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Welcome to Chicago!

We are excited to be hosting the 2012 National Conference on Peer Tutoring in Writing (NCPTW) and to share our beloved city with all of you. The Great Chicago Fire of 1871 afforded Chicago the rare opportunity for rebirthto redefine the Citys and its peoples identities. Out of the ashes, Chicago gave rise to the first steelframed skyscrapers, which gave it the fundamental architecture necessary to grow Chicago into an international city with many identities. From The Second City to The Windy City to the City of Big Shoulders, Chicagos rich traditions of improv, blues, politics, and labor rights give Chicagos residents and visitors a diverse range of identities to try on, embrace, and make their own. As such, this years NCPTW focus on Understanding Tutor Identity complements Chicagos history of enacting identity as a never-ending process of reflection and revision. And so we find ourselves coming together on this blustery November weekend as peer writing tutors and administrators with our sleeves rolled up ready to interrogate, define, redefine, and celebrate our identities. Yet, while our identities, modalities of tutoring, and institutional contexts are varied and diverse, we all share a love for and a commitment to the work we do. This years keynote speaker Colin Sato, who has been a peer writing tutor for over 7 years in both Chicago-area high school and university contexts, is the quintessential Chicagoan. His humble dedication to work within communities of writers and learners as a writer and learner himself speaks to Chicagos noble traditions of valuing and raising up those who are called to do good work, to lend a hand where needed, and to transform oneself and ones community from the ground up. We hope you enjoy your time with us in Chicago meeting and mingling with peer writing tutors and administrators from far and near. Please let us know if there is anything we can do to ensure you leave this weekend humming My kind of town, Chicago is... Sincerely, Andrew Jeter, Conference Chair Director, The Literacy Center, Niles West High School Lauri Dietz, Conference Host Director, The University Center for Writing-based Learning, DePaul University Jenny Staben, Conference Host Faculty Coordinator, Writing Center, College of Lake County
last updated: 12pm,11.02.12

Shout Outs
This conference would not have been possible without the many dedicated people who have contributed to everything from proposal selection to website and program design to organizing volunteers. Thank you! Caldwell Community College & Technical Institute Laura Benton Karen Bolick College of Lake County Tania Rivera Kim Voss Lydia Wells DePaul University Mark Brand Katie Brown Ryan Burdock Zack Carlstrom Maureen Clancy Liz Coughlin Jennifer Finstrom Sarah Hughes Tracey Hulstein Mark Jacobs Elizabeth Kerper Beth Kowalczyk Mark Lazio Lisa Lenoir Kevin Lyon Victoria Martinez Lauren Martyn Joe Olivier Matthew Pearson Sam Toninato Dundee-Crown High School Stephanie Reed Evanston Township High School Scott Bramley Loyola University Joseph Janangelo New Trier High School Claudia Furman Niles West High School Ellen Foley Northwestern College Christine Roy Tom Truesdell Salisbury University Gayle Metzger Nicole Munday Temple University Cassie Emmons Jennifer Follett University of Illinois-Chicago Summer Samano University of Oklahoma Moira Ozias J Quaynor University of Wisconsin Lauren Shimanovsky

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Travel Grant Winners


SWCA NCPTW Travel Grant Winners
Esther Namubiru (George Mason University) Dorothy Ruby Amoah-Darko (George Mason University) Brittany Carmack (Auburn University) Thomas Webb (Florida State University)

NCPTW Travel Grant Winners


Madeleine Boel Rachel Elizabeth Brown Bryant Huber Thomas Le Karissa Womack

Burkean Parlor Recipients ($500 Grants)

High School Undergraduate Undergraduate High School Undergraduate

Thomas Edison HS U Washington Florida International U Centreville HS Auburn U

La Beca Recipients ($500 Grants)


Melanie Caister Melanya Materne Karen-Elizabeth Moroski Jasmine Kar Tang Cyndi Trang

Graduate Student Undergraduate Graduate Student Graduate Student Undergraduate

U Manitoba U Washington Penn State U U of Minnesota Marymount U

Registration & Grub Recipients ($110 Grants)


Rachel Amity Jonathan Bruce Sean Butorac Chelsea Clark Brohgan Dieker Nancy Grigg Valentina Guzzo Heather Meyer Jiane Rawanduzy Kaylie Reese Jessica Reyes Amy Zandler Undergraduate Graduate Student Undergraduate Undergraduate Undergraduate Undergraduate Undergraduate Undergraduate Undergraduate Undergraduate Graduate Student Graduate Student

