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					8: Registration and Light Breakfast/Coffee
Hosted by the Mercy High School Reading and Writing Center

9- 10 Keynote: Dr. Ben Rafoth

   Ben Rafoth directs the Writing Center and teaches courses in the graduate program in
Composition and TESOL at Indiana University of Pennsylvania. He has edited four
books, including A Tutor’s Guide (2005) and ESL Writers (2009) with Shanti Bruce. He
served as an executive officer for the International Writing Centers Association and is a
recipient of the Ron Maxwell Award from the National Conference on Peer Tutoring in
Writing.


10:15-11:35 Session I

I. 1
Funding Problems: Taking Money out of the Equation
Jesús Limón California State University, Sacramento and Sacramento City College
Elizabeth Geisser, California State University, Sacramento and Sacramento City College
Meghan Wagner, California State University, Sacramento and Sacramento City College

   We make the assumption that funding creates programs, and we focus, in hard
economic times like these, on sustaining existing programs rather than on the creation of
new ones. Limited classes and practice-oriented internship opportunities have left many
students at California State University, Sacramento dissatisfied about their academic and
professional futures, and they have been forced to look outside of the traditional
university setting to sustain their goals. A group of CSUS graduate students in our
department have decided to turn this frustration into action by constructing a writing
center-based program that utilizes motivated people, rather than monetary funding, as a
sustainable resource.

   The purpose of our writing program has been to create a unique academic resource for
historically underrepresented, local area community college and high school students
who often tend to suffer the most during educational budgetary crises. We have
constructed a program that provides students with effective writing tutoring,
informational workshops on assessment, and general support from students who
understand the struggles involved with achieving a higher education. This program also
aims to provide CSUS graduate and undergraduate students with practical teaching and
tutoring opportunities that our department cannot wholly provide due to a lack of
funding. We believe that many of our practices, and the writing center philosophies that
drive them to realization, are feasible for other programs that are likewise suffering from
a lack of funding. In this panel discussion, speaker one will discuss the ways in which
our program participants have worked to coordinate its volunteers; speaker two will
present information about how we have constructed various academic and writing
curricula for incoming high school students, and speaker three will discuss how our
program has sustained the relevance of our work by connecting theory to practice. We
aim to involve our audience in our panel discussion by providing handouts and other
materials to clearly demonstrate our findings as well as engaging participants in some
freewriting exercises to encourage small and whole group dialogue.


I. 2
The Literature: Making a Case for Essential Reading in Tutor Training
Scott Miller, Sonoma State University
Emily Hostutler, Sonoma State University
Gina Frey, Sonoma State University
Sofia Barker-Aguillar, Sonoma State University
Julie Craig, Sonoma State University

   Writing centers often live out an ambivalent relationship with scholarly literature on
writing-center work and on the tutoring of writing. Writing-center work is so praxis-
oriented, so grounded in the concrete lived experience of tutors tutoring “on the ground”
of specific writing-center contexts, that outside commentary can be met with puzzlement
or uncertainty. It can even feel intrusive into the sanctum of a specific writing center and
the culture that it builds. This panel seeks to address these tensions with an eye to
articulating how scholarly literature can best influence writing-center practice.

   Having just completed their first terms tutoring and having taken a course entitled
“Writing Center Theory and Practice,” four students and their teacher will name and
discuss specific classic works in writing-center scholarly literature that for them
constituted essential reading. Each member will briefly summarize a reading and discuss
how the reading impacted their work—whether the impact was the one intended by the
reading or an impact not intended. Following the presentations, the panel will engage the
audience in a discussion about the questions of how best to use “The Literature”: our
collective canon of writing-center scholarship.

