PeerCentered[Unplugged]

Call for Editorial Board Members

PeerCentered is looking for motivated peer tutors to comprise an editorial board for a special publication project to be completed by fall 2013. The publication, tentatively titled PeerCentered[Unplugged] will be a collection of essays by peer tutors about their work in writing centers. It will be a physical publication with a limited run, but will eventually be made available online.

PeerCentered[Unplugged] editorial board members will 1) determine the final name of the publication; 2) develop a call for proposals; 3) establish publication criteria; 4) evaluate submissions and make publication decisions based upon that criteria; and 5) work with writers to improve their submissions and ready them for publication. All work will be accomplished online.  Editorial board members will decide the leadership structure of the board and will commit to complete this work during the 2012/2013 school year. The publication will go to press after work is completed and will be available for distribution in September 2013.

In order to be considered for the PeerCentered[Unplugged] editorial board applicants must currently work as a peer writing tutor. For the purposes of this call, a peer writing tutor is a student who works in a writing center at an educational institution. Graduate, undergraduate, and high school student applicants are welcome. Applicants need to provide a statement of interest explaining why they want to serve on the editorial board and what qualities they will bring to the board (250 words maximum. Applicants will also need to provide a letter of support from the director (or equivalent) at their home writing center. Other letters of support will be considered but are not required.

To apply, please send your statement of interest, letter of support, and any other materials to bolster your application to Clint.Gardner@slcc.edu.

Please put PEERCENTERED EDITORIAL BOARD APPLICATION in the subject line. Applications that do not have this subject line may be unintentionally overlooked.  The deadline for applications is March 15, 2012.
You can find out more about PeerCentered at http://www.peercentered.org.

You can find a PDF of this call here: http://www.scribd.com/fullscreen/80399793?access_key=key-1ba9ewnwvjoz7iryi5gu

The New London Group (1996) uses the term multiliteracies to describe “two important arguments we might have with the emerging cultural, institutional, and global order: the multiplicity of communication channels and media, and the increasing saliency of cultural and linguistic diversity.” Additionally, the authors suggest that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a broader view of literacy than portrayed by traditional language-based approaches.

Given the continued importance of multiliteracy in our education system, writing centers may need to reassess how multiliteracy impacts our field. With dwindling budgets and students’ increasing need for help, how do writing centers address the multiliteracy needs and how may this impact the future of writing center work?

More information regarding submission guidelines online at http://projects.uwc.utexas.edu/praxis.

• “Tutoring Survey and Interview Questions: A Tangible Lesson in Audience,” by Jennifer Jefferson

• “Dialogic for ‘Their Own Ends’:  Increasing the Pedagogical Independence of Peer Tutors,” by Rita Malenczyk and Lauren Rosenberg

• “Caught Between a Teacher and a Tutor,” by Eric Sentell

• Tutor’s Column: “Music and Words; How Band Camp Taught Me to Be a Better Writing Tutor,” by Joshua Thompson (link to full article: http://www.writinglabnewsletter.org/new/)

Applicants should have knowledge of social media, Web 2.0 applications, usability and accessibility, technology and writing, and be knowledgeable about writing center work.

Applicants should submit a CV and 2-page statement describing their vision for encouraging wider readership and enlarging the web presence of the Writing Lab Newsletter.  Deadline for applications: Dec. 1, 2011. Send materials (and questions) by e-mail (subject heading: Development Ed. Application) to Muriel Harris: harrism@purdue.edu

VANCOVER, WASH. – Centerpoint, a journal published by the staff of the Writing Center at Washington State University Vancouver, under the supervision of Kandy Roberston, Ph. D., is currently seeking articles on writing and the writing process. Journalist and playwright, Steffen Silvis, and artist-poet, Richard F. Yates, helm the current incarnation of the journal, which is dedicated to publishing materials dealing with all forms of writing from crafting academic papers to writing fiction, creative nonfiction, and poetry. The audience for the journal is comprised of students, faculty, professionals, and technical writers.

The journal is currently publishing four issues per year, and runs between 16 and 32 pages per issue. Unfortunately, there is no pay for accepted articles at this time, but publication credit can be as important. Individual journal issues will be published as downloadable PDF files on the WSU Vancouver Writing Center website.

