Survey || IWCA Writing Center Research Project Survey for 2014-15

From Harry Denny (@hdenny), Associate Professor of English & Writing Lab Director, Purdue University, via Director of Writing Centers

“I am excited to announce the re-launch of the IWCA Writing Center Research Project Survey for the 2014-15 academic year. This survey collects and aggregates research on the usage, demographics, staffing, institutional support, personnel structures and processes of writing centers across the US and world and in a variety of educational contexts. Ideally, this survey will provide peer and aspirant institutions, writing center professionals, consultants, peer tutors, or coaches comparable information against which to assess or measure themselves. This survey will also continue to document the growth and challenges that writing centers and the individuals would work there or use them. Results – past, current, and future – will be accessible from the Purdue OWL and the IWCA webpage.

To participate, click on this link or navigate to the research section on the Purdue OWL. That site has a hard-copy you may download and review before starting; you may also start and stop the survey, just return to the same machine. This survey has been reviewed and approved by the Human Participants Program at Purdue University (#1508016373).”

View current and past results.

CFP || The Work of the Writing Center Director | Writing Lab Newsletter

Writing Lab Newsletter Special Issue call for papers | The Work of the Writing Center Director

From the post:


As recent discussions on WCenter demonstrate, the way writing center directors and writing centers are perceived outside our walls is critical to our survival and growth both as organizations and as vital components of our schools. Yet these perceptions are often determined by fleeting, incomplete, and/or too-often inaccurate impressions of what we do rather than conclusions based on solid facts. Our daily work is important and influences our students and tutors beyond our writing centers. What tools do we have at our disposal that can provide our stakeholders with accurate information about our professional stature, our gravitas as members of the academy, and our status? What substantive evidence of our value and importance, both to our students’ success and to our institutions themselves, is available for us to present and promote?

For this special issue on “The Work of the Writing Center Director,” we invite proposals, of 300-350 words, for articles up to 3000 words (including Works Cited) that consider the broader impact of our work and the specific mechanisms available to us for establishing value in the eyes of those who matter—administrators, faculty, staff (such as advisors, student success coordinators, and others who matter), and students. Proposals should also identify how those mechanisms will enable directors to convey that information to stakeholders in light of local politics.

CFP || Sharing Common Ground? Writing Centers and Learning Commons

The WLN editorial staff happily announces a call for submissions for a special issue we’re looking forward to publishing:

CPF: Sharing Common Ground? Writing Centers and Learning Commons

Guest edited by Stephen Corbett and Hillory Oakes

As schools look to develop students as sophisticated communicators across disciplines and media, more and more writing centers are becoming—or considering becoming—part of multiliteracy-focused learning commons enterprises (Koehler; Deans and Roby). In fact, the success of writing center programming has on many campuses contributed to the emergence of the learning commons model. Writing center directors and tutors have a wealth of knowledge to bring to these endeavors: we are natural collaborators and have developed skills and practices that put us in a perfect position to lead conversations about the learning commons at our institutions (Harris, “Preparing”; Lunsford and Ede).

Still, the history of our field has taught us that we must pay attention to names and titles, definitions of purpose and mission statements, institutional hierarchies and physical locations (Macauley and Mauriello; Mauriello, Macauley, and Koch; McKinney; Salem). These are not niceties but necessities for developing successful programs. Just as defining what a writing center is and is not has historically been problematic (Boquet and Lerner; Lerner; McKinney; Corbett), the definition of “learning commons” currently varies widely between institutions (Oblinger) and at times revisits all-too-familiar territory.

For example, writing centers have long rejected being cast as “fix-it shops,” yet now it is common for the learning commons to be touted as a place for “one-stop shopping.”

How might we draw on our past and present attention to writing center studies to help shape the future of the learning commons? In many ways, tough questions about what a writing center can or should

(Continue reading at

Writers’ Trust of Canada | Writers’ Residency Opportunities

Writers’ Residency Opportunities

From the website:

“Residency programs that are not annual, are less than four weeks in duration, or charge an application fee are not included here.

