Reflecting on a few everyday situations, this “provocation” considers the question of consent at the writing center.

This program profile describes the establishment and development of the English Language Learner Writing Center (ELLWC) at Miami University. The Center’s mission is to help multilingual (ML) students whose first language (L1) is other than English build writing skills while improving their academic English proficiency. The ELLWC’s profile details peer consultants’ professional training for supporting ML writers’ academic literacy development. Finally, the profile shares ELLWC assistance for faculty members who are interested in making their pedagogy more accessible and inclusive for linguistically and culturally diverse students.

This study sought to determine the impact writing center consultations have on student writing self-efficacy and to illuminate effective consultant strategies for fostering student writing confidence. As part of a multimethods study, a survey was administered for students to reflect upon and to assess their feelings of writing self-efficacy by describing experiences in writing center consultations. Selected respondents were asked to elaborate on the strategies used by their peer consultant(s) in an optional open-ended interview. Findings suggest that writing center consultations help increase writing self-efficacy. The effective consultant strategies described by study participants are synthesized into an overarching consultant framework of empathy-based tutoring, which includes four key consultant moves that work to foster writing self-efficacy: listening, translating, advising, and motivating. Results from this study have implications for further consultant training and/or professional development programs and reaffirm the value writing centers bring to student writing growth.

Many higher education institutions offer drop-in tutoring programs hosted by writing specialists to support struggling students while others may also/alternatively embed tutors directly into courses. In this quasi-experimental study, we compared survey results from 100 students in basic/developmental courses that featured embedded peer tutors with 78 students who experienced tutoring via a walk-in writing center. Variables explored included writing efficacy and course/tutor perception survey items. While students generally found both embedded and walk-in tutoring to be helpful, the ratings for embedding tutoring tended to be statistically stronger for most variables we investigated, suggesting that students responded more positively to embedded tutoring.

Language expresses our values and identities, but in educational spaces, multidialectical and multilingual students’ voices are often silenced in favor of Standard English (Lockett, 2019). As writing tutors and future language arts educators, we have developed a research-based inclusive grammar curriculum and classroom-based resources to expand the conversation surrounding linguistic inclusion. Guided by the principle that all students should be offered the opportunity to learn the conventions of Standard English, we advocate for inclusive teaching of Standard English grammar in K–12 classrooms and writing centers (Godley et al, 2015). Using previous research on multilingual students, linguistic inclusivity, and dialectical diversity, we created a website for K–12 classroom teachers that provides easily accessible, developmentally appropriate resources to normalize the idea that there is no single way to correctly write or speak English. These resources better prepare K–12 students to utilize writing center services, as both writers and tutors, once they reach higher education. Our lesson plans, worksheets, resource guides, and supplemental materials are designed to provide teachers with resources to have a conversation with students about the power and complexity of language and to anticipate the values of writing center work to support every writer to confidently use their own voice.

In the field of writing center research there is a paucity of information regarding tutoring students with dyslexia. This comes as no surprise considering it is only in the last 50 years that there has been a conscious effort to include those who have exceptionalities in all areas of education. In addition to a lack of research and training there is another issue that arises with disclosing exceptionalities. Those studying dyslexia have found that students are hesitant to disclose their learning disability because of the stigma and feelings of differentiation from their peers (Brizee et al., 2012). The question then becomes how we prepare tutors so they may approach a diverse group of learners and feel they have the skills to work with any student without disclosing their disability. Part of implementing the Universal Design for Learning approach is preparing tutors to accommodate a range of learning disabilities, exceptionalities, and cultures. It is important for tutors to understand common characteristics of dyslexic writers and strategies for working with them. Effective strategies include repeating explicit instruction, emphasizing phonetics, and mind mapping/chunking information. This project is focused on helping secondary writing center tutors and faculty to feel they have enough knowledge about dyslexia to help students who choose not to disclose their disability and offer strategies that they may utilize when working with dyslexic students. Furthermore, this project affirms the importance of creating an equitable learning environment for all students who seek the support of a writing center.

“Story Culture Live: Black American Story Spaces as Actionable Antiracism Work,“ was a keynote given at the Northeast Writing Centers Association Conference at the University of New Hampshire in spring 2023. The keynote details the genesis of my podcast, Story Culture Live, which reimagines storytelling as actionable activism in antiracist work and explores concepts such as Black teller agency, kinship, and collective responses to tensions through storytelling that can inform and build new stories in writing centers.

It is crucial for writing center professionals who discuss community to ask ourselves what we mean by the term as applied to writing centers. In this keynote, I explore various notions of community that are influenced by writing center growth, expansion, and complexity, especially in relation to Iowa’s writing center. After relating a personal story about our new tutors’ traditional notion of community and an account of our own center’s expansion and growing complexity over the decades, which challenges their traditional notion, I discuss other obstacles to community, bringing in the critiques of writing center scholars. Finally, I synthesize what I consider to be the most important bases on which to build writing center community today, focusing on the special I-Thou relationships writing center tutors form with students.

Despite their history of marginalization, writing centers need to be spaces where consultants, writers, and administrators act with agency. This requires both knowing when and how to act, as well as deciding when to yield. In challenging policies of seeming neutrality, I argue in this manuscript that writing center practitioners can center the needs and knowledge of consultants and writers alike. Finally, I call for more research about writer experiences with writing centers, which can (and should) meaningfully shape our administrative practices.

This article is adapted from a keynote address at the July 2022 European Writing Centers Association (EWCA) conference, sponsored by the University of Graz in Austria, whose theme focused on writing centers as spaces of empowerment. Designed for peer tutors as well as writing center faculty, this talk first celebrates some examples of writing centers empowering student writers and tutors. It then attempts to articulate what scientific spectacles allow us to see when we look deeper into these examples of empowerment: some of the big ideas, the abstract principles, the constellation of expertise and commitments that underlie our contemporary writing center work. That expertise and those commitments range from what’s familiar in our field (writing expertise, care for writers and tutors, multilingualism, dialogic interaction) to what’s less familiar (the power of interdisciplinary teams and generalists, connectivism). The talk concludes by urging writing centers to use their expertise and commitments to forge partnerships and engage in some activism—in order to empower more writers, make centers and writing more inclusive, and influence teaching and learning at their schools and universities more broadly.

This essay explores writing center theories and collaborative praxis from the perspective of an individual who has experienced long-term isolation and incarceration. This writer reflects on how participation in his college-in- prison community, including his service as a writing tutor and teaching fellow, has led to his immersion in prosocial healing behaviors that come with liberative and collaborative pedagogical processes.

A reflective, ethnographic study of a grassroots, antiracist educational workshop (The Conversation Workshops, TCW) reveals that writing center (WC) pedagogy and feminist invitational rhetoric’s (FIR) influence on TCW enables participants to recognize their own and their partners’ expertise, meaningful experiences, valuable perspectives, and their need to be listened to, accounted for, and understood. In an invitational model, particularly one based on a one-with- one, interpersonal dynamic, participants are more like collaborators than audiences, an approach that can be applied in diverse educational settings, and which reflects the WC’s model of one-with- one pedagogy. This dynamic also reveals one of TCW’s major limitations; the invitational model demands significant emotional and interpersonal labor, especially on the part of the initiator, which is only appropriate and productive in certain contexts. When combined with self-reflection, articulated positionality, and study of systems of oppression, writing centers can help facilitate antiracist community building by deploying their one-with- one pedagogical practices to call in accomplices beyond the writing center.

