Members of the Writing Center community are invited to nominate articles about writing center theory, practice, research, and history for the IWCA Outstanding Article Award. The IWCA Outstanding Article Award is presented at the IWCA Annual Conference. Please note the policies, criteria, and nominating process below.
- Nominated publications must be dated within the calendar year for which awards are being considered.
- Publications may appear in print or digital venues.
- The IWCA welcomes submissions from scholars and researchers at all stages of their academic careers, including undergraduate students, graduate students, and adjuncts, but notes that all submissions will be evaluated in the same way and with the same criteria.
- Self-nominations are not accepted, and each nominator can submit one nomination only.
- Nominees should be IWCA members in good standing. For work with multiple authors, at least one author should be a current IWCA member.
- If the nominated individual is not a current member, the Awards Committee will reach out to see if they want to be considered.
- The article being nominated must have been published during the year preceding the nomination year. For example, articles nominated for the 2020 award must have been published in 2019.
- The publication addresses one or more issues of long-term interest to writing center administrators, theorists, and/or practitioners.
- The publication discusses theories, practices, or policies that contribute to a richer understanding of writing center theory and practice.
- The publication shows sensitivity toward the situated contexts in which writing centers exist and operate.
- The publication makes a significant contribution to the scholarship of and research on writing centers.
- The publication will serve as a strong representative of the scholarship of and research on writing centers.
- The publication embodies the qualities of compelling and meaningful writing.
2021 Nomination Process: Nominations will be accepted through May 31, 2021. Nominations should include a letter or statement of no more than 400 words outlining how the work being nominated meets the award criteria and a digital copy of the article being nominated. Send nominations to Article Award Chair, Candis Bond (CBOND@augusta.edu).
2020: Alexandria Lockett, “Why I Call It the Academic Ghetto: A Critical Examination of Race, Place, and Writing Centers,” Praxis: A Writing Center Journal 16.2 (2019).
2019: Melody Denny, “The Oral Writing-Revision Space: Identifying a New and Common Discourse Feature of Writing Center Consultations,” Writing Center Journal 37.1 (2018): 35-66. Print.
2018: Sue Mendelsohn, “‘Raising Hell’: Literacy Instruction in Jim Crow America,” College English 80.1, 35-62. Print.
2017: Lori Salem, “Decisions…Decisions: Who Chooses to Use the Writing Center?” Writing Center Journal 35.2 (2016): 141-171. Print.
2016: Rebecca Nowacek and Bradley Hughes, “Threshold Concepts in the Writing Center: Scaffolding the Developments of Tutor Expertise” in Naming What We Know: Theories, Practices and Models, Adler-Kastner & Wardle (eds). Utah State UP, 2015. Print.
2015: John Nordlof, “Vygotsky, Scaffolding, and the Role of Theory in Writing Center Work,” Writing Center Journal 34.1 (2014): 45-64.
2014: Anne Ellen Geller and Harry Denny, “Of Ladybugs, Low Status, and Loving the Job: Writing Center Professionals Navigating Their Career,” Writing Center Journal 33.1 (2013): 96-129. Print.
2013: Dana Driscoll and Sherry Wynn Perdue, “Theory, Lore, and More: An Analysis of RAD Research in The Writing Center Journal, 1980-2009,” Writing Center Journal 32.1 (2012): 11-39. Print.
2012: Rebecca Day Babcock, “Interpreted Writing Center Tutorials with College-Level Deaf Students,” Linguistics in Education 22.2 (2011): 95-117. Print.
2011: Bradley Hughes, Paula Gillespie, and Harvey Kail, “What they Take with Them: Findings from the Per Writing Tutor Alumni Research Project,” Writing Center Journal 30.2 (2010): 12-46. Print.
2010: Isabelle Thompson, “Scaffolding in the Writing Center: A Microanalysis of an Experienced Tutor’s Verbal and Nonverbal Tutoring Strategies,” Written Communication 26.4 (2009): 417-53. Print.
2009: Elizabeth H. Bouquet and Neal Lerner, “Reconsiderations: After ‘The Idea of a Writing Center,’” College English 71.2 (2008): 170-89. Print.
2008: Renee Brown, Brian Fallon, Jessica Lott, Elizabeth Matthews, and Elizabeth Mintie, “Taking on Tunitin: Tutors Advocating Change,” Writing Center Journal 27.1 (2007): 7-28. Print.
Michael Mattison, “Someone to Watch Over Me: Reflection and Authority in the Writing Center,” Writing Center Journal 27.1 (2007): 29-51. Print.