The editors are currently seeking submissions for the February 2012 issue of the journal. Submissions are due by Dec. 11th, 2011, 11:59 P.M. (PST). All well written articles on the topic of writing will be considered for this issue. Strong articles, which do not make the February issue, may be held for future editions. As mentioned above, our budget does not allow us to pay for the use of articles.

To submit work for consideration, please email your article in .doc or .rtf format as an attachment to the Centerpoint’s address: wsuvcenterpoint@gmail.com. Please include the phrase “Submission – Centerpoint” and your name in the subject line and include a brief biographical statement in the body of the message. The editors are seeking articles of up to 1,200 words maximum. International articles written in English are welcome. Articles from professors and other faculty are encouraged.

EDITORS
Steffen Silvis
Richard F. Yates
wsuvcenterpoint@gmail.com

Almost thirty years ago, in “Peer Tutoring and the Conversation of Mankind,” Kenneth Bruffee implicitly positioned undergraduate peer tutors as practitioner-researchers when he asserted that “peer tutoring is one way of introducing students to the process by which communities of knowledgeable peers…create knowledge.” Since then, undergraduate peer tutors have engaged in increasingly formal modes of research, presenting this work at conferences and publishing in national venues. As recognition of the centrality of undergraduate peer tutors to the field of writing center studies, WCJ announces a special issue comprised of undergraduate research in (and on) the writing center.

Submission Criteria

• Undergraduate research centered on any element of writing center practice, pedagogy, and/or administration will be considered.
• Preference will be given to works that are based in historical, theoretical, or empirical evidence, demonstrate an awareness of the scholarly conversation, and whose conclusions might be useful in a variety of writing center contexts.
• Collaborative works are encouraged, but all authors of such works must be undergraduate students at the time of writing.
• In general, works are anticipated to be 1900 to 3300 words. In the interests of representing the works of as many authors as possible, manuscripts over 4200 words, including all notes and citations, will not be considered.
• Manuscripts should follow the NCTE Guidelines for Non-sexist Use of Language and the MLA Style Manual, 3rd edition.
• No book reviews will be commissioned for this issue.

Submission Procedure
Submit by *January 2, 2012*:

• The essay as a Word.doc or .docx with all identifying information—including  the  names of the author(s), mentor, and institution—removed,
• A separate Word.doc or .docx document with the title of essay and the name, address, institutional affiliation, email address, and phone number of the author(s),
• A cover email, with the subject line “Peer Tutor Issue Submission,” that includes the names and contact information of the author(s) and of a faculty or administrative mentor,as well as a statement that confirms that this is the original work solely of the author(s) listed, that all authors wish this work to be considered for publication, and that the manuscript has not been published/is not under consideration in any other venue.

Please direct questions to writingcenterjournal@udel.edu

• The (Un)Importance of a Preposition: How We Define and Defend Writing Center Work. By Tabitha Adkins
• Review of Multiliteracy Centers: Writing Center Work, New Media, and Multimodal Rhetoric. Ed. David Sheridan and James Inman. Review by Jo Koster
•The Importance of Tutoring Style in the Writing Center. By Ellen C. Carillo
• Tutor’s Column: ““Flexing Nonverbal Muscles: The Role of Body Language in the Writing Center.” By Alexandra Janney
• Calendar for Writing Center Association Conferences
• Notices of conferences, CFPs, news, and job announcement

Information on subscribing to WLN is available at http://www.writinglabnewsletter.org/new/subscribe.php .

Our guidelines for submissions have changed. Those interested in submitting aritcles for peer review, column essays, and reviews can find our new guidelines for submission at http://projects.uwc.utexas.edu/praxis/?q=node/14. The deadline for submissions is August 20, 2011.

In addition to Writing Center Directors and other administrators, we welcome submissions from professional staff, faculty tutors, and graduate students who work in the writing center. Article length should be between 2,000 and 3,000 words. Please identify your submission with the keyword “CENTER-2.”