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.

Introduction to WCJ 41.1, which is a special issue on contingency in writing centers.

In this hybrid essay, I engage creatively with the illusory nature of contingent work, presenting three episodes from my personal experiences as a contingent writing program administrator (WPA) during the COVID-19 pandemic. At the same time, I interrogate these experiences by building on past critiques of “comfortable” writing centers, applying Sara Ahmed’s work on the affectiveness of (dis)comfort in order to examine comfort and its uneasy relationship with labor. For whom is the writing center expected to labor to provide comfort? Whose comfort, and moreover whose safety, is jeopardized or made invisible in the process? In answering these questions, this essay proposes that writing center work during the pandemic offers three valuable insights into contingency: first, how contingency is a state that generates semantic shifts around its workers, such as the slippery meaning of “comfort”; second, how contingency reproduces itself aesthetically in “comfortable” writing center spaces; and finally, how writing center professionals might work to resist the exhaustive demands of contingency within writing center work.

Using a sprinkle of Queer Theory, their on-the-job experiences, and writing center scholarship that challenges disciplinary orthodoxies, two intersectionally queer and contingent writing center researcher-administrators examine the constraints of contingency; discuss the underlife of queer labor; and point to queer labor nuances and possibilities alongside contingent writing center work.

This article explores the scholarly endeavors upon which writing center directors and coordinators must embark to effectively run their centers. Additionally, the authors explore ways to use their contingent statuses as leverage for either tenure or promotion by linking their scholarly work to departmental and university tenure/promotion requirements.

This article offers a critical reading of writing center workplace space. Weaving together counterstorying with semiotic, geographic, and rhetorical analysis of space, the author provides an alternative way of understanding the connections between our physical and metaphorical workspaces. Precarity and contingency, the article posits, are made more palpable through connection to physical space because writing center labor (and workers) are often identified mostly through their space and availability. Ultimately, this article argues for a new way forward that decouples writing center workers and labor from inhabited workplace space. Arguing that these spaces are gendered, classed, and raced (among other things), we need to reimagine our workplace identities as separate from the spaces in which labor takes place.

Based on the concept of transformative listening by García (2017) that views listening as a form of decolonial work that must take place in writing centers, the article examines colonial thinking and contingency as toxic preexisting conditions of writing center ecology that hinder our ability to listen to marginalized multilingual voices. Recognizing the commonality between multilingualism and contingency, both as ignored marginalized intersecting identities in the hierarchy of the racialized and corporatized university system, the article describes the complexity of engaging contingent workers in decolonial work and listening. Further, it argues that contingency creates significant barriers to the type of antiracist and decolonial work that García calls for that cultivates transformative listening. The article proposes specific types of collaborative training and partnerships that writing centers should invest in to foster decolonial listening and work while addressing the material constraints faced by contingent faculty and staff.

Despite comprising the majority of labor in higher education in general and writing centers more specifically, contingent workers’ voices and experiences have often been overlooked. The contingent voices that have been represented have predominantly been those in director or administrative positions, not the professional tutors who engage in centers’ day-to-day consulting. This lack of representation in the literature perpetuates institutional inequities and belies a larger paradox: that contingent workers attempting to ameliorate the precarity of their situation may jeopardize their livelihood. Because contingent workers’ identities and roles have historically been ignored and marginalized, few research and publication options are available to them. For this reason, this research used autoethnography, one of the only methodologies available to the contingent professional tutor authors that allowed us agency to share our lived experiences and identities as contingent workers. Three themes emerged from our autoethnographies: vital to but not valued by the institution, working to live but destroying the body, and the illusion of choice. After discussing themes, we call for a continuation of what this work begins, particularly that the field of writing center studies should aim for wider representation of contingent and multi-identitied voices in its literature, conferences, and leadership organizations.

This essay aims to build upon the Peer Writing Tutor Alumni Research Project (PWTARP), designed by Bradley Hughes, Paula Gillespie, and Harvey Kail (2010), which focuses on what tutors learn about themselves as writers and students. However, the PWTARP survey, like much of writing center scholarship, focuses on student workers attending PWIs (Predominately White Institutions). To help fill the diversity gap in the existing literature, the current study uses the PWTARP survey as a frame of reference to investigate what tutors learned about themselves as writers and students at a Hispanic-Serving Institution (HSI). Based on feedback from a team of current and former tutors, we added questions that addressed demographics, multilingualism, and worker conditions. We conducted a mixed methods case study and collected data via surveys and focus group interviews with tutor alumni before and during the COVID-19 pandemic (2019–2022). Our findings connect with many results of the original PWTARP and other responses about economic vulnerability and the emotional labor of tutoring. Also, our survey produced many useful findings about issues related to being a contingent worker, including economic pressures, emotional labor, and professional development.

We expand the field’s focus on contingent labor to include part-time student employees’ experiences in addition to the experiences of part-time and contingent faculty. This article uses autoethnography and diary studies as frameworks for understanding the experiences of undergraduate tutor labor, particularly as it involves undergraduate research. Further, we show how a faculty mentor and writing center director’s view of a student tutor’s contingency can lead to revised approaches in writing center administration.

In this exploratory study, we took as our point of departure Lori Salem’s (2016) call to investigate the factors that affect students’ decisions to visit the writing center. Rather than exploring student decision-making through a sociological lens, as Salem does, we drew on insights from social psychology to understand students’ motivations. We explored two self-theories drawn from social psychology that are associated with students’ academic achievement and with students’ help-seeking: (1) implicit beliefs about intelligence or “mindsets”; and (2) sense of belonging. Using questions from previously validated scales, we measured first-year students’ mindsets and sense of belonging and tested the relationships between these self-theories and students’ visits to the writing center. We found correlations between students’ mindsets and their willingness to seek support, but the relationships differed between minoritized students and comparison students. Although the numbers are modest, we noted a difference in the relationship between sense of belonging and writing center visits for minoritized students. Our study suggests areas for future research, which has the potential to change the way that writing centers conduct outreach to students and has possible implications both for our marketing efforts and tutor training.

Since its inception in 2003, the IWCA Summer Institute (SI) has been understood within the writing center field to be an important professional development opportunity for new and experienced writing center professionals (WCPs). Publications on the SI to date have focused on anecdotal perceptions of the benefits to leaders and participants or on a single outcome, such as research output. Thus, the writing center field knows little about how and in what ways participants perceive the SI’s benefits across cohorts and across a variety of professional areas. By gathering quantitative and qualitative data from every SI cohort from 2003 to 2019, the goal of this study was to identify and define the benefits of the SI, focusing in particular on how participants themselves understand them. The survey received 161 responses, a response rate of approximately 27%; all 17 years of the SI were represented. The study found that, despite the field’s shifting priorities since 2003, the concerns and needs of WCPs have remained relatively constant over time, and that the SI serves the most pressing administrative needs of participants.