  Works to be discussed:

  Jeff Brooks, “Minimalist Tutoring”
  Anne DiPardo: “Whispers of Coming and Going: Lessons from Fannie”
  Stephen North, “The Idea of a Writing Center”
  Shoshana Beth Konstant, “Multi-Sensory Tutoring for Multi-Sensory Learners”
  Andrea Lunsford, “Collaboration, Control, and the Idea of a Writing Center”

I.3
Sustaining the Community Brain
John Cadigan, University of California, Berkeley
Leah Chang, University of California, Berkeley
Pamela Krayenbuhl, University of California, Berkeley
Leticia Meza, University of California, Berkeley
   The workshop "Sustaining the Community Brain" tackles some of the major issues in
sustaining a successful writing center at all levels. Using the metaphor of the writing
center-as-brain, it will address issues with 'memory,' 'specialized regions,' and even
'neuron firing.'
   At the most basic level, handouts function as a memory that is constantly being re-
produced and modified; individual tutors are given continual support and training, not
only through new tutors' relationships with senior tutors, but also through seminars for all
staff in all tutoring formats, or 'specialized regions' (of the community brain). The
presentation will also discuss the role of senior tutors as the 'neurons' that purvey
information back and forth between regions of the brain.
   More generally, this presentation seeks to reflect on how the budget cuts across the
board in California affect the 'brain,' not only with the loss of monetary resources, but
also in that the center has a renewed, at times intensified, responsibility to serve broad
populations of students. It will invite audience input and encourage small-group
discussion of possible solutions to recent budget-induced or other sustainability problems
experienced in the writing center. This will demonstrate the benefits of social cognition:
by working together, members of the brain/writing center can solve even the most
complex of problems.
   The take-home message will be an emphasis on the importance of community; the
writing center is able to sustain itself through community bonds and legacies left for the
future, creating an atmosphere that is accessible and productive both for the students who
utilize services and for the tutors who work with them.
I.4 Sustaining Collboration Between College and High School Writers and Writing
Center


Sustaining a Collaborative Footprint: How to Conserve the Connection Between
High School and College Writing Centers
Alex Janney, California State University, Stanislaus
   In 2008, 47% of incoming first-year students to CSU colleges were not writing
proficient; collaboration between college and high school writing centers has the
potential to increase their proficiency, while simultaneously closing the gap between the
actual and expected writing skill level. In this new economy, despite challenges, it is
essential that innovative ideas and approaches continue to be implemented so that the
relationship between college and high school writing centers is sustained.

This session aims to demonstrate how raising awareness of collaborative benefits,
allowing high school students to participate and volunteering in college level writing
center activities would lead to sustained collaboration. Contact between college and high
school writing centers, or high school administration for those without centers, is
necessary. Time, not money, would be essential for contact, and could be done by writing
center tutors or directors. For institutions that may be hesitant to collaborate, making
them aware of the benefits would be crucial. This session will consider the benefits of
collaboration, including those pointed out by Chad Littleton, a former secondary writing
center director and current college instructor at the University of Tennessee,
Chattanooga.

In looking at programs such as Stanford University’s, Project W.R.I.T.E., this session
will highlight the benefits of volunteering and how it can be implemented. College
students could volunteer at the high school level, either to receive course credit or as an
extra-curricular activity. Students who are taking tutor training courses could be provided
with the option of tutoring writing at the college or high school level. At the high school
level, based on their collaborative and writing abilities, students could be selected by
their teachers to be writing tutors. Teachers could consider students in Advanced
Placement courses or those who are members of academic organizations such as the
National Honor Society, CSF, or Interact.

Finally, if the resources to train high school students to be tutors are insufficient, why not
allow them to attend a college level training session? While the content may be slightly
different, many of the concepts are the same, and it would not require increased funding.
High school students could take what they learn from the session and apply it at their own
school, including college expectations and instruction styles. College tutors could learn
more about high school students’ writing abilities and their potential as tutors; they could
familiarize themselves with future coworkers and/or tutees.

Reciprocity: Collaborative Solutions for Tomorrow’s Writing Centers
James Comfort, California State University, Stanislaus

   Struggling high school students often become struggling college students. It is
important, then, to address the need for improvement at both levels. To do this, we need
effective writing centers. An effective writing center should work to promote better
writers by raising the standards for writing. Ideally, there should be direct collaboration
between colleges and high schools. I propose a system that can be applied to both high
school and college levels, a system that will make use of existing resources and benefit
everyone involved. The effect is a symbiotic relationship in which both sides contribute
to each other, resulting in future generations that are better-equipped to enter academia
and the workforce. My suggestions should provide a sustainable way to provide students
with the skills they need, while also easing the burden of high school and college
instructors.