Submissions are accepted any time until the end of August; however, early submissions are encouraged as they offer the following incentives:
- – longer time for revision
- – opportunity to be considered for Editor’s Choice, at no cost to the author
- – eligibility to have article’s abstract and/or full text posted on journal’s main web page
- – opportunity to be considered for inclusion in Sound Instruction Series

Kellie Charron
Feature Editor

http://www.rapidintellect.com/AEQweb/center2.htm

• “But It Is Rocket Science! : E-mail Tutoring Outside Your Comfort Zone”—Ted Remington
• Book Review: Beth Hewett. The Online Writing Conference: A Guide for Teachers and Tutors—Reviewed by Susan Mueller
• Book Review: Mya Poe, Neal Lerner, and Jennifer Craig. Learning to Communicate in Science and Engineering: Case Studies from MIT—Reviewed by Ted Roggenbuck
• Tutor’s Column: “Short-time Tutorial Strategies”—Kathryn Terzano
• Calendar for Writing Center Associations

To subscribe to the Writing Lab Newsletter or Writing Center Journal, visit the “Join IWCA” link at the top of the page.

Writing Lab Newsletter‘s website is http://www.writinglabnewsletter.org .

Other articles contained in this issue include bonnie kyburz’s “Notes on ‘Notes on a Film’” in the Inventio section, and Drew Kopp and Sharon McKenzie Stevens’ “Re-articulating the Mission and Work of Writing Programs with Digital Video” appears in Praxis. In our PraxisWiki is a new addition from Jessica Rivait, “Course Management Systems as Ongoing Classroom Memory,” and the Reviews section has nine new reviews for your perusal.

We invite you to view the issue at http://kairos.technorhetoric.net/ and to discuss it on KairosNews, our sister site, at http://www.kairosnews.org.

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Kairos Interviews invites submissions for its upcoming issues. Kairos has been pleased to feature conversations with Kathleen Welch, Peter Vandenberg, Andrea Lunsford and Michael Leff, Stuart Mouthrop and Nancy Kaplan, Kathleen Blake Yancey, and graphic artist David Sheridan to name a few.

We welcome interviews that bring together speakers exploring timely topics and especially encourage submissions that explore the interface among audio, video, and print texts that digital media offers (e.g., the interview with nonfiction comic writer Scott McCloud and the
interviews of students in the Multimedia Literacy Honors program at University of Southern California, done by Virginia Kuhn and DJ Lopez).

Please send your queries to section editors Margaret M. Strain and D. Alexis Hart at margaret.strain@notes.udayton.edu and hartda@vmi.edu.

WCJ has just put in the mail the 30th Anniversary issue. Its theme is “An Alternate History.” That is, we’ve attempted to thread the history of the journal beyond the well loved, oft cited essays that have long comprised the narrative of the field. Below is the table of contents and it’s on the WCJ Facebook page as well.

Writing Center Journal: An Alternative History
Melissa Ianetta and Lauren Fitzgerald, Editors

The Polarities of Context in the Writing Center Conference (1988)
Joseph Janangleo
Introduction by Neal Lerner

The Function of Talk in the Writing Conference: A Study of Tutorial Conversation (1988)
Kevin Davis, Nancy Hayward, Kathleen R. Hunter and David Wallace
Introduction by Michael Pemberton

Multi-cultural Voices: Peer tutoring and Critical Reflection in the Writing Center (1991)
Gail Y. Okawa, Thomas Fox, Lucy J.Y, Chang, Shana R. Windsor, Frank Bella Chavez Jr., and LaCuan Hayes
Introduction by Nancy Maloney Grimm

From Silence to Noise: The Writing Center as Critical Exile (1993)
Nancy Welch
Introduction by Elizabeth Boquet

Multiliteracies, Social Futures and Writing Centers
John Trimbur
Introduction by Harry Denny

Queering the Writing Center
Harry Denny

“Supporting Nonnative-English-Speaking Instructors to Maximize Student Learning in Their Courses”

Guest Editors
Soonhyang Kim
Assistant Professor & TESOL Director
D’Youville College

Ryuko Kubota
Professor, Language and Literacy Education
University of British Columbia

Deadline for Manuscripts: March 1, 2011

Please see the Call for Manuscripts for more information.