Over the past several decades, writing center scholarship has evolved to include multiple theories and pedagogies that led to widely used best practices. As is the case in many disciplines, often writing centers at large, research PWIs are most often cited and highlighted within the scholarship. While many of those readings do offer helpful strategies for working with students at all levels, often they do not account for the unique contexts and diverse student populations that make up many HBCUs. As a result, more research from a variety of writing centers is needed so practitioners see there are multiple ways to operate a successful center and facilitate effective sessions. These authors begin by describing their student population and the HBCU learning environment. They then articulate three specific strategies, many of which directly oppose current mainstream practices, implemented in their writing center that influenced their policies and procedures. Lastly, they explore larger implications for these findings, for they believe aspects of these practices, all with traditions deeply rooted in the often-undervalued affective components of literacy instruction at HBCUs, will advance ideas in the field and ultimately be helpful for staff and students in all writing center contexts.

Especially in the wake of the recent pandemic, asynchronous consulting has become increasingly central to writing center work. Yet writing center scholarship has little attended to the significant impact writer input can have on asynchronous writer-consultant exchanges. Drawing on asynchronous consultation data collected before and after our 2019 redesign of our writing center’s asynchronous system, this comparative study examines the specific effect of the writer appointment form on the nature of both writers’ requests for feedback (RFFs) and consultants’ resulting comments. Our findings suggest that differently designed appointments forms can scaffold significantly different kinds of asynchronous writer-consultant exchanges, especially visible in the different emphases writers and consultants put on issues of correctness, clarity, organization, and the writer’s rhetorical situation. We argue that, particularly in the case of asynchronous consulting—which can easily devolve to a “fix-it” model of consulting—it is important for writing center administrators to design asynchronous platforms that encourage both writers and consultants to more explicitly consider how the specific rhetorical features of a writing task can shape revising goals.

First-generation students (FGS) make up a significant percentage of college populations. However, they experience hardships that are less common for their continuing-generation peers. They struggle to understand the “rules” of college and lack the cultural capital that can help students succeed through generations of knowledge about how to navigate college. Writing centers attempt to lessen these burdens by providing outreach to marginalized student populations, including FGS. However, there has been a lack of cross-institutional research that examines exactly how writing centers support FGS. This article presents a mixed-methods study that begins to close that knowledge gap and demonstrate common patterns of FGS support across institution types in the United States. Results show that most FGS support is “accidental” and highly context-specific, which makes measuring success difficult. The results of this study also show that tutor staffing and training play a significant role in FGS support and should be further researched in writing center studies. The author argues that we need to do more assessment of our outreach and its outcomes for FGS, going beyond our narratives of what does or does not work for marginalized students.

Writing center scholars have long debated whether writers are best served by “generalist” tutors trained in writing center pedagogy or “specialist” tutors with insider knowledge about a course’s content or discipline-specific discourse conventions. A potential compromise that has emerged is training tutors in the purposes and features of specific genres. The writing center literature showcases many different approaches to genre training. However, little empirical research, if any, has explored how tutors’ genre knowledge affects session outcomes. The present study used a mixed-methods approach to compare session outcomes for students who worked with generalist and genre-trained tutors. We analyzed pre-consultation and revised literature review drafts to determine whether students who worked with tutors trained in the genre of literature reviews improved their drafts more or revised their drafts differently than students who worked with generalist tutors. Additionally, we performed a qualitative analysis of student reflections about their writing processes to explore how tutor training impacts students’ impressions of their consultations. Findings indicated that students who worked with genre-trained tutors revised their drafts more substantively than did students who worked with generalist tutors. Moreover, students who worked with genre-trained tutors left with notably better and richer impressions of their consultations.

In this paper, we explore the complicity of writing centers in the Global North in global neocolonialism despite its resounding rejection within Western writing center scholarship, in which Romeo García contends that writing tutors can be “decolonial agents.” We show that higher education is used by governments in the Global North as a neocolonial tool and situate international U.S. writing center initiatives within this context. Writing centers have remained complicit in global neocolonialism involving the commodification and exportation of American English as well as Western-style institutions, curricula, and pedagogies. This is most explicit in recent writing center initiatives undertaken by the U.S. Department of State in Latin America, Eastern Europe, and Central and Southeast Asia. Our analysis of the IWCA and the global community of writing center organizations reveals that few institutions in the field are well positioned to address this important issue. Indeed, the IWCA has remained silent on the complicity of writing centers in the Global North in neocolonialism despite the resounding rejection of neocolonialism within the writing center community.

This article explores the emergence and development of writing centers in Brazil, using the author’s experience founding the Centro de Assessoria de Publicação Acadêmica (CAPA) at the Universidade Federal do Paraná as a case study. The author provides some historical context about Brazilian education and its traditional “banking model” of education (Paulo Freire) that did not value individual expression—including through writing. This model persisted even as composition studies evolved elsewhere. Academic literacy development in Brazil is thus a relatively recent phenomenon, and the effects of that paucity are felt among scholars in higher education settings. This motivated the author’s research into publication challenges faced by Brazilian faculty and graduate students, which revealed a need for more institutional support. This inspired the idea for CAPA, conceived as a space promoting dialogue around writing, not just language editing. In establishing CAPA, critical considerations were the use of a public call mechanism familiar to Brazilians (“o edital”) to make consultations part of the writing process, offering translation to draw more people from around campus, and conducting outreach that stressed writing over “English.” CAPA’s mission to foster academic identities and combat epistemicide makes it unique, but also gives it a very Brazilian flavor. Unlike some writing centers in other global contexts, CAPA was not an imported idea but emerged from local needs, fully integrated with Brazilian higher education culture, compatible with Brazilian understandings like critical pedagogy. CAPA represents a Brazilian innovation contributing original knowledge to international writing center conversations.

“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.”

As labor-based grading contracts gain momentum in first year writing classrooms, new kinds of response to writing take center stage. We explore how session notes composed by embedded peer tutors and students become rich tools in a writing process and create a gateway to the writing center for first-year students. By reading session notes in conversation with students’ reflective writing, we put forward three key findings: students articulate a relationship between building confidence in their writing and their willingness to seek, receive, and value feedback; students discuss how the labor required for an ‘A’ pushed them to access and learn about resources outside of the classroom; and students’ interactions with the Writer’s Workshop during their first two semesters of college indicate that they can build long-term relationships with peers and with the Writer’s Workshop (including as staff members) beyond first-year-writing and beyond their first semester.