       1. Make use of existing resources. Instructors and teacher’s aides devote time to
       tutoring. Instructors may have time constraints, but ideally the students will do
       most of the tutoring under their supervision, and the end result should be a lighter
       workload for the instructors (as well as more rewarding student performance).
       Tutors can work in exchange for credits and experience. Tutors may be expected
       to improve resources by keeping journals, providing feedback, and revising
       handouts. Students’ parents may also provide tutoring resources.
       2. Promote students’ careers (especially at the college level). Aid students in
       attaining their personal goals, whether they are to get into a graduate or post-
       secondary school, get published, get a job or an internship, or market themselves
       as writers or tutors for hire.
       3. Collaborate. Establish common theory among colleges and high schools.
       Instructors and tutors should have knowledge of different theoretical frameworks
       that can be practiced in the writing center. Colleges should work with primary
       schools to share resources and knowledge. College tutors can ease the burden of
       high school teachers by helping in their writing centers. Because of safety issues,
       college students may have to meet certain requirements to work with minors; their
       college experience, though, would be an invaluable resource for high school
       students.

Sustaining High School-College Collaboration and Articulation Through Writing
Centers Sustaining Writers Across the Curriculum
Mariana Abuan, California State University, Stanislaus
Ryan Toth, California State University, Stanislaus

          In March of 2005, as a response to the extraordinarily high rate of incoming
college freshmen in need of English remediation, an essay portion was added to the SAT
to try to provide evidence of student writing proficiency for colleges (Hass, Knudson et
al). This hurried redesign of the nearly eighty-five year-old testing cornerstone is proof
of one undeniable fact: High schools and colleges are not collaborating efficiently, to
make the transition between these two institutions fluid enough for more than fifty
percent of students, especially in the field of writing (Pacenza, Knudson et al).
          Why are high schools adhering to one standard and colleges another? If the
standards are truly that different, then how can a middle ground be found between
primary and secondary institutions to make matriculation from one to the other more
successful? Additionally, why merely isolate these concerns to the rift between high
school and college? The transition from middle school to high school is another
disjointed educational step that has been overlooked in the concern over how many
college-ready students high schools produce. How can the gaps between these levels of
education be bridged to ensure that students have adequate writing support throughout
their education?
          The peripheral nature of writing centers has always been the connecting point
between curriculum, students, and teachers. The college writing center is a place where
high school writers evolve into college-level writers; why shouldn’t other writing centers
have the ability to interconnect primary education in a similar way? Writing centers are
key because they help create better writers across all levels of education, and also
because the roles and responsibilities of tutors and writing centers are not exclusive to
writing alone (Ryan, Zimmerelli 30). “Writing centers are places where students not only
learn to write, but learn to become a part of an entirely different writing culture”
(Cooper). It is the job of tutors to empower students with knowledge that not only makes
them better writers, but also makes the transition from one institution to another easier.
          Stanford University has already begun work to help heal the rift between high
school and college writing. By using student and teacher volunteers, and with the help of
various grants, Stanford has managed to reach out to local institutions responsible for
primary education with programs such as W.R.I.T.E and the Ravenswood Writes
projects. Both utilize people at the university level to bring high school writers closer to
being accepted at the college level (Tinker). With this model in mind, it is the purpose of
this panel is to delve into the ways writing centers can sustain create better writers across
both primary and secondary educational institutions. In addition, it will investigate how
writing centers are the missing piece in education because, unlike classrooms and
curriculum, they can collaborate across all grade levels and ultimately help create a
common and sustainable experience for writing students throughout education that can
direct them and their writing towards the academic requirements of University writing.



