are able to enhance not only the appreciation for writing center work, but also the dialogue surrounding it. #IWCANCPTW19K7

    Positive Impacts of a First-Year Mandatory Usage Initiative and the Art of Managing Long-Term Program Implementation
    Amanda Hill, Cornish College of the Arts

    In 2018, our writing center began a college-wide mandatory visit initiative for first-year students. While writing center lore has long held that mandatory visits have negative effects, empirical research on the issue has suggested positive impacts and a need for further research. Thus far, our research replicates the findings of other studies: mandatory usage doesn’t deter students from future use of the writing center or imbue negative impressions. The presenter will focus on first-year student impressions of mandatory visits and the writing center, patterns of usage after the first year, and the artfulness required for managing a mandatory visit initiative. #IWCANCPTW19K7

    Delaware C

    Steal Like a Writer, Speak Like Yourself: Leveraging Artistry and Originality to Support Student Writers
    Leslie Erwin, Holly Kapp, Caroline Ogden, Jillian Vandergrift, Austin College

    This panel examines how writing centers engage with perceptions of originality and creativity in peer tutor education as well as in tutoring practice. We explore the potential for leveraging perceptions and values of artistry to build a new writing center and to further our work with writers. Presenters examine the relationship of originality and bricolage in tutoring practice, investigate the role of individual voice in student writing, and consider the effects of a focus on originality on student perceptions of the writing center and on writer confidence. #IWCANCPTW19K8

    Delaware D

    Workshop : The Art of Seeing: Visualizing Writing Center Data Using Voyant
    Christine Modey, University of Michigan | Genie Giaimo, Middlebury College | Joseph Cheatle, Iowa State University

    Writing centers are, among other things, large data repositories. Text analysis and visualization tools, such as Voyant, can help writing center researchers to see that data differently, in ways that produce interesting insights into writing center practice. This workshop will provide an overview of Voyant and an introduction to the affordances and limitations of the Voyant tools. We will demonstrate some Voyant analyses and discuss the insights the analyses, and subsequent visualizations, provide. The remainder of the workshop will allow participants to experiment with Voyant using their own session note data or a sample dataset that we provide. #IWCANCPTW19K9

    Union A

    Roundtable : ART- About Required Time: The Art of Balancing Requirements, Meeting Student Needs, and Creating Return Visitors
    Emily Bouza, Frances Crawford, University of Wisconsin-Madison

    Roundtable leaders will review publications by Writing Center researchers claiming that required visits can result in positive effects (Wells, Irvin). They will then share data from a recent 4-year period from an institution with a high number of required sessions; these required sessions led to positive survey responses, a high number of voluntary return visits, and a noticeable shift in the campus culture of writing. Leaders will open the discussion with questions, including: Why do we resist required sessions? How can we make required visits an admirable asset? How can we use limited resources to accommodate required visits? #IWCANCPTW19K10

    Union B

    Workshop : Music & Metaphor: Training Coaches through an Artistic Lens
    Jennifer Lawrence, Virginia Tech

    There is an art to successful writing center appointments. While presenting new coaches with “steps for a writing center session” can act as a solid foundation, such lists or instructions often seem lockstep and oversimplified. In this workshop, we present a supplemental activity to our center’s traditional training approach of new coaches, which challenges coaches to use the metaphor of music to brainstorm new, creative tutoring guidelines. During this workshop, we will share our experiences and insights gained from this approach, and the audience will be engaged in developing different metaphors that describe the art of the writing center session. #IWCANCPTW19K11

    Union C

    Workshop : Make Everything You Paint Your Own': A Guide on Integrating Hands-On Activities in Writing Center Work
    Carmen Meza, Preeti Gary, Towson University

    This workshop draws on insights by American artist Ben Stahl to launch discussion and activities that inspire us to think creatively about writing center work. In his guest appearance on Ross’ The Joy of Painting, Stahl says that there’s nothing worse than when people try to paint nature in pretty ways, or what he called “sugar coated pictures.” He argues that people do their best work when they use their instincts rather than imitation. With this in mind, participants will engage in dialogue and hands-on activities that are intended to be adapted at participants’ writing centers. #IWCANCPTW19K12

    Union D

    Workshop : “10 Points to Gryffindor!”: A Workshop on Gamifying Professional Development
    Jackie Grutsch McKinney, Bethany Meadows, Will Chesher, Kat Greene, Zach Dwyer, Kyle Pratt, Ball State University

    "Encouraging ongoing professional development and community building for writing center teams can be challenging. Many tutors take a course or have an orientation to writing center work, theories, and research, but keeping tutors engaged in their professional development and the development of the writing center beyond their first semester is tricky. One tactic that we’ve used to keep tutors engaged is a House Challenge--a gamified professional development where small teams compete to see who can complete the most professional/community development tasks. In this workshop, participants will learn about the House Challenge and how and why they might create a similar professional and community development game for their writing centers. " #IWCANCPTW19K13

    Union E

    Hitting the Write Note

    The Writing Studio: Look, But Don't Touch!
    Tiffany M. Smith, Georgia State University