Grand Valley SU U Wisconsin-Milwaukee U Puget Sound U Puget Sound Kansas State U Michigan Flint Loyola Maryland U Wisconsin Oshkosh Loyola Maryland U Maine Kansas State U Wisconsin-Milwaukee

2012 Travel Grant Committee Christopher Ervin, Western Kentucky University; Leigh Ryan, University of Maryland; Sam Stinson, Western Kentucky University

Chicago 2012

Keynote Speaker | Colin Sato DePaul University

Colin Sato doesnt have the traditional credentials for a national conference keynote speaker. He hasnt finished his undergraduate degree yet and has not been published. He has, however, presented at the International Writing Center Association conference in Baltimore in 2010 and at NCPTW in Miami last year. Both times, he spoke about his growing understanding of his identity as a tutor. And on this topic, he speaks with a wealth of experience. At just 21, Colin has already been tutoring for seven years. Beginning in his sophomore year of high school, Colin was hired as a tutor at the Niles West Literacy Center. He went on to receive the Outstanding Tutor of the Year award in his senior year for not just his work with writers, but also for his leadership and mentoring of his fellow peer tutors. He began tutoring and working as a writing

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Keynote Speaker

fellow at DePaul University as a freshman and hasnt stopped since. In fact, often when he is on break from DePaul, he heads back to Niles West to volunteer tutor. All the while, Colin has made it his goal to better understand his own position as a tutor so that he may better serve the needs of the writers with whom he works. Colin has spent years considering how the act of tutoring has affected him as an individual and how tutoring itself is an act that is all at once self-replicating and transformative. In the past few years, Colins studies of tutoring have led him to research the nexus between contemplative studies and peer tutoring. In November of 2011, his presentation at NCPTW in Miami titled Tutoring as Ideal Self Construction provided for us a model for understanding tutor development in which growth as a tutor, rather than coming primarily from a honing of praxis or its undergirding theory, occurs most legitimately through the habituation towards an individuals ideal tutor identity. We have invited Colin to be our keynote speaker in Chicago because we believe both his long experience working as a peer tutor and his research provide us with a unique opportunity to understand a tutors understanding of tutor identity.

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Ron Maxwell Award Winner | Clint Gardner Salt Lake Community College

There is, in fact, no teaching without learning.


Paulo Freire, Pedagogy of Freedom
The NCPTW Ron Maxwell Leadership Award is given annually to a professional in the National Conference on Peer Tutoring in Writing organization who has contributed with distinction to undergraduate student development through promoting collaborative learning among peer tutors in writing. The award recognizes an individual for dedication to and leadership in collaborative learning within writing centers, for aiding students in taking on more responsibility together for their learning, and thus for promoting the work of peer tutors. Its presentation also denotes extraordinary service to the evolution of this conference organization.

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Schedule of Events
F r i d a y, N o v e m b e r 2 Pre-conference SIG Mashup: 4:30-5:15 PM Session A: 5:30-6:15 PM Session B: 6:30-7:15 PM Session C: 7:30-8:15 PM (Keynote Address) Reception & poster session: 8:15-9:30 PM S a t u r d a y, N o v e m b e r 3 Session D: 8:00-8:45 AM Session E: 9:00-9:45 AM Session F: 10:00-10:45 AM Session G: 11:00-11:45 AM Lunch & poster session: 12:00-1:30 PM Session H: 1:30-2:15 PM Session I: 2:30-3:15 PM Session J: 3:30-4:15PM Session K: 4:30-5:15 PM Session L: 5:30-6:15 PM Session M: 6:30-7:30 PM S u n d a y, N o v e m b e r 4 7:30-8:15 AM: NCPTW Steering Committee Session N: 8:30-9:15 AM Session O: 9:30-10:15 AM Session P: 10:30-11:15 AM

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Pre-conference SIG Mashup


Friday, November 2 | 4:30-5:15 PM | Huron

The LGBTQ and Anti-Racism SIGs invite you a get together!

Friday, November 2 5:30-6:15 PM

Session A

A1. Revise, Subvert, and Challenge: Writing Center Tutors Attempts to Address the Misconceptions and Narratives of Writing Centers Joshua Young and Nita Meola, Columbia College Chicago Panel | State II

The focus is to represent different approaches to our main topic. We hope to present 3 to 4 short papers (or presentations, depending on the panel member), followed by a discussion or casual Q&A.