11:45- 12:45 Lunch

1-2:20 Session II

II. 1
Avoiding Extinction: Sustaining Writing Centers in the Era of Budget Cuts
Dan Melzer, California State University, Sacramento
Katie Miller, California State University, Sacramento
Agnes Stark, California State University, Sacramento

   As the 2010 NCWCA Call for Proposals describes, “Sustainability doesn’t just apply
to our natural resources, but our educational ones as well.” In these difficult days of
furloughs, budget deficits, rampant unemployment, and overall tough economic times,
many writing centers struggle to sustain the integrity of our missions, as well sustain our
collaborative and student- centered culture. Using sustainability theory as a framework,
the presenters—a Writing Center Coordinator, Graduate Associate Coordinator, and
tutor—will discuss the topic of a sustainable writing center, with a focus on obtaining and
maintaining adequate funding. We aim to discuss more than the numbers in the budget;
specifically, we aim to offer and discuss ideas for preserving our writing centers for
future generations of student writers. We believe our audience of writing center students
and directors will be interested in this panel because budget cuts affect us all deeply in
professional, spiritual, and emotional ways.

   As a panel, we will offer advice from our experiences dealing with budget cuts,
including strategies for building tutoring into the curriculum, gaining FTEs, creating
internships, and pursuing grants. We will also discuss the value of building sustainable
campus political support and how that connects to economic sustainability. Presenter #1
will discuss specific strategies for thinking creatively about how to sustain writing centers
amid massive budget cuts by making the most of the resources already available and
seeking out or creating new resources. Presenter #2 will discuss how other non-budgetary
factors influence the budget and present ideas on how to build sustainable political and
social networks and how they are connected to economic/budget/resource factors when
campus groups are competing for limited resources. Presenter #3 will present research on
pursuing grants as a source of funding for writing centers, including an argument for
grants as viable sources to help sustain writing center budgets and a breakdown of the
grant-writing process.

II.2
Writing Center and Composition Classroom: Linking Two Worlds
Alexis Shapiro, Sonoma State University
Robin Temple, Sonoma State University
Jackie Johansen, Sonoma State University
Christie Palella, Sonoma State University

   Bridging the gap between the vastly different worlds of writing centers and
composition classrooms is a continuing struggle; it is unrealistic to expect individual
tutors to maintain the connection between the two, and instructors’ expectations about
what does and should go on in tutoring sessions are often misinformed and therefore
disappointed. Currently in most writing centers, the student is the only link between
classroom and writing center, and as a result, the messages we hope to convey both as
composition teachers and tutors are lost in translation. However, this semester in the
SSU Writing Center, we have pioneered a new connection between these two worlds that
has proven to be a shining success; an English 99 instructor who is also a Lead Tutor has
used her class as a model for this connection in the form of writing center workshops.

   Utilizing the skills and knowledge of the tutors, she organized tutor-run station-based
workshops which were held in the Writing Center. These stations focused on high-order
global concerns within students’ essays, and received overwhelmingly positive feedback
from the both the students and tutors who were involved. Additionally, in comparison
with writing that had undergone peer review and other in-class editing, she noticed vast
improvements in her students’ essays after they had attended these workshops.

   In this panel, the course instructor will first articulate her interests and concerns as a
teacher hoping to involve writing center tutors actively in students’ learning. Then, three
tutors who participated in the workshops will discuss their experiences working with
students in this setting.

II. 3
Strategies for Working with Diverse Student Populations

The Influence of the Grammar and Rhetoric of the First Language on the Writing
of Students for Whom English Is a Second Language:
Kate Mills, Menlo College

   This workshop will explain the grammatical and the rhetorical requirements of several
foreign languages which a large number of students in California speak and write, and
how these forms affect those students’ written work in English. The power point
presentation will include excerpts from student papers and an explanation of techniques
to assist the tutor in recognizing and helping the student to eliminate the often inadvertent
confusing of two grammatical and/or rhetorical forms. Session will involve audience
using the technique explained to clarify sentences from student papers. Questions and
comments welcomed.