The book offers a range of plans including a 32-week plan to craft chapter-length literature reviews for a dissertation, a 16-week plan for those more time-crunched or experienced, an 8-week plan for the “highly motivated” or those with shorter literature review requirements such as for a conference paper, and finally two-week and one-week plans for the truly desperate. Activities in each chapter take the writer step-by-step through the process of preparing the review for evaluation by an advisor. The book is further divided into 12 chapters, the last of which is geared more toward advisors and writing instructors. This book fills a long-standing gap in resources for novice research writers. Too often, graduate students receive feedback on only grammar and punctuation issues—surface concerns—rather than the structure and clarity of their narratives. Berdanier and Lenart provide a step-by-step guide for graduate students, postdoctoral researchers, and new graduate advisors in writing effective, impactful literature reviews, the backbone of journal articles that get cited and grant proposals that get funded. Not to be overlooked, though, are writing center coaches, who often see engineering students and faculty in their sessions but may not have the background to feel comfortable providing guidance on such projects. At a minimum, this book is a must-have for engineering graduate students seeking a path through one of the more challenging writing tasks early in their careers.

Questions are an important means by which students actively participate in and exercise some control over the moment-to-moment focus of writing center conferences. Through quantitative and qualitative analysis of student questions in 35 writing center conferences, we examined the frequency and type of students’ questions, finding no differences between native English speakers and non-native English speakers’ overall question frequency or their use of each question type. Students used common-ground questions most frequently, and knowledge-deficit questions second-most frequently. Our qualitative analysis revealed how students used questions to coconstruct potential language for their papers and to steer the course of their conferences. It also revealed the dilemma that arises when a student’s questions probe not only the tutor’s writing knowledge but also their subject-matter knowledge. This study demonstrates some ways that students take power over their conferences by asking questions and indicates that tutors might expect similar question frequency and similar types of questions from NESs and NNESs. It also suggests that tutors might use the tutoring strategy of reading aloud to create conversational openings for students’ questions. And it suggests potential benefits of attending to the type of questions that students use, as these types can indicate on a local level the extent of students’ contribution to their papers.

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This article presents findings from a study of a U.K. university writing centre regarding understandings of tutor roles, involving 33 Chinese international students, 11 writing tutors, and the centre director. The research used interviews and audio-recorded consultations as data to analyze and explore participants’ beliefs and understandings. The most common roles associated with tutors were proofreader, coach, commentator, counsellor, ally, and teacher. Mismatches were found in understandings of the proofreader role and counsellor role when comparing students’ views, tutors’ views, and the writing centre policy. Policy recommendations are made in light of the findings regarding how writing centres frame the tutor’s role and the function of writing consultations, in terms of (1) interrogating traditional conceptualizations of tutor role, (2) disseminating the centre’s aims to the student population and to the wider university, (3) expanding the centre’s activity across the university, and (4) strengthening tutor training and development.

This book offers college writing instructors strategies for creating linguistically diverse classrooms. Building on theories of language that multilingualism is a student’s strength not a deficit, the book will help faculty, staff, and graduate teaching assistants design lessons, courses, professional development opportunities, and writing center programs that support multilingual students and challenge notions that success on US campuses requires strict adherence to communicating in Standard Academic English (SAE). Through a highly engaging series of studies, the authors in this collection provide evidence that their approaches strengthen their writing pedagogies and empower their students. Although this book is primarily addressed to writing instructors, it may have some utility for professional communicators in industry. The rhetorical listening framework outlined in Chapter 10 would support in-house training on communicating across differences. The editors note that their work on the collection occurred during the COVID-19 pandemic. However, another relevant context emerged that is not addressed in the book explicitly. Following now-revoked Executive Order 13950, more than half of US states have enacted or are debating laws that would restrict classroom and professional development training around issues of diversity, inclusion, and equity. These laws may affect state-funded universities in ways that limit educators’ ability to enact the pedagogies described in this collection.

This TETYC symposium centers anti-ableist action across two-year college institutional contexts, including the writing classroom (Olivas), writing centers (Van Dyke and Lovett), a Writing Across the Curriculum Program (Rousculp), and basic writing (Naomi Bernstein). Taken together, these authors offer insights into establishing anti-ableist practices in two-year college English studies with careful attention to multiple marginalized identities.

In this article, I examine how the language circulated by two-year college writing center websites impacts discursive understandings of disability and offer recommendations for more accessible documentation practices grounded in critical disability studies and technical and professional communication theory.

Utilizing Sara Ahmed’s work on “brick walls,” this article discusses a qualitative study of stories shared by twenty-five women writing center directors and the possible insights gleaned if we choose to “notice through feminism,” (Ahmed) and advocate for change across writing studies.

AbstractThis article examines the value undergraduate research adds to writing centers in their role as anchor institutions within English and across college and university campuses. It focuses on a pilot project conducted by a team of mentored peer tutors who researched the accessibility of writing at Marquette University. Their successes and failures show how, beyond research findings, undergraduate research experience can be consequential for practitioners and their communities.

AbstractUndergraduate-staffed writing centers, tutor-preparation courses, and writing center studies have been and continue to be ideally suited for undergraduate research in English studies. Though requiring resources, planning, and a reconsideration of humanities scholarship, the benefits of writing center undergraduate research are many, including enabling students to develop unique and authentic questions and answers while enhancing their research and tutoring skills, reframing students’ roles within higher education, and preparing humanities majors for a range of career paths.

