This review focuses on the main points, methodology, and contribution to writing center studies in Higher Education Internationalization and English Language Instruction: Intersectionality of Race and Language in English Language Instruction by Xiangying Huo. Contributions to the field include a critical perspective of a non-native speaker's experience as an English-language instructor across three research sites and an example of autoethnography as an effective methodology. The primary finding is that non-native students are less likely to initially perceive non-native English language instructors as legitimate.

Review of Unsettling Archival Research: Engaging Critical, Communal, and Digital Archives, edited by Gesa E Kirsch, Romeo García, Caitlin Burns Allen and Walker P. Smith.

Writing Centers & Racial Justice seeks to answer the question many writing center directors seeking to enact antiracism have: “But how do we DO it?” This edited collection is not a how-to guide but offers strategies, suggestions, and even curriculum for writing center administration. It is broken down into five parts, each tackling a different component of writing center work, such as hiring and retention practices as well as tutor education. It calls on readers to look outside the writing center and begin to expand this work through their institutions and communities, as well as directly calling out professional organizations such as IWCA for their failure to adequately prioritize racial justice. This book is a must-read for any director seeking to move beyond antiracist theory and into antiracist action.

In his book A Working Model for Contingent Faculty, Robert Samuels presents multiple ideas for helping contingent faculty organize to gain equity on campus: in their careers, working conditions, and pay. Samuels critiques current prominent, negative discourse on contingent faculty, offering instead ways to emphasize contingent faculty’s diverse and positive experiences and opportunities. I offer additional insights spurred from Samuels’s ideas, including connecting with student government and finding ways to make writing center work and research more public and apparent to institutional stakeholders (e.g., students, faculty, donors, administrators, boards/trustees).

Corpus-assisted discourse studies (CADS) is a growing field of study that provides for holistic understandings of written texts, spoken discourse, rhetorical strategies, and the people who use them. Organized as a discussion of the topics, methods, and their potential applications for writing center research, this essay reviews three edited collections, Corpus Approaches to Discourse: A Critical Review by Charlotte Taylor and Anne Marchi (Routledge, 2018); The Routledge Handbook of Corpus Approaches to Discourse Analysis by Eric Friginal and Jack A. Hardy (Routledge, 2020); and Research Methods for Digital Discourse Analysis by Camilla Vásquez (Bloomsbury, 2022). Each introduces a range of practices, insights, and concerns for combining corpus and discourse analysis, which can be useful for developing writing center research, consultant training, and administrative outcomes.

“Unwell Writing Centers: Searching for Wellness in Neoliberal Educational Institutions and Beyond” blends narrative, mixed methods research, and rhetorical analysis to make a case for the possibilities inherent in homegrown wellness practices that are “communal, political, and rooted in defiance of white supremacy.”

Counterstories from the Writing Center is a book that centers the perspectives and experiences of peoples of color in writing centers as tutors, administrators, and students. The book aims to educate all readers, but specifically “white, straight, cisgendered women (WSCGW)” (p. 5), whose presence has permeated writing center scholarship and work, about how writing centers often engage in representational change or practice, applying Band-Aid solutions that fail to enact social justice and antiracist practices. The goal of the book is to get readers to exercise a certain level of humility, to reflect on and accept responsibility, in order to enact genuine and true change that begins to address and resolve issues of racism in writing centers.

Review of Self+Culture+Writing: Autoethnography for/as Writing Studies, edited by Rebecca L. Jackson and Jackie Grutsch McKinney.

Dr. Travis Webster’s monograph reports on qualitative research conducted into the working lives of 20 LGBTQIA-identifying writing center directors. From those interviews, Webster identifies three features of LGBTQIA writing center administrative labor: the unique capital with which their identities equip them, the activist labor that their identities call them to perform, and tensions between their labor and identities. He calls on writing center professionals and higher education administrators to become accomplices in the struggle against workplace injustices, moving beyond allyship that is all too often based in kind words rather than sustained action. The insights available in this book are valuable to anyone in higher education administration as they work to build more inclusive and welcoming spaces for LGBTQIA-identifying writing center professionals.

A Journal of Writing Center Scholarship, marks a first for the writing

In September 2005, I found myself, in late middle age and more than two decades into my career, feeling like a student upon first studying abroad: general culture shock enhanced by academic culture shock. Coming from a writing center and writing program steeped in decades of US theory and pedagogy, I entered a space that, while partially informed by that theory and pedagogy, necessarily reflected a centuries-old British academic tradition and existed within a highly charged

The study examined in this article explored the impact of RAD research on articles (N = 97) in a 12-year period of The Writing Center Journal (WCJ), in 2007–2012 and 2013–2018, to achieve four purposes: 1. to document the amount of replicable, aggregable, and data-supported (RAD) research published in WCJ in two equal periods before and after Driscoll & Wynn Perdue’s (2012) call for RAD research in writing center scholarship; 2. to identify how WCJ articles score in individual areas specified in Driscoll & Wynn Perdue’s RAD research rubric; 3. to provide an understanding of methodological trends in research published in WCJ by examining the most common methods of inquiry; and 4. to understand trending research interests in the field by highlighting themes running through the research articles. The analysis demonstrated important differences between WCJ articles published in these time periods in all four areas examined, i.e., the amount of RAD research, changes in individual RAD rubric scores, methods of inquiry, and research trends, illustrating that the field is taking up Driscoll & Wynn Perdue’s call for more such research. This article includes a discussion of findings, acknowledgement of study limitations, and suggestions for future research.