Small Group Collaboration in the Center: Tutoring Strategies and Approaches
Joseph Belmont, California State University, Monterey Bay
Chelsea Ferraro, California State University, Monterey Bay
Jessica Snow, California State University, Monterey Bay
Theresa Shaw, California State University, Monterey Bay

   The writing staff at the Academic Skills Achievement Program (ASAP), the campus
learning assistance center at CSU Monterey Bay work with many students in several
different capacities. While individual sessions are sometimes optimal for student
learning, small study groups can also be a useful structure for allowing collaboration
around class writing projects and providing a means by which students can teach and
learn from one another in an atmosphere of mutual respect and shared leadership.
   In tight budgetary times and in a concerted effort to offer optimal tutorial support to a
majority of the incoming freshman class enrolled in WRT 95, a developmental writing
course, ASAP has been offering small study groups which meet once a week with 3-4
students to support students writing development throughout the semester. These groups,
facilitated by a peer-writing assistant, help students meet course outcomes and learn more
about the writing process in a collaborative setting.
   In this short presentation, the presenters, all peer-writing assistants, will be sharing
their strategies and approaches for leading these effective sessions and engage
participants in techniques for administering effective writing groups in writing centers.


II. 4
The Writing Center: Sustaining Through Visual Rhetoric: Kathy L. Rowley
When defining “sustain,” the Oxford English Dictionary states: “To keep (a person or
community, the mind, spirit, etc.) from failing or giving way” (OED). While the
economic sustainability of writing centers throughout California poses a unique and real
problem with educational budget cuts, there remains another valid issue that requires
attention: the center’s visual rhetoric. Budgets will only sustain a writing center that
attracts and engages students towards a writing “self-actualization.” In this digital age,
most everyone envisions the topic of “visual rhetoric” as diverse arrays of textual
composition. They may not consider the visual rhetoric of the “space” in which that
composition occurs nor the affects of that space on composing. In actuality, the visual
rhetoric of the space of a writing center sustains the mission of the writing center by
offering a visually progressive place for composition to occur, thus meriting continued
financial support.

This workshop presentation proposes that financial support will come to writing centers
when their visual rhetoric maintains the needs of writers, drawing them to the center for
its organizational, visual, and physical appeal. Firstly, I will discuss Foucauldian theory
of power-play in spaces in regards to the affect of visual rhetoric on writers. Using the
writing center at CSU Stanislaus as an example, I will assess its space for effectiveness in
three areas: functionality, color scheme, and interior design. Is the space being utilized
efficiently? Do tutoring areas allow for the free-flow of traffic? Does the space feel
claustrophobic? Are the colors inviting? Motivating? Does it give off a “creative”
energy? Is the furniture conducive to form and function? Are students comfortable in
their seating areas? And, do writers feel they are in a collaborative environment or an
authoritarian one? Next I will discuss perceived academic, visual, and physical benefits
of using visual rhetoric. As a workshop, I will encourage audience collaboration by
having them break into groups and briefly assess the space of their own writing centers,
while brain-storming feasible visually rhetorical solutions to the perceived issues of their
centers. Finally, I will encourage the audience to take their discoveries back to their
directors encouraging changes to their centers that would deem them worthy of continued
financial support.



II. 5 Rationale for High School Writing Centers

Creating a Culture of Literacy: The Value of a High School Reading and Writing
Center
Jennifer Wells, Mercy High School

In Their Own Words: High School Faculty Reflect on the Value of the High School
Reading and Writing Center
Amanda Bolsinger, Mercy High School

In Their Own Words: High School Students Reflect on the Value of the High School
Reading and Writing Center
Students from Mercy High School TBD




2:30- 3:50 Session III

III. 1 Sustaining the Spirit and the Self in Soul Crushing Times


Sustenance for the Spirit: the Beleaguered Director’s Meal Plan
Paula Barrington-Schmidt, Writing Center Director