Heather Brook Adams is assistant professor of English at the University of North Carolina (UNC) Greensboro. Her research investigates discourses of gender, reproduction, and shame as well as decolonial/intersectional methodologies. Adams's work has appeared in journals such as Quarterly Journal of Speech, Rhetoric Review, and Women's Studies in Communication. Her monograph, Enduring Shame: A Recent History of Unwed Pregnancy and Righteous Reproduction, is forthcoming from University of South Carolina Press. Adams has been granted funds for implementing undergraduate research while teaching at the University of Alaska, Anchorage as well as at UNC Greensboro. Currently she teaches courses on contemporary rhetoric, rhetorics of health and medicine, and advocacy and argumentation.Brian Cooper Ballentine is senior vice president for strategy and senior adviser to the president at Rutgers University. His research focuses on humanistic notions of value within the context of the modern universities, student debt, and the pressures of economic valuation and market forces. He has served as chief of staff to the president at Rutgers, as the director of the university's office for undergraduate research, and as research director at a global consulting firm. He holds a PhD in comparative literature, with a focus on classical reception in the English Renaissance, from Brown University.Laura L. Behling is provost at University of Puget Sound. She edited the Resource Handbook for Academic Deans (2014) and Reading, Writing, and Research: Undergraduate Students as Scholars in Literary Studies (2010). Publications in literary studies include Gross Anatomies: Fictions of the Physical in American Literature (2008); Hospital Transports: A Memoir of the Embarkation of the Sick and Wounded from the Peninsula of Virginia in the Summer of 1862 (2005); and The Masculine Woman in America, 1890–1935 (2001). She taught at Palacky University, Czech Republic, as a Fulbright scholar and served as a Fulbright specialist at the American University of Bulgaria.Hassan Belhiah is associate professor of English and linguistics at Mohammed V University in Rabat. Previously, he held the positions of chair of the Department of English Language and Literature at Mohammed V University, associate professor of English and education studies at Alhosn University in Abu Dhabi, assistant professor at Al Akhawayn University in Morocco, and lecturer/teaching assistant at the University of Wisconsin–Madison. His publications have appeared in Classroom Discourse, Journal of Pragmatics, Modern Language Journal, Language Policy, and Applied Linguistics. He has coedited a book entitled English Language Teaching in Moroccan Higher Education (2020).Andrea Bresee is a recent graduate of Utah State University with a degree in English teaching and a composite in writing. While at Utah State University, Andrea served as an undergraduate teaching fellow for three upper-level English classes, as well as an undergraduate researcher for three separate studies. She was named the English Department Undergraduate Researcher of the Year in 2019 and has presented at three undergraduate research symposiums and conferences. Andrea now teaches seventh-grade English at Space Center Intermediate School in League City, Texas.Kendra Calhoun is a PhD candidate in the Department of Linguistics at the University of California, Santa Barbara. Her research examines the intersections of language, race, and power in face-to-face and social-media contexts. Her dissertation analyzes diversity discourse in US higher education and its effects on graduate students of color. She served as a research mentor and instructor to undergraduate students in the UCSB-HBCU Scholars in Linguistics Program, and she recently published on Black-centered introductory linguistics curriculum in Language.Anne Charity Hudley's research and publications address the relationship between English language variation and K–16 educational practices and policies. She is the coauthor of three books: The Indispensable Guide to Undergraduate Research: Success in and beyond College (2017), Understanding English Language Variation in U.S. Schools (2011), and We Do Language: English Language Variation in the Secondary English Classroom (2013). She is the author or coauthor of over thirty additional articles and book chapters. She has worked with K–12 educators at both public and independent schools throughout the country. Charity Hudley is a member of the Executive Committee of the Linguistic Society of America (LSA).Dominic DelliCarpini is the Naylor Endowed professor of writing studies and dean of the Center for Community Engagement at York College of Pennsylvania, where he also served thirteen years as writing program administrator and five years as chief academic officer. He founded and administers the annual Naylor Workshop on Undergraduate Research and is coeditor of the Naylor Report on Undergraduate Research in Writing Studies (2020) as well as other articles on this topic. DelliCarpini served as president of the Council of Writing Program Administrators, secretary of the Conference on College Composition and Communication (CCCC), and as a member of the CCCC's Committee on Undergraduate Research.Mariah Dozé is a 2020 graduate of Emory University, where she received a BA in African American studies and sociology. While at Emory, she served as a research assistant studying racial disparities in capital punishment and a writing tutor, among many other positions. Dozé’s research exploring the intersection between rhetorical studies and social justice was awarded publication in the peer-reviewed scholarly journal Young Scholars in Writing. For this accomplishment, she was recognized as an Emory Undergraduate Research Program featured researcher. She is now a Georgetown Law 1L and intends to specialize in human rights law.Cecily A. Duffie is a PhD student in English literature at Howard University. She graduated cum laude from the University of Florida with a BA in African American studies with a concentration in journalism. Her master's thesis was on cycles of postmodernism in the work of contemporary Black women writers, particularly Terry McMillan and Toni Morrison. She has been selected as an UC/HBCU Initiative scholar, NeMLA panelist, and Howard University Research Week panelist and presenter. She has also been published by the Miami Herald. She writes Tudor-era historical fiction and southern Black gothic fiction.Jeremy Edwards is a PhD candidate in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. His research examines higher-education practices and policies that impact college access and student development. His dissertation explores the relationships between Black students and the UC system in thinking about levels of support and advocacy for Black students on recruitment, retention, and postgraduation career plans. He was a co-instructor for the UCSB Engaging Humanities Initiative, was a 2019 graduate fellow of the Andrew W. Mellon Foundation, and served as a coordinator and mentor of the UCSB-HBCU Scholars in Linguistics Program.Jenn Fishman, associate professor of English and codirector of the Ott Memorial Writing Center at Marquette University, is a widely published, award-winning scholar and teacher whose current work addresses community writing and listening, longitudinal writing research, and undergraduate research in writing studies. She has edited special issues of CCC Online, Peitho, and Community Literacy Journal, as well as The Naylor Report on Undergraduate Research in Writing Studies (2020), and contributed national professional leadership through various roles, including inaugural cochair of the CCCC Committee on Undergraduate Research and president of the Coalition of Feminist Scholars in the History of Rhetoric and Composition.Lauren Fitzgerald is professor of English and director of the Wilf Campus Writing Center at Yeshiva University where she recently chaired the Yeshiva College English Department. With Melissa Ianetta, she edited Writing Center Journal (2008–13) and its first undergraduate research issue (2012) and wrote The Oxford Guide for Writing Tutors: Practice and Research (2015). She has also published on writing center undergraduate research in Writing Center Journal (2014) and the edited collection How to Get Started in Arts and Humanities Research with Undergraduates (2014).Hannah Franz is the Program Associate for Graduate Advisement at the Jack Kent Cooke Foundation. Her scholarship focuses on equity and inclusion in high-impact practices, such as undergraduate research and writing-intensive courses. She is coauthor of The Indispensable Guide to Undergraduate Research: Success in and beyond College (2017) and has published in Scholarship and Practice of Undergraduate Research.Collie Fulford is professor of English at North Carolina Central University. Her recent work on writing program development, writing across the curriculum, and the scholarship of teaching and learning has appeared in Pedagogy, Composition Studies, Across the Disciplines, and Journal of Effective Teaching in Higher Education.John S. Garrison is professor of English at Grinnell College, where he teaches courses on early modern literature and culture. He is coeditor of three essay collections: Sexuality and Memory in Early Modern England: Literature and the Erotics of Recollection (2015), Ovid and Masculinity in English Renaissance Literature (2020), and Making Milton (forthcoming). His books include Shakespeare at Peace (2018), Shakespeare and the Afterlife (2019), and Performing Gods in Classical Antiquity and the Age of Shakespeare (2020).Ian Golding is an assistant professor of English at the University of Cincinnati, Blue Ash. He is the editor of Queen City Review, an international journal of undergraduate research. His research addresses student agency, archival practices, and visual media.Kay Halasek is professor of English and director of the Michael V. Drake Institute for Teaching and Learning at Ohio State University. Halasek's research spans a range of topics within rhetoric and writing studies: feminist historiography, teaching writing at scale, collaborative learning, writing program administration, portfolio assessment, and basic writing. She is the author of A Pedagogy of Possibility: Bakhtinian Perspectives on Composition Studies (1999), which received the CCCC Outstanding Book award. As director of the Drake Institute, she leads enterprise initiatives in instructional support for faculty and graduate students and research on and policy development related to teaching and learning.Abigail Harrison graduated from the University of North Carolina at Greensboro (UNCG) in 2020. Her area of focus is English with minors in rhetoric and public advocacy and communication studies. While at UNCG, she participated in hands-on undergraduate research highlighting rhetoric in both historical and contemporary media. Her scholarship on rhetorical theory within university media centers can be found in the Communication Center Journal.Rachel Herzl-Betz (she/her) is the Writing Center Director and assistant professor of English at Nevada State College. She earned her PhD at the University of Wisconsin–Madison and began her writing center career at Carleton College. Her research focuses on intersections between disability, writing center studies, and educational access. Most recently, she has pursued projects centered on equity in Writing Center recruitment and the impact of “access negotiation moments” for disabled writing instructors. In 2017, her first novel, Hold (2016), received the Tofte/Wright Children's Literature Award from the Council for Wisconsin Writers.Katherine Hovland is an undergraduate student at Marquette University, double-majoring in writing-intensive English and data science. She was a member of a research team in the Ott Memorial Writing Center that studied the accessibility of writing on Marquette's campus.Kristine Johnson is associate professor of English at Calvin University, where she directs the university rhetoric program and teaches courses in linguistics, composition pedagogy, and first-year writing. Her work has been published in College Composition and Communication, Composition Studies, Rhetoric Review, WPA: Writing Program Administration, and Teaching/Writing: The Journal of Writing Teacher Education. An associate editor of Pedagogy since 2019, her research interests include writing program administration, teacher preparation, and undergraduate research.Rachael Scarborough King is associate professor of English at the University of California, Santa Barbara (UCSB). She is the author of Writing to the World: Letters and the Origins of Modern Print Genres (2018) and editor of After Print: Eighteenth-Century Manuscript Cultures (2020). She is also principal investigator for the Ballitore Project, a project combining archival research and digital analysis at UCSB Library's Special Research Collections.Joyce Kinkead is Distinguished Professor of English at Utah State University. In 2012, she was named a Fellow of the Council on Undergraduate Research. As associate vice president for research, overseeing undergraduate research, she instituted University Undergraduate Research Fellows, the Utah Conference on Undergraduate Research, and Research on Capitol Hill. Dr. Kinkead is a scholar of writing studies and undergraduate research; her titles on undergraduate research include the following: Researching Writing: An Introduction to Research Methods Undergraduate Research Offices and Programs (2016), Advancing Undergraduate Research: Marketing, Communications, and Fundraising (2010), Undergraduate Research in English Studies (2010), and Valuing and Supporting Undergraduate Research (2003).Danielle Knox is a Black creative writer who graduated from Howard University with a bachelor's degree in English. A prospective graduate student, her research interests include gender and sexuality across the African diaspora while noting the ways Black queer communities define and express themselves outside of a white Western context. She also desires to help challenge systemic inequalities, promote funding for public libraries, and support all forms of Black literature and art.Addison Koneval (she/her) is a doctoral candidate at The Ohio State University. Her work in rhetoric, literacy, and composition primarily focuses on culturally sustaining pedagogies. Most recently, she has been working with grammar education in first-year writing settings.Susan Lang (she/her) is director of the Center for the Study and Teaching of Writing and professor of English at The Ohio State University. Lang has extensive experience in teaching online and hybrid courses in technical communication at both undergraduate and graduate levels. She and colleagues at Texas Tech also developed Raider Writer, program-management software for large writing programs. Her research examines aspects of writing program administration, writing analytics, and technical communication. Her work has been published in College English, College Composition and Communication, Writing Program Administration, and Technical Communication, among others. She is the recipient of the 2016 Kenneth Bruffee Award for Best Article in Writing Program Administration and the editor-in-chief of the Journal of Writing Analytics.Bishop Lawton is a PhD student in history at the University of Illinois, Urbana-Champaign. His research interests include Pan-African Intellectual History, the history of precolonial African civilizations, and twentiethth-century Black movements. In further pursuit of his interests, in June 2020, Bishop became a writer for blackpast.org, the largest online encyclopedia of African American history.Ali Leonhard is an undergraduate at Marquette University, double-majoring in forensic science and philosophy. She was a part of the Ott Memorial Writing Center's research team that looked at the accessibility of writing on Marquette's campus.Hayden McConnell is an Elon University alumna. She graduated with a major in professional writing and rhetoric as part of the English Honor Society. Her research addresses the lack of video content that addresses the topic of rhetoric in an engaging manner while also using successful rhetorical strategies. Her work has many intentions, but the overarching goal is to begin providing more visually stimulating content that discusses rhetoric and its many branches for both new and current members of the field.John Henry Merritt is a senior English major and Mellon Mays fellow at Howard University. His research interests include African American fiction, postmodernism, literary theory, and the digital humanities. Currently, he is interested in using Twitter data to develop reader-response based analyses of blockbuster movies. His senior thesis examines the function of the underground as a setting throughout African American fiction. In his free time he likes to write code and study languages. After graduation, he hopes to pursue a PhD in English literature and get a puppy.deandre miles-hercules (they/them), MA, is a doctoral student in the Department of Linguistics at the University of California, Santa Barbara. They are originally from Prince George's County, Maryland, and obtained a BA in linguistics with minors in anthropology and African American studies from Emory University. Their research focuses on language as a nexus for the performance of race, gender, and sexuality in the domains of sociality and power, specifically as it pertains to Black, femme, queer, and trans communities. deandre currently holds a National Science Foundation Graduate Research Fellowship.Jessie L. Moore is director of the Center for Engaged Learning and professor of professional writing and rhetoric in the Department of English at Elon University. She is the coeditor of three books, including Excellence in Mentoring Undergraduate Research (2018). Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, the writing lives of university students, and high-impact pedagogies. She served as Secretary of the CCCC, founded the CCCC Undergraduate Researcher Poster Session, and currently cochairs the CCCC's Committee on Undergraduate Research.Jamaal Muwwakkil (he/him), MA, is a PhD candidate in the department of linguistics at the University of California, Santa Barbara. Jamaal is originally from Compton, California, and transferred from Los Angeles City College to University of California, Los Angeles, where he earned a BA in linguistics. Jamaal's research focuses on political discourse, African American language and culture, and linguistic practices in educational and university contexts.Angela Myers is a professional writing and rhetoric alumna of Elon University. She was an honors fellow and a Lumen scholar, a two-year, competitive grant award earned by only fifteen Elon students each year. Her research addresses the rhetorical strategies of sexual violence prevention courses for undergraduate students.Sunaina Randhawa is a Marquette University alumna. She graduated in 2020 with a BA in English literature and minors in writing-intensive English, anthropology, and digital media. Along with a team of researchers from Marquette's Ott Memorial Writing Center, she worked in conjunction with the Office of Disability Services at Marquette. With their help, she and her team determined both the ways in which they could make writing more and the ways in which the writing center could help that Michael associate professor of English at the University of North as codirector of first-year composition and senior faculty fellow with Center for and He The Writing of (2018) and coedited Perspectives on and Writing He is currently and with undergraduate students that are on curriculum and is a of 2020 graduate of Grinnell College, with a major in English. He is a Undergraduate a research project on of by contemporary of the of the of the he has presented at and participated in a research at the University of in He to pursue a PhD in has a PhD in literary and studies from Mellon University, where she teaches courses on literature, and gender studies. Her current research explores can writing in the humanities. Her work on literature examines the ways in which and discourse the of gender as a modern of has a PhD in rhetoric and composition from Texas University. She Emory University as director of the Writing She has also been associate professor at College, associate professor and chair of English and language at University, and associate professor and chair of communication studies at King University. Her research in the intersections between literature and rhetoric as well as in teaching and She is a book on the in the She also coedited the Journal of the on Perspectives on Learning for is an undergraduate student in and in English and at Nevada State College. As an undergraduate writing and his work and code is professor of English and dean of the College of Arts at University. He taught undergraduate writing and graduate in the Rhetoric and Composition His scholarship focuses on writing program and the teaching of writing.

