How We Teach Writing Tutors

Edited by Karen Gabrielle Johnson and Ted Roggenbuck
Digital Editor: Crystal Conzo

CoverWLN's first DEC compiles 18 chapters related to the education of tutors from writing center scholars and professionals. Authors represent many universities and models of writing centers including online centers, undergraduate peer centers, multiliteracy centers, speaking and writing centers, and more. Chapters present theoretical frameworks, praxis, and empirical studies related to the important work of preparing writing tutors.

Table of Contents

Why a Digital Edited Collection (DEC), Muriel Harris


Digital Collaboration in Writing Center Scholarship, Karen Gabrielle Johnson and Ted Roggenbuck

Part I. External Concerns that Affect Tutor Education

Chapter 1. First Things First: An Introduction to Administration at a New Directors' Retreat, Holly Ryan

Chapter 2. From CRLA to For-Credit Course: The New Director's Guide to Assessing Tutor Education, Elisabeth H. Buck

Chapter 3. Enter the Dragon: Graduate Tutor Education in the Hall of Mirrors, Craig Medvecky

Chapter 4. Ongoing Writing Tutor Education: Models and Practices, Julia Bleakney

Chapter 5. Understanding What Certifications Mean for Writing Centers: Analyzing a Pilot Program via a Regional Organization, Russell Carpenter, Scott Whiddon, and Courtnie Morin

Part II. Methods and Frameworks for Tutor Development

Chapter 6. Developing and Implementing Core Principles for Tutor Education: Administrative Goals and Tutor Perspectives, Lisa Cahill, Molly Rentscher, Kelly Chase, Darby Simpson, and Jessica Jones

Chapter 7. The Mindful Tutor, Jared Featherstone, Rodolfo Barrett, and Maya Chandler

Chapter 8. Self-Efficacy and the Relationship between Tutoring and Writing, Kelsey Hixson-Bowles and Roger Powell

Chapter 9. Exploring and Enhancing Writing Tutors' Resource-Seeking Behaviors, Crystal Conzo

Chapter 10. Practitioner Action Research on Writing Center Tutor Training: Critical Discourse Analysis of Reflections on Video-recorded Sessions, Mary Pigliacelli

Chapter 11. The Role of the Tutor in Developing and Facilitating Writing Center Workshops, Rebecca Crews and Katie Garahan

Chapter 12. Teaching, Learning, and Practicing Professionalism in the Writing Center, Tom Earles and Leigh Ryan

Chapter 13. Our Professional Descendents: Preparing Graduate Writing Consultants, Katrina Bell

Part III. Specific Foci within Tutor Education Programs

Chapter 14. Prioritizing Antiracism in Writing Tutor Education, Kristina Aikens

Chapter 15. The Role of New Media Expertise in Shaping Writing Consultations, Jessica Clements

Chapter 16. Learning Online to Tutor Online, Daniel Gallagher and Aimee Maxfield

Chapter 17. Developing a Multilingual and Interdisciplinary Writing Center: Reviewing Goals and Activities from the Graduate Writing Consultant Workshop, Katherine DeLuca and Hsing-Yin Cynthia Lin

Chapter 18. Let's Meet in the Lounge: Toward a Cohesive Tutoring Pedagogy in a Writing and Speaking Center, Sarah Peterson Pittock and Erica Cirillo-McCarthy

About the Editors

Karen Gabrielle Johnson directs undergraduate and graduate writing tutoring as well as writing fellow programs at Shippensburg University. Her research has focused on the impact tutoring has on writing improvement and students' perceptions of their improvement and writing support. She has served on the IWCA and MAWCA Executive Boards and is currently serving as a Co-editor of WLN: A Journal of Writing Center Scholarship.

Ted Roggenbuck directs the Writing and Literacy Engagement Studio at Bloomsburg University, an undergraduate peer center. His research focuses on literacy and patchwriting. He is also currently a Co-editor of WLN: A Journal of Writing Center Scholarship. .

Publication Information: Johnson, Karen G., and Ted Roggenbuck (Eds.) (2019). How We Teach Writing Tutors: A WLN Digital Edited Collection. WLN.

Publication Date: January 15, 2019

Contact Information:
Karen Johnson:
Ted Roggenbuck:

WLN Digital Edited Collections

Series Editors:  Karen Gabrielle Johnson, Shippensburg University, and Julia Bleakney, Elon University

Copyright @copy; 2019 Karen Gabrielle Johnson and Ted Roggenbuck. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 United States License. 19 chapters, with notes, graphics, illustrations, weblinks, videos, tables, figures, and bibliographies. You may view this digital edited collection. You may print personal copies of this collection. You may link to this page. You may not reproduce this digital edited collection on another Web site.