Blogs, Training Resources, and Conferences
PeerCentered is a space for peer writing tutors/consultants or anyone interested in writing centers to blog with their colleagues from around the world. Bloggers here will share their ideas, experiences, or insight. Read through the postings, and then contribute one of your own (just write Clint Gardner to join).
The official site for the conference--an excellent opportunity to present ideas on your own work and to hear from others about theirs. The site has a space to share ideas with others.
A resource from the University of Richmond that contains video training clips and questions to consider while watching the videos.
An online training manual developed by the Appalachian College Association in order to foster “the belief that writing and technology are integral to all disciplines.” Sections include writing center history, working with students with different needs, ESL strategies, ethics, and publicity.
An online journal based at the University of Texas at Austin\’s Undergraduate Writing Center, Praxis is edited by writing consultants and aimed at an audience of consultants/peer tutors and writing center directors. We feature articles written by tutors and directors concerning issues such as training, consulting strategies, and professional development.
The Writing Lab Newsletter is a forum for exchanging ideas and information about writing centers in high schools, colleges, and universities. Articles focus on challenges in tutoring theory and methodology, handling ESL issues, directing a writing center, training tutors, adding computers, designing and expanding centers, and using tutorial theory and pedagogy. In addition to articles, issues contain conference announcements, book reviews, professional news, and a column by and for tutors. The newsletter is published monthly from September to June.
Writing Center Journal
The Writing Center Journal's primary purpose is to publish original research of interest to writing center professionals and to those forging connections between writing centers and the wider arenas of rhetoric and composition studies. As a forum for peer-reviewed scholarship, WCJ publishes theoretical and empirical research on a range of practices, pedagogies, and administration associated with writing center work. WCJ aims to reflect the diversity of writing center contexts through its content and, in so doing, encourages submissions focused not only on writing centers in colleges and universities but also high schools, middle schools, and other environments. In addition, WCJ welcomes book reviews, announcements of interest, and letters responding to WCJ articles. WCJ is also on Facebook.