   Sandra J. Ekhard’s article, “Telling Tutor Tales: Breaking Down Barriers with
Stories,” is intended to demonstrate how tutors can enter into conversations with their
student-writers. In my experience as Writing Center Director and instructor of our
institution’s writing tutor training course, I believe the basic principles, the square meal,
of story-telling set forth in Ekhard’s article will sustain a director’s state-of-mind in this
very tough budgetary climate.
   Ekhard says that “stories can create a positive tutoring environment when things seem
to be going nowhere.” Of course, things do seem to be going nowhere as our Writing
Center budgets are shredded and the people who run them fear being chopped at any
moment. To combat my own and tutors’ feelings of desperation in the past 12 months, I
have searched for ways to promote positive, constructive attitudes in my tutor training
course. One of the most successful recipes I found is the addition of the “Tutor Tale.” In
allowing student-tutors to discover significant tutor stories, to play with words, to
experiment with multiple genres, and, finally, to write these tales in any genre that
achieved their purposes, I have found the encouragement, joy, and hope that my
institution simply can no longer serve.
   Students’ creativity was delectable this semester. Students wrote obituaries, multiple-
choice exams, brochures, war stories, DVD covers, fairy tales (of course), and poetry for
their Tutor Tales. My plan for this presentation is to provide the assignment, discuss its
value, show samples of student work, and demonstrate that teaching and reading these
meaningful, playful tales has sustained and even raised my spirit as both a Writing Center
director and a teacher.
   Sandra Ekhard says, “Telling stories, then, can inspire an audience.” Inspiration and
the sense of being sated are sorely missing for many of us today; however, tutors’ tales
can offer at least one of the nutrients Writing Center Directors are craving during this
present shortage.

Integrity of the Self: Sustaining Morale within Writing Centers
Cynthia Smith, California State University, Sacramento

   Along with budget cuts and fewer employment opportunities, the current economic
crisis has also created a battle of morale throughout the country. Within the writing
center, where students from multifarious disciplines seek assistance, tutors become first
hand witnesses to recent policies within their universities and are often placed in
situations where they must handle stress with professionalized adroitness. Using research
from scholars such as Andrew Delbanco, Elaine Showalter, Peter Filene, and Parker
Palmer, I propose a twenty minute presentation that will discuss the decreasing state of
spirituality (referring to personal well-being and not religion) within America and how a
balance of personal integrity, awareness of tutoring strengths, and a sense of persona will
be able to help tutors within the writing center. While high morale will not provide an
immediate solution to budget cuts, I believe that participants will be highly intrigued by
the topic because sustainability cannot exist without the passionate perseverance of
faculty, tutors, and students alike.

III. 2
The Writing Center as Nexus of Collaboration: Campus, Community, and Beyond.

Building Sustainable Writing Centers through Participatory Design: Daylanne
Markwardt
   In this 20-minute panel presentation, I will draw on my past experience as director of
the Academic Skills Center at College of the Desert in Indio, California, to describe how
participatory design principles may be used to build sustainable writing centers that serve
multiple needs both within and outside their institutional settings. Literacy Scholar
Jeffrey Grabill defines participatory design as both “situated and nomadic” in that it seeks
to involve individuals and groups outside traditional power structures in the process of
institutional decision-making (119). At College of the Desert, such collective
participation led us to make our writing center available not only for a wide range of
institutional uses but also as a resource for English language learning, adult education,
job search, parenting education, computer skills instruction, and application for college
admission, transfer, or financial aid. Feminist educator and ethicist Nel Noddings defines
sustainability as a “method or way of life that can continue to support life and human
activity indefinitely” (60). To help achieve such sustainability, I argue that our writing
centers must serve as a nexus of collaboration for the benefit of both of our academic
institutions and our communities at large.

Sustaining the Center in the Center: Maintaining Viability of Academic Support in
Today’s Economic Climate

Leslie Dennen, University of San Francisco
Michael Sano, University of San Francisco


  The Learning & Writing Center at the University of San Francisco centralizes
academic resources for students while creating a presence in the surrounding
community. Leslie Dennen and Michael Sano will explain the how the College of Arts &
Sciences and Academic Support Services collaborate to provide tutoring and other
support services for students. They will also highlight ways in which the Center can
connect with the university and city communities. Finally, these partners will share how
they use statistics and creative programming to confirm the significance of their
collaborative efforts to justify funding for the Center.



