NOMINATED ARTICLES OR BOOK CHAPTERS
Babcock, Rebecca Day, Aliethia Dean, Victoria Hinesly, and Aileen Taft. “Evaluating the Synthesis Model of Tutoring Across the Educational Spectrum.” Stellenbosch Papers in Linguistics Plus, vol. 57, 2019, pp. 57-77.
Carpenter, Russell, Scott Whiddon, and Courtnie Morin. “Understanding What Certifications Mean for Writing Centers: Analyzing a Pilot Program via a Regional Organization.” How We Teach Writing Tutors: A WLN Digital Edited Collection. Eds. Karen Johnson and Ted Roggenbuck, 2019.
Cheatle, Joseph J., and David M. Sheridan. “Multimodal Composing: Beyond the Text.” WLN: A Journal of Writing Center Scholarship, vol. 44, no.1-2, 2019, pp. 3-11.
Devet, Bonnie. “Establishing the writing Center’s Educational Role in the Academy by Stressing Peer Tutor Development” SDC: A Journal of Multiliteracy and Innovation July (3rd Quarter/Summer) 2019, pp. 28-45.
Eckstein, Grant. “Directiveness in the Center: L1, L2, and Generation 1.5 Expectations and Experiences.” The Writing Center Journal, vol. 37, no. 2, 2019, pp. 61–92.
Fladd, Nadine, Clare Bermingham, and Nicole Westlund Stewart. “Evaluating the Effectiveness of Dissertation Boot Camp Delivery Models.” The Writing Center Journal, vol. 37, no. 2, 2019, pp. 195-226.
Giaimo, Genie N., and Samantha J. Turner. “Session Notes as a Professionalization Tool for Writing Center Staff: Conducting Discourse Analysis to Determine Training Efficacy and Tutor Growth.” Journal of Writing Research, vol. 11, no.1, 2019, pp. 131-162.
Giaimo, Genie. “Where Theory and Praxis Collide: Supporting Student-Led Writing Center Research at Two-Year Colleges.” Teaching English in the Two Year College, vol. 46, no. 4, 2019, pp. 297-316.
Latta, Mark. “Can’t Fix Anyone: Confronting Our Historical Love Affair with Deficit Thinking.” WLN: A Journal of Writing Center Scholarship, vol. 44, no. 3-4, 2019, pp. 17-25.
Lockett, Alexandria. “Why I Call it the Academic Ghetto: A Critical Examination of Race, Place, and Writing Centers.” Praxis: A Writing Center Journal, vol. 16, no. 2, 2019, pp. 20-33.
NOMINATED BOOKS OR MAJOR PROJECTS
Greenfield, Laura. Radical Writing Center Praxis: A Paradigm for Ethical Political Engagement. University Press of Colorado, 2019.
Johnson, Karen Gabrielle, and Ted Roggenbuck, eds. How We Teach Writing Tutors: A WLN Digital Edited Collection, 2019
LaFrance, Michelle. Institutional Ethnography: A Theory of Practice for Writing Studies Researchers. University Press of Colorado, 2019.
Lawrence, Susan, and Terry Myers Zawacki. Re/Writing the Center: Approaches to Supporting Graduate Students in the Writing Center. University Press of Colorado, 2019.