YSW welcomes research articles on writing and rhetoric authored by undergraduate students at all levels–from graduating seniors to students enrolled in first-year composition classes.   There’s also a Comment and Response section that seeks to generate a dialogue among undergraduate students about our discipline.  Previous issues of YSW have featured articles on topics ranging from antiracist pedagogies to the rhetorical practices of Justice Sandra Day O’Connor; from ESL tutoring to the art and politics of PostSecret; from the history of girls’ travel writing to postcolonialism and acculturation in Writing Centers.

Submission guidelines and all past issues of YSW are available at

http://cas.umkc.edu/english/publications/youngscholarsinwriting/index3.html

Please visit the journal online, and do encourage your undergraduate students to submit their research to YSW . . . by June 30.  You can also become YSW fans on facebook.  Thanks so much!

Reflections should be no more than 1000 words, and papers/presentations should be no more than 3000 words. Photos or images of research posters can be submitted, as well. Photos should identify persons in the photo and should have a caption. Submissions from student tutors (graduate or undergraduate) are particularly encouraged.

Submissions for the Featured Readings section of the website are accepted year-around. Submissions for IWCA Conference Notes should be submitted no later than April 30, 2010.

Submissions can be e-mailed to iwca.webeditor@gmail.com .

IWCA Conference Notes is published each May as a PDF supplement of the writingcenters.org website and runs throughout the summer as the Featured Reading on the website.

Praxis: A Writing Center Journal welcomes submissions on a wide range of topics related to writing centers for its Spring 2010 issue. We also encourage submissions on this issue’s theme: Professionalization and the Writing Center as well as responses to articles in our Fall 2009 issue. Writing centers provide their employees with a wide-range of skills and opportunities for professionalization both inside and outside the center. What transferable and professional skills do writing centers teach staff, and how is this training accomplished? Some article ideas include, but are not limited to:

• Methods to promote professional development and investment in the writing center
• Narratives about getting to a management position at a writing center
• Using Praxis articles in professional development
• Employing writing center skills as a student or as a teacher
• Applying writing center practices in other professional settings
• Writing centers as part of the corporate or bureaucratic transformation of the university

Submission guidelines:

Recommended article length is 1000 to 2000 words. Articles should conform to MLA style. Please send submissions as a Word document e-mail attachment to Patricia Burns and Brooke Hunter at praxis@uwc.utexas.edu. Also include the writer’s name, e-mail address, phone number, and affiliation. Because Praxis is a Web-based journal, please do not send paper; we do not have the resources to transcribe printed manuscripts. Images should be formatted as jpeg files and sent as attachments.

Deadline for Spring Issue: January 25, 2010

Praxis: A Writing Center Journal (http://projects.uwc.utexas.edu/praxis) is a biannual electronic publication sponsored by the University of Texas Undergraduate Writing Center, a component of the Department of Rhetoric and Writing at the University of Texas at Austin. It is a forum for writing center practitioners everywhere.

We welcome articles from writing center consultants and administrators related to training, consulting, labor issues, administration, and writing center news, initiatives, and scholarship. For further information about submitting an article or suggesting an idea, please contact the editors at praxis@uwc.utexas.edu.

If you have such a publication, please send to Thomas Ferrell (e-mail below) the citation plus a short narrative on how the article came into being. If the publication is not print or web based, the researchers would appreciate a copy of the document and/or a brief summary of the piece of writing, which will allow them to include conference presentations, program proposals, and grant applications.

If you know of any such publications, even vaguely, please send all the info you have so they can follow up.

–Thomas Ferrell (ferrelt@umkc.edu)

–Rebecca Day Babcock (babcock_r@utpb.edu)

–Moira Ozias (mozias@ku.edu)

We are pleased to announce that the Spring, 2009 issue of Praxis: Writing Across the Curriculum and Writing Centers is now published and available online at:  http://projects.uwc.utexas.edu/praxis/

Thank you for your continuing support of Praxis,

Patricia Burns and Brooke Hunter

Managing Editors
Praxis: A Writing Center Journal
The Undergraduate Writing Center
The University of Texas at Austin

http://projects.uwc.utexas.edu/praxis/

praxis@uwc.utexas.edu