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Session A | Friday, November 2

A2. Multifarious Tutor Identities: How Differing Approaches Can Provide Maximum Support Kelly Rowley, CSU Northridge Workshop | State I
I will conduct a three-part (15 mins each) workshop in which I show participants three common tutor identities: emotional support giver, problem-solver and instructional assistant. I will show how to provide effective one-on-one emotional support, how to approach student writing difficulties from multiple angles, and how to fill in gaps left by classroom teachers.

A3. Disability and the Tutor/Tutee Relationship Nora Brand, Logan Middleton, University of Wisconsin-Madison Panel | Superior I

This panel explores how writing instructors navigate disability and disabled identity in a Writing Center context. The two panelists present original research that addresses current interdisciplinary scholarship regarding disability and its relationship to composition.

A4. Space: A Potential Problem Thomas Webb, Florida State University Presentation | Michigan
This presentation will attempt to show the effect in which space has on the development of a tutor and the effect it has on the overall quality of their work. Data taken over the course of a six month long research project will be presented on the problems affecting tutors due to the space they work within. Possible solution will be given in an attempt to help tutors who are dealing with problems with the space they tutor in.

A5. Peer-Peer Mentoring of Tutors Dawn Abt-Perkins, Cleo Hehn, Jody Buck, Colin Willis, Emily Thomas and Amy Sandquist, Lake Forest College Panel | Superior III
In this session, we will describe our training program, which is designed and implemented by a team of more experienced tutors. We also discuss our evaluation process and the growth experiences we have had in our dual role of mentors and evaluators of our fellow tutors.

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Session A | Friday, November 2

A6. Im a Tutor....Now What? Terri Souder-Basa, Scott Armstrong and Janet Hollen, College of Lake County Workshop | Superior II

Through open discussion and sharing, this engaging workshop will explore and illustrate the unique and varied skill set a tutor develops while working in a writing center, and see how these skills can be transferred to future career choices.

A7. Dressing Up, Stripping Down: The Bare Essentials of a Writing Center Session and How to Tailor Your Tutoring Style for Each Writer Rebecca Petrilli and Adrienne Stout, Wittenberg University Workshop | Ohio
This hands-on workshop asks tutors to consider their own tutoring style. Shows such as What Not to Wear look to match a persons individual sense of style and body shape with clothing and outfits that present the best appearance. How can we do the same with our advising?

A8. Video Archiving What They Take With Them: Sharing Tutors Own Words Margaret Mika and Kate Price, University of Wisconsin-Milwaukee Presentation | Huron

Inspired by the NWTARP founders, UWMs director and a tutor/videographer will share video clips of current and alumni tutors speaking about the long and short term effects of their work, and will discuss the processes, challenges, and benefits of creating multi-format videos, and for varying purposes and audiences.

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Friday, November 2 6:30-7:15 PM

Session B

B1. Peer Tutor to Writing Center Administrator: Using Peer Tutoring Experience in Writing Center Administration Tom Truesdell, Northwestern College (IA) Workshop | Michigan

In this panel presentation, four peer tutors will discuss how their respective majorsPublic Relations, English Education, Biology, and Literature-Businessand professional goals shape their work and identity as tutors. They have found that while similarities exist, these different backgrounds have resulted in different understandings of their tutoring roles.

B2. Embracing New IdentitiesFrom Tutor to Coach Jennifer Staben, Cecily Johnson and Janet Hollen, College of Lake County Writing Center Workshop | Superior II
In this interactive workshop, the presenters will introduce peer tutors to the concept of a Coaching approach, outline a series of key coaching skills, and provide models of how these skills can be applied in a number of common writing center situations.

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Session B

B3. Tutors as Mentors: Promoting Writing Self Esteem Carol Brown and Elon Davis, Bethune-Cookman University Presentation | Superior III

Bethune-Cookman writing tutors are also mentors who spend a great deal of time working with freshmen on their writing and their overall confidence. Presenters will offer information on the programs success in improving writing confidence and its unique relationship to our university mission, Enter to learn, depart to serve.