While rich scholarship has delved into the lives, accomplishments, and struggles of writing centers, the closing, or “death” of writing centers has been largely underexplored. With a survey and a focus group, this study examines students’ perceptions of and reaction to the closing of a satellite writing center on a regional campus of a Northeastern, mid-size, public research university in the United States. This study revealed: 1) the student participants not only viewed the satellite writing center as an important resource but also a community, 2) they expressed sadness and disappointment toward the writing center closing, maintaining that the writing support should be offered to students, and 3) after the writing center was closed, some of them utilized various alternative writing support, while others did not. By inquiring into the death of a writing center, this study enriches and complicates the writing center grand narrative that McKinney (2013) calls us to problematize. Furthermore, based on findings that revealed students’ writing-related help-seeking behaviors in response to dramatic changes, implications are offered to writing center professionals and educators who seek to cultivate students to become resourceful and resource-savvy writers, especially in a time of challenges and changes. Keywords : Writing center closing, satellite writing center, writing center storying, writing resourcefulness “It’s been a fun ride: Armstrong State University says farewell to the SWCA Annual Conference” “Writing center closes due to lack of funding” “The death of a ‘writing center’?” “Farewell,” “close,” “death,” … these words are sad, final, and carry a sense of despair. When such words are associated with writing centers, they tell sorrowful stories that dishearten us writing center professionals. As a scholar dedicated to writing center work and research, I have not only heard about such stories but also lived one myself. With my exciting experience of creating a writing center from scratch with my colleagues in China and directing it for three and a half ye ars, I found it all the more difficult to witness the death of a satellite writing center in a United States university during my first doctoral year as a graduate assistant. Having worked at this small satellite writing center as the assistant director for a semester, I still remember how I felt when I first stepped into the cozy, colorful room that we called “writing center” on that small regional campus, which is about 33 miles from the main campus of a Northeastern, mid-size, public research university: I felt joy, excitement, and promise; I was ready to work closely with student writers, create new initiates, and make real changes within my anticipated two years there—the same kind of vitality and aspiration that I had when I created my writing center at a Chinese university four years ago. However, I did not have all that much time to compose my chapter in the story of this writing center—my chapter came to an abrupt end in the m iddle of the academic year. Without much of a warning, the decision to close the satellite writing center was passed down and all of a sudden, I found myself helping my director take down posters and students’ works from the wall, packing books and tutoring records with huge, black plastic bags, and giving stationery away to students. We finished it within a few hours, so quickly that I couldn’t help asking myself: so, this is it? That’s how we ended the life of a writing center after it had served the campus for more than a decade? Had it served its purposes? What about our students? What are they going to do when they need help with their writing? My head was spinning. I didn’t know. A winter break later, I start ed my new assignment working at the university writing center on the main campus, but those questions did not cease to bother me. In a quiet corner of my heart, I kept wondering about my closed satellite writing center and the students who I used to spend time with. I wanted to know, out of personal concern and curiosity, whether the disappearance of the writing center had any impact on the students and how they reacted to the loss of this long-existing campus resource; meanwhile, as a writing center scholar who found little literature on writing center closing, I wonder what knowledge we can gain by delving into the death of this small writing center to enrich our understanding of the lives of writing centers. To me, the life story of my writing center was finished without an ending. To tell its full story and to make meaning that might speak to many other writing centers’ (untold) stories, I conducted an empirical study to probe into my most pressing question: how did the students on the regional campus perceive and react to the closing of the satellite writing center? With a qualitative design that consisted of an online survey and a focus group discussion, I obtained input from the academic students who the satellite writing center had served, striving to draft the final chapter of this writing center’s life through students’ voices. As such, the significance of my study is two-fold: 1) by investigating how students felt about and coped with the closing of a satellite writing center, I examine the impact of the writing center closing through students’ voices, and 2) unlike the more prevalent research that has looked into the vigorous life of writing centers, I seek to tell another side of writing center stories through an iconoclastic inquiry into the death of a writing center, which can enrich and complicate the writing center grand narrative, one that Jackie Grutsch McKinney (2013) calls us to problematize. Furthermore, based on my findings that revealed students’ help-seeking behaviors in response to dramatic changes, I offer implications to writing center professionals and educators who seek to cultivate students to become resourceful and resource-savvy writers, especially in a time of challenges and changes. Amid scholarship that documents and theorizes the lives of writing centers, the “deaths” of writing centers are largely underexplored, and research that specifically examines writing center closing is rare. With the bulk of our scholarship focusing on the development and improvement of writing center praxis, we tend to perpetuate the writing center grand narrative, which depicts writing centers as “comfortable, iconoclastic places where all students go to get one-to-one tutoring on their writing” (McKinney, 2013, p. 3). However, if we honor this representation as if it were the solely true version of writing center story, we risk creating “a sort of collective tunnel vision” (McKinney, 2013, p. 5) that fails to capture the complexity and richness of writing center storying—writing centers do struggle, they get eliminated, and their closing is by no means inconsequential. Writing center closing deserves scholarly attention, because they are not only a phase of writing center life, but also a generative component of writing center storying. Thus, one promising research direction is to delve into how the closing of a writing center impacts the students it used to serve. As such, this study aims to contribute new insights to the writing center community through an investigation of students’ perceptions of and reaction to the closing of a writing center. To do so, I review extant literature on writing closing as follows. Outside of traditional academic publication venues, brief reports of writing center closing have appeared on webpages, such as McDonald’s (2016) online article reporting on students’ and staff’s anger over the New Jersey City University’s plan to shut down their writing center, Spitzer-Hanks’ (2016) blog post about the shutdown of tutoring services at the University of British Columbia Writing Center, and Farley and Nealey’s (2017) report on the closing of the writing center at Savannah State University due to the lack of funding. However, all of these sources only report on the closings without in-depth discussion about their impact. On the other hand, writing center scholarship, especially empirical research, rarely investigates the reasons, processes, and repercussions of writing center closing, except for bits and pieces that scatter over literature. For example, in her study that examines how writing centers are positioned in the political-educational climate in the United States, Salem (2014) mentions in her method section that with a sample of nearly 400 accredited institutions, “a number of institutions included in the original sample ultimately had to be dropped from the analysis. Some had closed or lost accreditation, and others had stopped offering baccalaureate degrees” (p. 21). This statement reveals that some writing centers closed due to the closing of their housing institution, which is only one reason for writing center closing. Similarly, Essid (2018) states that the integration of writing centers to learning commons has appeared to be a means to re-structure academic entities, while Reese (2017) suggests that the merging of universities has led a university writing center to become a satellite institution. H owever, little research appears to delve into the disappearance, closing, and “deaths” of writing centers, which calls for thorough inquiries into the impact and consequences of writing center closing. An exception is Cirillo-McCarthy’s (2012) year-long comparative study of two writing centers through ethnographic and textographic methodologies: The University of Arizona Writing Center in the U.S. and London Metropolitan University’s Writing Center in the U.K. Cirillo-McCarthy (2012) discusses three crises that these two writing centers reacted to, including crisis of access, crisis of literacy, and crisis of funding. In particular, despite their director’s efforts of gaining support from international writing studies and writing center scholars through support letters, London Metropolitan University’s Writing Center was rendered in a reactive instead of proactive place and was finally eliminated due to the lack of funding. In contrast, although it was also faced with a funding cut, the University of Arizona’s Writing Center survived by reacting stra tegically, including finding a new home in a centralized student tutoring space and charging a nominal fee to all students. The struggles of these two writing centers portray a realistic picture of the various and mundane crises that writing centers face as well as the different fates of writing centers resulting from different reactions toward crises. In the case of the present study, the satellite writing center in question had also suffered from different crises prior to its closing: 1) it received little funding from the university (e.g., when activities such as a scavenger hunt was held at the satellite writing center, the director brought home-baked muffins rather than receiving financial support from the university), and 2) the drastic shrinkage of academic student enrolment on the regional campus—from several hundreds to around twenty five—called the necessity of the satellite writing center into questions and further threatened its already peripheral status, which all contributed to its final closing. In short, because the limited literature on writing center closing are either brief reports on closing or studies that approach the issue from the administrator’s perspective rather than the student’s perspective, our knowledge about writing center closing is limited to the reasons for closing and the fight against closing—which tends to end with the closure itself. Ther efore, by in vestigating the impact of writing center closing in a post-closure fashion and through students’ voices, the present study is the first of its kind. With a focus on how the students perceived and reacted to the closing of a satellite writing center, I aim to draw writing center scholars’ attention to and initiate much-needed conservations about writing center closing.

