This volume collects essential writings in the field of writing center studies as it has blossomed and developed since the 1995 publication of Landmark Essays on Writing Centers. These writings offer a new generation of writing center readers' provocative ideas and research-based praxis on the topics covered in the book’s four parts: Writing Center History, Critical Perspectives on Current Practices, Writing Center Research, and Writing Centers in New Spaces. Its provocative chapters discuss issues including student agency, collaboration, social justice and marginalized populations, community engagement, and online writing instruction. Landmark Essays in Contemporary Writing Center Studies provides an up-to-date introduction to new students and a useful reference for long-time practitioners. It is essential reading for undergraduate and graduate students in composition and education, as well as writing center staff and directors.

Leading with the provocative observation that writing programs administration lacks “an established set of texts that provides a baseline of shared knowledge... in which to root our ongoing conversations and with which to welcome newcomers,” Landmark Essays on Writing Program Administration focuses on WPA identity to propose one such grouping of texts. This Landmark volume is the cornerstone resource for new Writing Program Administrators and graduate students seeking an ever-important overview of the literature on Writing Program Administration. Drawing broadly across scholarship in writing programs and writing centers, Ritter and Ianetta work to historicize, theorize, and problematize the ever-shifting answers offered to the question: Who—or what—is a WPA?

This collection introduces the reader to the ideas that have shaped writing center theory and practice. The essays have been selected not only for the insight they offer into issues but also for their contributions to writing center scholarship. These papers help to chart the legitimation of writing centers by providing both a history and an examination of the philosophies, praxis, and politics that have defined this emerging field. They demonstrate the ways a clearer profile of the discipline has emerged from the research and reflection of writers, like those represented here. This volume charts the emergence of writing centers and the growing recognition of their contributions, roles, and importance. As a nascent discipline, writing centers reflect the concerns with marginality and with finding a respected place in the academy that characterize any new field of academic inquiry, practice, and research. Concomitantly, professionals in these fields seek standing within the academy and a way of defining and validating their contributions to the educational process. Contemporary writing center theorists look to interdisciplinary and multidisciplinary investigations to interpret the work they do and to clarify their aims to the academy at large. Their work employs a variety of philosophical perspectives -- ranging from sociolinguistics to psychoanalytic theory -- to show the complex nature and potential of writing center interactions. The idea has now become the multidimensional realities of the writing center within the academy and within society as a whole. What its role will be in future redefinitions of the educational process, how that role will be negotiated and evaluated, and how professionals will shape educational values will constitute the future landmark directions and essays on writing center theory and practice.

This collection introduces the reader to the ideas that have shaped writing center theory and practice. The essays have been selected not only for the insight they offer into issues but also for their contributions to writing center scholarship. These papers help to chart the legitimation of writing centers by providing both a history and an examination of the philosophies, praxis, and politics that have defined this emerging field. They demonstrate the ways a clearer profile of the discipline has emerged from the research and reflection of writers, like those represented here. This volume charts the emergence of writing centers and the growing recognition of their contributions, roles, and importance. As a nascent discipline, writing centers reflect the concerns with marginality and with finding a respected place in the academy that characterize any new field of academic inquiry, practice, and research. Concomitantly, professionals in these fields seek standing within the academy and a way of defining and validating their contributions to the educational process. Contemporary writing center theorists look to interdisciplinary and multidisciplinary investigations to interpret the work they do and to clarify their aims to the academy at large. Their work employs a variety of philosophical perspectives -- ranging from sociolinguistics to psychoanalytic theory -- to show the complex nature and potential of writing center interactions. The idea has now become the multidimensional realities of the writing center within the academy and within society as a whole. What its role will be in future redefinitions of the educational process, how that role will be negotiated and evaluated, and how professionals will shape educational values will constitute the future landmark directions and essays on writing center theory and practice.

Changing Spaces makes a forceful and credible case for the role of writing centres in engaging with students, staff and institutional structures in understanding issues of access from a social perspective ... This is a specialist book for those working in writing centres and for academics of all disciplines. It is based on research and provides an important set of theoretical arguments, developed through reflection on writing centre practices, about student writing and the work of the university. Professor Sioux McKenna Centre for Higher Education Research, Teaching and Learning, Rhodes University How do we select and train tutors? How do we work with faculty? How do we combat the image that we are remedial, a ?fix-it? shop? How do we prove our worth? How do we show that we improve retention? ... Changing Spaces demonstrates the flexibility of writing centers and the unique roles they play in South Africa. Writing centers everywhere represent institutional responses to the learning needs of their students, and they do so because writing centers adapt easily to different contexts and situations. They meet students where they are, as a group and individually. Professor Leigh Ryan Writing Center Director, University of Maryland, USA

Covering the period between 1984 and 2003, this authoritative sequel picks up where the earlier volumes (Braddock et al., 1963, and Hillocks, 1986), now classics in the field, left off. It features a broader focus that goes beyond the classroom teaching of writing to include teacher research, second-language writing, rhetoric, home and community literacy, workplace literacy, and histories of writing. Each chapter is written by an expert in the area reviewed and covers both conventional written composition and multimodal forms of composition, including drawing, digital forms, and other relevant media. Research on Composition is an invaluable road map of composition research for the next decade, and required reading for anyone teaching or writing about composition today.

Published in 1998, Wiring the Writing Center was one of the first few books to address the theory and application of electronics in the college writing center. Many of the contributors explore particular features of their own "wired" centers, discussing theoretical foundations, pragmatic choices, and practical strengths. Others review a range of centers for the approaches they represent. A strong annotated bibliography of signal work in the area is also included.