B3. Writing Consultant Training: Is it Enough? Hollie McDonald, Erica Jones, Grand Valley State University Presentation | Superior III

In this presentation, we will be presenting the results of our research that is centered on the training of writing consultants. We will be exploring the preparedness of consultants to deal with different types of learning styles, based off of their training.

B4. Weaving Digital Rhetoric into Writing Center Theory Megan Breidenstein, University of Michigan-Flint Presentation | Huron

By incorporating digital rhetoric with writing center theory and using the writing process as an example of how the two would work for a tutoring session, effective strategies on how to successfully incorporate digital rhetoric into writing center work will be discovered.

B4. Seen and not Word: Visual Rhetoric in the Writing Center Kimberly Hills and Christopher Hitcho, Bloomsburg University Presentation | Huron

We will discuss visual rhetoric and tutoring in the modern era, where more writers than ever are expected to perform both print and non-print demonstrative techniques. We will discuss how generalist tutors can help students with visual rhetoric regardless of discipline.

B5. Perceptions of Multilingual Writers on Tutoring Practices Pisarn Bee Chamcharatsri, Kyung-Min Kim and Tomoko Oda, Indiana University of Pennsylvania/University of New Mexico Presentation | Ohio
As multilingual writers walk into our writing centers, tutors need to be prepared to work

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Friday, November 2

with them. In this presentation, we will report the data from on-line survey and interviews of multilingual students perceptions about their writing center experiences. This study aims to gain better understandings of effective tutoring practices.

B5. New Racism: An Identity Crisis Vlora Ademi, Illinois Central College Presentation | Ohio

As a generation 1.5 English language learner, I will explore how New Racism has affected me in my academic life. This session will engage the audience in a discussion about New Racism and participants will collaborate about where peer consultants should stand between promoting the academic voice, and resisting it.

B6. Nurture, Grow and Experiment: Grow Your Own Professionals Kit Tatiana M. Uhoch, Kathleen Costanza and Zachary Walters, Columbia College Chicago Collaborative Session | State II The Undergraduate Mentor Fellows Program functions as a guided group internship where

tutors find their own joy, coupling academia and their professional worlds to find satisfying and interesting opportunities. In this interactive session, participants will be provided different examples of what kind of work can come out of this coupling.

B7. From Tutor to Teacher: Writing Fellows in the Classroom Blake Westerlund, University of Wisconsin-Eau Claire Panel | State I

Presenters will use a panel format to discuss various ways in which writing fellowships transform relationships between tutor and tutee as well as tutor and cooperating instructor. Presenters will share insights pertaining to their experiences as Writing Fellows and how such positions modify the role of the Writing Center.

B8. Synthesizing Lived Experience with Writing Center Ideology Kristine Davis, University of Oklahoma Panel | Superior I

While we all identify as writing tutors, we each have individual aspects of our lives that bring a different perspective to our work in the Writing Center. In our panel, we will discuss experiences in other fields and how they impact our perspectives as consultants.

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Becoming Ourselves: Identity as Precondition for Effective Tutoring


Friday, November 2 | 7:30-8:15 PM | LaSalle
Keynote Address

Reception & Poster Session


Hors doeuvres, Chitchat, & Cash Bar Friday, November 2 | 8:15-9:30 PM | State Foyer

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Friday, November 2

Poster Presentations
A Grammar of Peer Tutoring: How Tutoring Courses Effect Writing Center Cohesion Beth Rudoy and Grace Schmidt, Pennsylvania State University
We will discuss the effect of tutoring courses have on tutor identity and the community within the Writing Center. In particular, we will focus on the idea of cohesion versus fragmentation in terms of tutor interaction. We will develop an understanding of how Writing Center philosophy is reflected through the ways individuals engage with the community.

Seizing Our Disadvantages Lina Mihret and Emma Munis, Thomas A. Edison High School

Presenters will use a panel format to discuss various ways in which writing fellowships transform relationships between tutor and tutee as well as tutor and cooperating instructor. Presenters will share insights pertaining to their experiences as Writing Fellows and how such positions modify the role of the Writing Center.

We Can Go All Night: Supporting students and fostering community during the Long Night Against Procrastination Patrick Johnson, Molly Waite and Marie Orttenburger, Grand Valley State University
Continuing work begun by several European writing centers, we hosted a Night Against Procrastination in 2012. The event supported students while promoting services and fostering a community of writers. Our poster will outline the history of the event, describe planning (organization, marketing, etc) and share stories and pictures.