The past decade has shown enormous growth in the number of SSWCs and a need for increased scholarship and research from this group. Inspired by the work of previous secondary school writing center director (SSWCD) authors, the content offered in the Advocating, Building, and Collaborating toolkit is rooted in directors’ real experiences in K–12 schools, rather than in the post-secondary context we find in most writing center scholarship.

Learning from the Lived Experiences of Graduate Student Writers takes us from narratives to research. I was interested in and looked forward to reading this book, as, over the summer, some graduate students and I read Degrees of Difference: Reflections of Women of Color on Graduate School (McKee & Delgado, 2020), and I wanted to see how the books complemented each other. While Degrees of Difference was more personal, more narrative-based, and more interdisciplinary, both books stressed the importance of mentoring. But I am especially excited to bring some of the ideas from Learning from the Lived Experiences of Graduate Student Writers to my Hispanic-Serving Institution (HSI) campus. Our graduate population at The University of Texas Permian Basin is growing, and we need to offer it more support.

With nine chapters on theories and 10 chapters on methods, all contributed by knowledgeable professionals, Theories and Methods of Writing Center Research: A Practical Guide, edited by Jo Mackiewicz & Rebecca Day Babcock, is the research guide I have been waiting for. I have previously conducted two IRB-approved studies on writing centers and am in the middle of my third; without this guide, I have had to pull from multiple sources and have tried to read between the lines of published articles to determine the theories, methods, and methodologies that might best suit a writing center-specific context as a site for inquiry. While I will still turn to multiple sources while designing any research study and still encourage others to do so as well, this collection offers a starting place to ground research projects within the field of writing center studies.

In the intimate spaces of writing centers, how do we advocate for students-as well as tutors and directors-who closet or guard private struggles, particularly when they feel less than safe revealing who they are amid larger public controversies? This is a central question

It makes sense that writing studies scholars, from their position on the frontlines of academic writing support, would be among the first to notice graduate student needs around writing. In the 1980s, scholars began pointing out why this population of writers deserves more attention. Fast forward to today, popular

Buck captures how writing center studies scholars and scholarship adapt to changes in

No two writing programs or writing centers are alike even within the United States. Add those distinctions already present in U.S. educational spaces to the historic, educational, linguistic, and cultural contexts of writing programs and writing centers situated

Not only is the book authored by three of the field's most recognized and consequential scholars, but the belief-and the desire to share the belief-that writing is meaningful lies at the heart of writing center identity. Perhaps somewhat surprisingly, the book only occasionally mentions writing centers; however, this should not suggest its relevance to writing center studies is limited. On the contrary, the authors show that experiencing a writing project as meaningful is "a shared phenomenon, one deeply enmeshed in our experiences of schooling in this country and in our experiences with writing and writing instruction" (p. 22). The Meaningful Writing Project speaks to anyone invested in student writing. For writing centers, it

Being an African American woman for almost 40 years, a secondary education teacher for three years, and a three-time college student, I am well versed in the micro aggressions that plague students in education, which is why I feel it's important to always be aware of new information meant to combat the systems of oppression found in learning environments. Through my research, I realize what is needed is a way to help individuals see and acknowledge discriminatory practices in the educational field, especially when it comes to writing and the writing process. Culture, nationality, beliefs, biases, and stereotypes are not like layers of clothing that one can check at the door and pick up later. We have all been exposed to the unfair dynamics that form the race relations in society, and we carry those understandings with us everywhere we go, even if we are not completely aware of them. However, awakening this awareness is prevalent to promote a beneficial learning environment for students both in the classroom and in the writing center.

Working in writing centers is a great gig. We get to lead units committed to making collaborative learning happen in a host of ways: students gaining access to or refining disciplinary literacies, faculty and administration discovering more effective ways for writing to demonstrate learning and transfer, and tutors becoming conscious of their voices as mentors of communities of practice, both disciplinary and sociocultural. Many of us "graduate" from being students who have been tutored in writing centers to serving as writing tutors ourselves; some of us inspired by all of that labor decide to pursue graduate education in and become directors of these amazing units, charged with sustaining and growing these amazing units and all those who teach and learn within While our field has plenty of resources for educating tutors, for coaching faculty across the disciplines on using writing for teaching

55 resources, the authors report studying 54, and the bibliography identifies 62. It seems odd in such a meticulous study that the sources of the data are not exact.

Tiffany Rousculp's Rhetoric of Respect: Recogniz ing Change at a Community Writing Center (2014) is an important book for writing center studies.Not only does Rousculp draw our attention to widely-growing though seldom-recognized community writing centers, but she also helps us see the positioning involved in making these centers sites of social change.This positioning she calls a "rhetoric of respect," or "a different type of relationship, one that is grounded in perception of worth, in esteem for another-as well as for the self" (pp.24-25).Using ecocomposition theory to recognize change, Rousculp contributes to a deeper understanding of micro-changes that emerge and are sustained over time through conditions of flexibility, self-awareness, uncertainty, failure, collaboration, and relationship.These conditions characterize many campus and community writing centers and can be cultivated to greater degrees .when we recognize their purposeful impact for our everyday, local work.Through metaphors of ecocompositionorganism, environment, relationship, place, web-Rousculp identifies and shows the importance of attending to moments of transformation for

since 1987, believes in the power of narrative, the wisdom of peer tutors, and the value of a well-placed hug. He also knows