In this reflective essay, I consider how to build a more intentional community in order to foster confidence among undergraduate writing consultants. After 18 months of remote work and minimal community-building success, our staff seems hesitant to embrace the potentials afforded to the job of writing tutor. As I plan for a return to campus and look ahead to my eighth year as a center director, I’m reimagining our writing center community as a “critical community” (Bettez & Hytten, 2013) in which undergraduate consultants participate in ongoing self-reflection and critical dialoguing across and amidst difference. In such a community, the “critical embrace” can manifest both sides of its claim: a loving, honest, analytic challenge provided to a member of a community so that they might learn and grow; a critical perspective provided between people who care for one another and for their larger community (Gramlich, 2019). I hope to generate community building that leads to bold, brave, confident consultants, especially when it comes to supporting a writer beyond their basic requests and engaging in conversations about identity, race, and writing. Keywords : Community, community-building, tutor training, social justice, antiracism, critical writing center work, critical embrace As with so many writing center administrators around the country and the world, I spent 2020 and much of 2021 attempting to maintain some semblance of community among our program staff: creatively arranging office hours, testing various staff discussion board options, rolling out new mentoring formats, and desperately trying to figure out how to play games with 30 people on Zoom. In this strangest of times, I’m sure we’ve all been reflecting on community and what community both means and looks like in our centers. Our rural, R-1 university in the Pacific Northwest has been fully online and remote since March 2020; as I write this (spring 2021), we’re entering month 18 of remote education, and we’re not heading back to campus until fall semester. I know this isn’t the experience of all writing center tutors or administrators, but I’m certain that, regardless of the amount of time spent away from our physical locations and from one another in-person, we’re all imagining how our communities might change and evolve as we continue to persevere through the pandemic. As I scan my professional memories, I see how a strong community supports and emboldens writing consultants. In one of our program’s ‘eras,’ the undergraduate consultants crafted a statement of antiracist commitment, our local response to a similar declaration at one of our fellow Washington state schools. The cohort of consultants leading that effort were deeply connected with one another and with our program’s mission, and they boldly embraced a most challenging endeavor of critiquing our institutional position and our practices to establish an antiracist agenda we still hold central today. The last year and a half exist in stark contrast to that moment in our program’s history. We’ve been isolated, insulated, cut off from one another. Our gatherings over Zoom were mostly just painful silences and awkward interactions. The sense of community in our program is lagging, and it shows in the collective confidence of the staff. There’s one consequence that weighs particularly heavy on my mind: our ability, as a program and as individual writing consultants, to engage in important and challenging conversations during sessions, particularly around power, privilege, race, and language. Since 2015, tutor training and professional development have prioritized studying white supremacy and racism in education and imagining what a writing center generally and writing consultants individually can do to disrupt and dismantle systems of oppression within education and writing instruction. We’ve had ebbs and flows in terms of our progress toward our mission and goals, but the last year and a half has felt like a particularly noticeable ebb. As a result of some targeted reflective activities and conversations, I’ve found myself wondering how membership in an intentional community develops tutors who are ready, confident, and eager to challenge white supremacy and to engage with race and racism in their sessions. In this essay, I will reflect on my experiences directing a writing center and my recent deep dive into the intersections of community, writing tutoring, tutor training, and antiracism. I’ll share my exploration of community building in writing center scholarship and my process toward new consultant training that, I hope, might foster more confidence among undergraduate staff to push the boundaries of “writing tutor” and imagine new opportunities for engaging and collaborating with writers.