The availability of residency programs may be contingent upon the host organization receiving Canada Council funding. Check with the host organization before applying.”

CAll for submissions || CASDW Dissertation Award

CASDW 2014 PhD Dissertation Award: Call-for-submissions

The CASDW annual Dissertation Award recognizes the most outstanding PhD dissertation in Writing Studies, Discourse Studies, Rhetoric, or a cognate field for the preceding year. The award will be given to a student in a Canadian University or to a Canadian student studying outside Canada.  To be eligible, dissertations must have been defended between January 1, 2014, and December 31, 2014. An announcement of the winning dissertation will be made at the CASDW Annual General Meeting.

The deadline for nominations is April 30, 2015. The assessment criteria for the award are the following: (1) the overall quality of the writing and thinking; (2) the significance of the question(s) addressed in the research; (3) the importance of the new knowledge presented in the thesis; and (3) and methodological rigour and/or innovation.

Applicants should send the following items to each member of the selection committee listed below: a pdf file containing the thesis, a CV, and a cover sheet with the applicant’s full name, citizenship, institution and degree program, and contact information for their primary supervisor.

  • Kathryn Alexander ‎ []‎
  • Jay Dolmage []‎
  • Sarah King []

Call for nominations || CASDW Annual Research Award

CASDW Annual Research Award – Call for Nominations

CASDW invites nominations for its annual research award—an award given to the author(s) of the best journal article or book chapter (single- or co-authored) published by a CASDW member during the 2014 calendar year. Multi-authored articles or chapters will be eligible as long as one of the authors is a CASDW member.  The deadline for nominations is April 3, 2015. The winner of the award will be announced at the 2015 CASDW conference.

The selection criteria are as follows:

• Potential significance to the field, including the significance of the question or problem studied and the
degree to which important new knowledge is presented.
• General quality of the writing and comprehensibility.
• Originality.
• Depth of the research.

The award includes a prize of $100 and a one-year free CASDW membership for the following year.

Nominations for journal articles must include a live link to the article, as well as a complete reference.

Nominations for book chapters must include a pdf of the chapter, as well as a complete reference.

Authors are invited to nominate their own publications as well as those of other CASDW members.

Nominations can be sent to Margie Clow Bohan – C.Bohan@Dal.Ca

The members of the selection committee are Sarah Banting (, Margie Clow Bohan (C.Bohan@Dal.Ca), and Graham Smart (

Call for papers || Religion in the Writing Center, Writing Lab Newsletter


Religion in the Writing Center, May/June 2016 Special Issue

For this special issue on “Religion in the Writing Center,” we invite proposals for articles up to 3000 words that recognize religious identity as one category of identity that is present in our daily work in writing centers and that explore the potential of religious belief to inspire productive academic and civic discourses in the writing center. We are interested in proposals covering the broadest range of religious identity that consider the following questions organized around the broader categories of: religion as an identity category; writing centers at religious/faith based institutions; the role of religion at secular institutions; tutor-student interactions over issues of faith and religion; and tutor religious identity.

  • In what ways is religion a category of identity worthy of the same consideration and exploration as race, class, gender, and sexuality?
  • How is religious discourse useful for complicating or enlarging writing center work? That is, how can we use religious identity as a way to open up—not close off—civic and political discourse in the writing center?
  • What are the opportunities and challenges for writing centers at faith-based or religious institutions?
  • What specific strategies can we use in tutoring students who use faith and religious documents as evidence?
  • How does a tutor’s religious identity affect his/her philosophy and praxis of tutoring?

Proposals will be accepted though May 30, 2015.
Invitations to submit full articles will be issued by July 1, 2015.
Manuscripts will be due on December 31, 2015.

Proposal format: Please submit a 250—400 word proposal that includes your focus and working, relevant scholarship, theoretical underpinnings, and your plans for structuring a 3000-word article. Send the proposal to Lisa Zimmerelli at Please provide full contact information with your submission.