IWCA Outstanding Article Award

Award Description: 

The IWCA Outstanding Article Award is given annually and recognizes significant work within the field of writing center studies. Members of the Writing Center community are invited to nominate articles or book chapters for the IWCA Outstanding Article Award.

Nomination Deadline:

TBD

Eligibility:

We encourage writing center scholars and practitioners at all levels to nominate works that they have found impactful. The nominated work must have been published during the previous calendar year. Both single-authored and collaboratively-authored works, by scholars at any stage of their academic careers, published in print or in digital form, are eligible for the award. Self-nominations are not accepted, and each nominator can submit one nomination only; journals may select only one publication from their own journal for nomination per award cycle. The nominated article or book chapter should:

• Make a significant contribution to the scholarship of and research on writing centers.

• Address one or more issues of long-term interest to writing center administrators, theorists, and practitioners.

• Discuss theories, practices, policies, or experiences that contribute to a richer understanding of writing center work.

• Show sensitivity toward the situated contexts in which writing centers exist and operate.

• Illustrate the qualities of compelling and meaningful writing.

• Serve as a strong representative of the scholarship of and research on writing centers.

How to Nominate an Article:

Nominations include:

• a letter or statement of no more than 400 words outlining how the work being nominated meets the award criteria above
• a digital copy of the article being nominated. All articles will be evaluated using the same criteria.

Recent Recipients

2025: Towle, Beth A. (2024) “Accidental Outreach and Happenstance Staffing: A Cross-Institutional Study of Writing Center Support of First-Generation College Students,” The Writing Center Journal: Vol. 41 : Iss. 3, Article 6. DOI: https://doi.org/10.7771/2832-9414.1000

Wisniewski, Carolyn. (2024) “Generous Audience, Activist, Evaluator: Tutor-Teachers’ Knowledge, Practices, and Values for Response to Writing,” Journal of Response to Writing: Vol. 10: Iss. 1, Article 1. Available at: https://scholarsarchive.byu.edu/journalrw/vol10/iss1/1

2024: Lundin, Isabelle M., Victoria O’Connor, and Sherry Wynn Perdue. (2023) “The Impact of Writing Center Consultations on Student Writing Self-Efficacy,” The Writing Center Journal: Vol. 41 : Iss. 2, Article 2. DOI: https://doi.org/10.7771/2832-9414.1937

2023: Salazar, Jesús José. (2021) “The Meaningful and Significant Impact of Writing Center Visits on College Writing Performance,” The Writing Center Journal: Vol. 39 : Iss. 1, Article 3. DOI: https://doi.org/10.7771/2832-9414.1958

Tang, Jasmine Kar. “Asians are at the Writing Center.” Praxis: A Writing Center Journal, 19.1 (2022). https://issuu.com/titospanks/docs/19.1_special_issue

 All Grant & Award Recipients