2007: Jo Ann Griffin, Daniel Keller, Iswari P. Pandey, Anne-Marie Pedersen, and Carolyn Skinner, “Local Practices, National Consequences: Surveying and (Re)Constructing Writing Center Identities,” Writing Center Journal 26.2 (2006): 3-21. Print.
Bonnie Devet, Susan Orr, Margo Blythman, and Celia Bishop, “Peering Across the Pond: The Role of Students in Developing Other Students’ Writing in the US and UK.” Teaching Academic Writing in UK Higher Education: Theories, Practices and Models, ed. Lisa Ganobcsik-Williams. Houndmills, England; New York: Palgrave MacMillan, 2006. Print.
2006: Anne Ellen Geller, “Tick-Tock, Next: Finding Epochal Time in The Writing Center,” Writing Center Journal 25.1 (2005): 5-24. Print.
2005: Margaret Weaver, “Censoring What Tutors’ Clothing ‘Says’: First Amendment Rights/Writes Within Tutorial Space,” Writing Center Journal 24.2 (2004): 19-36. Print.
2004: Neal Lerner, “Writing Center Assessment: Searching for the ‘Proof’ of Our Effectiveness. In Pemberton & Kinkead. Print.
2003: Sharon Thomas, Julie Bevins, and Mary Ann Crawford, “The Portfolio Project: Sharing Our Stories.” In Gillespie, Gill-am, Brown, and Stay. Print.
2002: Valerie Balester and James C. McDonald, “A View of Status and Working Conditions: Relations Between Writing Program and Writing Center Directors.” WPA: The Journal of the Council of Writing Program Administrators 24.3 (2001): 59-82. Print.
2001: Neal Lerner, “Confessions of a First-Time Writing Center Director.” Writing Center Journal 21.1 (2000): 29- 48. Print.
2000: Elizabeth H. Boquet, “‘Our Little Secret’: A History of Writing Centers, Pre- to Post-Open Admissions.” College Composition and Communication 50.3 (1999): 463-82. Print.
1999: Neal Lerner, “Drill Pads, Teaching Machines, Programmed Texts: Origins of Instructional Technology in Writing Centers.” In Hobson. Print.
1998: Nancy Maloney Grimm, “The Regulatory Role of the Writing Center: Coming to Terms with a Loss of Innocence.” Writing Center Journal 17.1 (1996): 5-30. Print.
1997: Peter Carino, “Open Admissions and the Construction of Writing Center History: A Tale of Three Models.” Writing Center Journal 17.1 (1996): 30-49. Print.
1996: Peter Carino, “Theorizing the Writing Center: An Uneasy Task.” Dialogue: A Journal for Composition Specialists 2.1 (1995): 23-37. Print.
1995: Christina Murphy, “The Writing Center and Social Constructionist Theory.” In Mullin & Wallace. Print.
1994: Michael Pemberton, “Writing Center Ethics.” Special column in Writing Lab Newsletter 17.5, 17.7–10, 18.2, 18.4–7 (1993-94). Print.
1993: Anne DiPardo, “‘Whispers of Coming and Going’: Lessons from Fannie.” Writing Center Journal 12.2 (1992): 125-45. Print.
Meg Woolbright, “The Politics of Tutoring: Feminism Within the Patriarchy.” Writing Center Journal 13.1 (1993): 16-31. Print.
1992: Alice Gillam, “Writing Center Ecology: A Bakhtinian Perspective.” Writing Center Journal 11.2 (1991): 3-13. Print.
Muriel Harris, “Solutions and Trade-offs in Writing Center Administration.” Writing Center Journal 12.1 (1991): 63-80. Print.
1991: Les Runciman, “Defining Ourselves: Do We Really Want to Use the Word ‘Tutor’?” Writing Center Journal 11.1 (1990): 27-35. Print.
1990: Richard Behm, “Ethical Issues in Peer Tutoring: A Defense of Collaborative Learning.” Writing Center Journal 9.2 (1987): 3-15. Print.
1989: Lisa Ede, “Writing as a Social Process: A Theoretical Foundation for Writing Centers.” Writing Center Journal 9.2 (1989): 3-15. Print.
1988: John Trimbur, “Peer Tutoring: A Contradiction in Terms?” Writing Center Journal 7.2 (1987): 21-29. Print.
1987: Edward Lotto, “The Writer’s Subject is Sometimes a Fiction.” Writing Center Journal 5.2 and 6.1 (1985): 15- 21. Print.
1985: Stephen M. North, “The Idea of a Writing Center.” College English 46.5 (1984): 433-46.