III. 3
The Ink Tank! Test: Phenomenology of Risk-Free Student Publication
Dave Rick, Sonoma State University
Peter Peringer-Batten, Sonoma State University
Kathy Kaufman, Sonoma State University
Sofia Barker-Aguilar, Sonoma State University
Carolyn Samples, Sonoma State University

  Students’ investment in their own work is a powerful thing, directly affecting the
benefits they derive from time spent working with tutors in a Writing Center scenario.
By overtly placing value on the writing students produce—no matter what stage they
have reached in their own development as writers—we create a new, dynamic space in
which they can find a new dimension of investment in their own work. This value may
be most easily conveyed by putting student work into print; holding a published
anthology that contains one’s own work places that work in a context where its value
cannot be ignored. Simply enough, someone has invested the time and money to publish
the student’s work. For many students, seeing something they wrote and worked on
appear in print is a motivating factor in a way that even grades cannot be.
   In this panel, our presenters will discuss how this “dynamic space” is created between
tutor and tutee, how publishing student work fosters an increased presence of
community—much as the Writing Center itself does. We will offer actual examples of
student work in print and share personal stories of how publication has affected our tutor-
tutee relationships. Students benefit from a supportive writing community surrounding
them, and a publication dedicated inclusively to that community—to welcoming more
students into it—not only places increased value on individual student writing but also
strengthens the community itself. Our presenters will illustrate specifically how our
publication affects the practice of tutoring and the community of the Writing Center,
itself.

III. 4
Going Green: Making the Writing Center Ecologically and Socially Sustainable
Mandy Proctor, California State University, Sacramento
Anselm Engle, California State University, Sacramento
Evelyn Welborn, California State University, Sacramento

   Our panel presentation will discuss ways to make Writing Centers greener and more
sustainable. From going paperless to going online, we will delve into strategies for being
environmentally friendly while still providing the community of writers that makes
writing centers collaborative spaces on any campus. Online and offsite tutorials may
change the atmosphere of tutoring, but as Beth Godbee claims in “Community Building
in Online Writing Centers,” it is possible: “Certainly online tutorials can enhance and
expand current writing center work, but only if we promote new tutoring practices that
encourage composition, collaboration, and most importantly, community.” Furthermore,
we will demonstrate some of our online tools that help keep the CSUS Writing Center
ecologically and socially sustainable, and invite questions and comments on those topics.

   Our panel—an Assistant Writing Center Coordinator, a Graduate Associate
Coordinator, and a tutor—will provide suggestions and advice based on our own
experiences and research. Presenter #1 will discuss how writing centers can go
“paperless.” Presenter #2 will discuss ways writing centers can use online resources.
Presenter #3 will discuss how to maintain a sense of community while moving online and
offsite.



IV. 4:00- 5:00 p.m.
Featured Session: WC Palooza
Jackie Johansen, Sonoma State University
Anne Convery, Sonoma State University
Matt Palmieri, Sonoma State University
Ben Rose, Sonoma State University
Lisa Slater, Sonoma State University

   We believe, play is essential to the writing process. Whether it be playing with words,
giving voice or face to our critic that might stifle our writing, whether it be movement, or
creative writing that can help unlock our blockages, our creativity and our potential as
writers--play is an important component to the writing process. We believe, it is
important to provide the space to play and explore our writerly selves. Creative play with
writing is not just about poetry, art and prose, but it is also about playing with academic
ideas--thinking about them freshly and energetically. Both creative and academic writing
is connected, and it is important to provide the opportunity to explore this connection and
the connection between the student’s creative self to their own writing.

   In this workshop, we will be recreating the highly successful Palooza that we hold in
our Writing Center at Sonoma State University, each semester. Tutors lead play stations
that tutees rotate amongst. Stations we have run in the past include: poetry, haiku, fun
with portmanteau, collage, music, movement and prose. Playing with writing in this way
helps sustain our energetic involvement in the writing process by opening doors to new
ways of thinking about and engaging with writing.

   Summary: Through a recreation of a writing Palooza, we will enact creative new ways
to engage with writing. We believe, play is necessary for learning, and creating the space
in the Writing Center is an effective and successful way to do so. Our intention for this
workshop is to provide a model of how to create this space, which we base on our own
experience as tutors and on student feed back.

   Audience Involvement: The audience will experience the Palooza, first hand, by
participating actively at different creative writing stations. They will rotate and engage in
different activities to leave with a breadth of various ideas and ways to approach writing
playfully and creatively.

Reception 5-6:30
Please join us for a wine and cheese reception hosted by Indiana University of
Pennsylvania's Graduate Program in Composition and TESOL. Coffee and other non-
alcoholic beverages will be available. Raffle prize winners will be anounced- must be
present to win!

				
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