Mentors and Tutors Vansika Brahmbhatt, Maggi Kreisheh, Rima Parikh and Farhan Noormohamed, Niles North High School

In our session we will present the data of our research. We will talk about our hypothesis and the outcome and relate this all back to tutor identity.

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Reception & Poster Session | Friday, November 2

thanks for using this electronic version of the NCPTW program! sincerely, earth

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Saturday, November 3 8:00-8:45 AM

Session D

D1. Getting Kicked Out of a Space and Into the Work of Writing Center Praxis Jeffry Davis, Adam Corbin and Samantha McKean, Wheaton College Panel | State I
Building on the premise that writing centers should be places of praxis, this session will explore and affirm the relevance of a praxis orientation to writing center administration and consultation, considering how such an approach promotes the development of both the writer and the tutor.

D2. Collaborating with Faculty Sean Butorac, Shani Cohen and Helen Shears, University of Puget Sound Panel | Superior II

This panel seeks to engage literature on writing advisor collaboration with students to consider how we build relationships with faculty. Analyzing Puget Sounds liaison program, this panel will consist of a thirty-minute presentation and twenty-minute discussion, challenging participants conceptions of collaboration and the benefits of working with faculty.

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Session D

D3. Re-Visioning the Academy through Tutors Eyes: Empowering Writers through Respect, Understanding, and Praise Liliana Naydan, Rachel Kalayjian, Joshua Kim, Drake Misek, Millie Mo and Valerie Nafso, University of Michigan Workshop | LaSalle II
This workshop invites participants to reflect on tutor identity as involving a unique way of seeing student writers and their writing. Through discussion of the responses that student texts might receive, we consider how we become advocates for students and potential catalysts for change in the academy.

D4. Gender, Race, Name, and Space: How Identity Shapes Tutoring Jacqueline Case, Kelly Theobald and Pattie O Keefe, Penn State University Panel | Ohio

First impressionsgender, race, name, and even a writing centers physical layoutshape how tutors interact with tutees. We will present specific strategies that promote comfortable interaction with students of different identities and, in an open discussion, tutors and directors will be invited to share their own experiences and solutions.

D5. Tutors as Writing Center Ambassadors The George Washington University Writing Center Staff, The George Washington University Conversation | State II
In this session on navigating our sometimes complicated roles inside and outside the writing center as tutors, friends, and ambassadors to the center, tutors from the George Washington University Writing Center will give a short presentation based on our own experiences creating boundaries and then lead an interactive, discussion-based activity.

D5. The Real World of Tutor-Tutor Interactions Christopher Jason Crapco, Oakton High School Presentation | State II

The way that a tutor grows and develops is in largely due to the interactions they have with fellow tutors and tutees. However, within the center, our interpersonal skills are forced to change and form around what we must do to make the best writing center possible.

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Saturday, November 3

D6. One Person, Many Perceptions: An Investigation of the Perceptions Others have of Tutors Vishna Patel and Shelby Rosin, Niles West High School Panel | Huron

How do teachers, tutors, students, and tutees view a tutor? Do tutees who come into the Center have a different perception than students who dont? Through an analysis of survey results, we will discuss the various perceptions people have of tutors.

D6. Who Do YOU Think We Are? Madeleine Boel and Andre Sanabia, Thomas A Edison High School Panel | Huron

Is there a difference in the way tutors view themselves and how they are viewed by teachers, administrators, and peers? This presentation, led by two third year high school tutors, will focus on the perception people outside the writing center have about writing center tutors, and how this affects our identity as tutors.

D6. Perceptions of a First-Year Tutor: Age Versus Experience Sheryl Cherian and Shana Nissan, Niles West High School Presentation | Huron

Many studies focus on what happens during the tutoring session. This study probes the mind of a first-year tutor before he or she volunteers to tutor. Interviews were conducted with specific questions that investigate the goals of a new tutor and their perceptions of how tutors identities evolve over time.

D7. Writing Centers & Young Voices in the Media: Workshop on Op-Eds Glenn Hutchinson and Andrea Potter, Florida International University Workshop | Superior I
This workshop will focus on a community-based writing project that encourages more young voices to diversify the media. Participants will practice writing ledes, examine the structure of op-eds, and discuss how writing tutors can get involved in a national project.