    The Writing Studio is more than a place for writers to join to talk about writing. It’s more than a place to evaluate writing at the sentence level, and surely, universities across the nation aren’t advocating for a place that employs students to use learners as test dummies. The Writing Studio is a place of creativity, invention, and ingenuity. It’s a meditation space where human beings get together to focus on their body’s ability to use the brain and body to produce text, but what is ultimately produced comes from a place of being, that inner space, and when 2 or more students join together, something powerful and magnificent arises. It’s a surprise for all. #IWCANCPTW19K14

    Using Music to Increase Productivity in Your Center
    Colton Wansitler, Nicholas Buonanni, Michigan State University

    Through the use of surveys, from both clients and consultants, data was collected at the Michigan State University’s Writing Center. Over the course of four weeks, the study aimed to answer the research question, “Does playing music increase the productivity for clients in the Writing Center?” The music played during the study was separated into three different playlists: instrumental, choral, and popular. Through this process, discoveries were made regarding implementation and the usefulness of music in the center. #IWCANCPTW19K14

    Tools of the Trade: Materiality, Dysfunction, and Embodiment in the Writing Center
    Charlotte Kupsh, University of Nebraska-Lincoln

    This presentation argues that writing center tutors, administrators, and scholars must prioritize understanding material barriers to composition. Like all artists, writers depend on physical tools to bring their creations to life. In writing centers, we watch writers struggle with these tools: typing on a tiny tablet, navigating Google Docs, or fighting with formatting in Word. Because writing centers are privy to the material act of in-progress composition in ways that instructors often are not, we are uniquely positioned to explore how writers create a sense of place on the page and how artistic embodiment is affected by composition’s material realities. #IWCANCPTW19K14

    Madison

    Roundtable : Who Has the Compass?: Navigating Online Writing Center Feedback
    Amy Nejezchleb, Vanessa Petroj, Bellevue University

    To measure the efficacy of asynchronous writing center feedback, we conducted a study that included essays submitted by 10 graduate students in the Bellevue University Online Writing Center. We investigated what areas are addressed in the revision process while striving to meet the students where they are in a writing center session. Consequently, the investigators considered whether the student decides, the consultant determines, or the rhetorical occasion dictates the overall objectives of a session. While the total number of submitted essays was 150, this preliminary study looked at three aspects of 15 essays (10%). #IWCANCPTW19K15

    Fayette

    Kenneth Bruffee Memorial
    Clint Gardner, Salt Lake Community College | Shareen Grogan, University of Montana | Jennifer Staben, College of Lake County | Melissa Ianetta, University of Delaware | Karen Elizabeth Moroski, Pennsylvania State University | Adam J. Pellegrini, Columbia School of Social Work

    Kenneth Bruffee’s (1934-2019) ideas on peer response and collaborative learning were highly influential on the development of writing centers as we know them today. Join others as we read from some of his work and share reflections on how that work has shaped us and our practices. #IWCANCPTW19K16

    Knox

    Training Tutors to Work Artfully with Multilingual Writers: Contextualized Approaches from Four Institutions
    Tetyana Bychkovska, Susan Lawrence, George Mason University | Jennifer Staben, College of Lake County | Lisa Bell, Brigham Young University | Jennifer Mitchell, SUNY Potsdam

    The presenters on this panel focus on the theoretical, ethical, pedagogical, and linguistic resources that enable tutors to work knowledgeably and effectively with multilingual writers. Collectively, they discuss their approaches to developing, delivering, evaluating, and revising their curricula as well as share specific strategies they use in pre-tutoring and concurrent training. Presenters situate their approaches to training in their local contexts, including staffing, multilingual student populations, and their institution’s size, mission, and culture of writing. #IWCANCPTW19K19

    Champaign

    Writing Center Theories and Practices in Carceral Settings
    Julie Wilson, Warren Wilson College | Helen Raica-Klotz, Saginaw Valley State University | Melissa Pavlik, North Park University | Melissa Mullins, Berry College

    Writing centers can enhance the quality of college-in-prison programs. Yet, carceral settings pose barriers, including restricted movement for students, lack of internet and library resources, and the risk of unexamined biases between writing center workers and incarcerated students, especially given the racialized make-up of both populations. What writing center theories and practices apply in carceral settings, and what biases must be questioned? Four writing center directors who offer support for a variety of prison-based programs--from creative writing workshops to peer tutoring for credit-bearing courses--will describe their programs and discuss complex questions at the heart of this work. #IWCANCPTW19K20

  • 5:15pm - 6:00pm

    IWCA Affiliates and Graduate Organization

    UNION E

    IWCA Go

    DELAWARE B

    GSOLE

    FRANKLIN A

    Mid-Atlantic WCA

    FRANKLIN B

    Northeast WCA

    FRANKLIN C

    East Central WCA

    FRANKLIN D

    Midwest WCA

    UNION A

    Northern California WCA

    UNION B

    Rocky Mountain WCA

    UNION C

    South Central WCA

    UNION D

    Colorado and Wyoming Writing Tutors Conference

    MADISON

    Southern California WCA

    FAYETTE

    Southeastern WCA

    MORROW

    Pacific Northwest WCA

    KNOX

    Middle East/North Africa Writing Centers Alliance

    CHAMPAIGN

    Canadian Writing Centres Association / l’Association Canadienne Des Centres de Rédaction

    DELAWARE C

    European WCA

    DELAWARE D

    La Red Latinoamericana de Centros y Programas de Escritura