This article describes our writing center’s professional development curriculum for our more than 100-person staff, geared toward disrupting linguistic oppression. In developing and rolling out our recently codified language statement, we join a long line of research advocating for language justice across academe and, in particular, within writing centers and writing classrooms. After situating language justice as a historical issue, we outline the curricular arc of our center’s professional development designed around understanding and, ultimately, advancing language justice through our staff’s roles as writing consultants and as instructors and students themselves. Specifically, for our staff to better understand the socio-cultural functions of language and its material consequences, our curriculum foregrounded how white supremacy shapes standard language ideology—the ways individuals are socialized to value white normative language practices and devalue all others. We end by offering reflections based on our experience designing and facilitating our center’s professional development curriculum and mapping future routes for language justice for our center, which we encourage other writing center practitioners to translate and apply to their respective roles and institutional contexts. Keywords : staff education, professional development, linguistic justice, language subordination, linguistic racism, social justice

Neurodivergent students continue to face barriers to academic and personal fulfillment in postsecondary educational institutions that were not designed to support neurodiversity. However, the individualized tutoring model prioritized in writing center pedagogy holds the power to provide valuable, concrete support to neurodivergent clients and an accessible work environment for neurodivergent employees. In this Conversation Shaper, I draw on my own experiences as an autistic student and tutor to offer a bibliography of sources that provide insights about neurodiversity, disability justice, accessibility, and writing center pedagogy. This bibliography aims to offer sources that support awareness of neurodiversity and greater understanding of its role in writing center spaces. I contend that these sources collectively demonstrate why and how neurodiversity must be supported by writing center pedagogy—both in theory and in practice. Keywords : neurodiversity, writing centers, accessibility, disability justice