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Session D | Saturday, November 3

D8. Scribes and Scribblers: A Shift in Tutor Identity Kelsey Mazur and Rebecca Price, Wittenberg University Workshop | Superior III

This workshop will ask participants to consider the roles of scribe and scribbler in a writing center session. How and when can we transcribe a writers words in helpful ways? How and when can we turn to drawings and diagrams to explain ideas and further writing? How do we do both effectively?

D9. The Identity Triangle Emily Hautbois, Oakton High School Conversation | LaSalle I

For my round-table discussion, I will be encouraging attendees to share their experiences with each other. I will present my triangle theory on the various expectations of the different individuals in a classroom: the teacher, the tutor, and the other students.

D10. The Writing Center and the CTA: The Great Equalizers Lora Mendenhall, Valparaiso University Workshop | Michigan

Participants in this session will analyze and discuss credential levels of tutees and co-workers in order to determine if (or how much) this makes a difference in sessions, as well as in the Writing Center functional dynamic.

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Saturday, November 3 9:00-9:45 AM

Session E

E1. Vocation and Identity in the Writing Center Bridget Draxler, Lauren Becker and Jane Jakoubek, Monmouth College Presentation | LaSalle I

How does tutoring in a Writing Center shape tutors future vocation? Our future career paths vary from medical school to directing a Writing Center, and we will discuss not only their own vocational path but also how we helped their fellow tutors think self-consciously about vocation in the Writing Center. We will engage audience members in individual and group reflective exercises on vocation to prompt discussion.

E2. Evolution & Agency: The Many Faces of Developmental Experience in the Writing Center Part I Claire Gaddis, Rachael Peterson, Amanda Freeman and Nathan Jung, Loyola University Chicago Roundtable Discussion | LaSalle II

Using our unique perspective as a Service-Learning Writing Center, this four-person roundtable discussion group seeks to initiate a communication bazaar reconsidering the many roles that inhabit the writing center community and the mutually beneficial nature of those roles to tutor evolution and professional agency. Part I focuses on local role development.

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Session E

E3. Exploring Professional and Personal Benefits of Tutor Identity Ashley Stacy, Elizabeth Anne Brogdon, Angela Washeck and Bailie Wilson, Texas A&M Presentation | Ohio
As current tutors at the Texas A&M University Writing Center, we will present and interpret the results of a focus group and survey concerning tutor identity as a whole and how difficult consultations can shape tutor identity. We will then open the floor for discussion.

E4. Jesuit Identity in the Writing Center Valentina Guzzo, Stephanie Furtado, Kenneth McKnickle, Kelsey Carper and Monica Coniglio, Loyola University Maryland Presentation | Michigan

The Loyola University Maryland Writing Center tutors will conduct a roundtable discussion involving how our tutoring identities are shaped by the Jesuit values of the University, including Eloquentia Perfecta (the ability to communicate effectively), Cura Personalis (care of the whole person), Magis (the pursuit of excellence), and the promotion of justice. These values shape students assignments, present opportunities for service-learning, affect the relationship between tutor and tutee, and affect how each tutor approaches the tutoring session.

E5. Writing Center as Space and Place Arcadio Quintana, Omar Montoya, Kandi Gendron and Jennifer England, New Mexico State University Conversation | State I

Our Socratic roundtable discussion will address individual panelists inquiries, including various experiences working for and our writing center along the border. Our discussion will move from a conversation among panelists to include perspectives from attendees. We hope to engage in a more open dialogue than traditional panel presentations often allow.

E6. The Cookie Cutter Tutor? William Berard and Esther Namubiru, George Mason University Presentation | Superior III

Arent tutors all alike? In this presentation, the speakers will engage audience members in a discussion of how diversity within the writing center positively influences student expectations of tutors. Snapshots of tutors in action and data drawn from student interviews will improve the audiences understanding of the role diversity should play in peer-tutoring.

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Saturday, November 3

E7. Tutor Insecurity The George Washington University Writing Center Staff, The George Washington University Conversation | Superior I
In our session exploring the insecurity and anxiety many tutors experience during sessions, we will give a short presentation followed by an interactive, discussion-based activity.

E8. Leaders in the Writing Center Anthony Pannone and Patrick Anderson, Texas A&M University Workshop | Superior II

Writing consultants are in a unique position to develop and hone leadership skills. To illustrate this, we will discuss various leadership theories, such as situational leadership, trait approach, positional and personal power, and bases of social power, to provide a fresh perspective on consultants role in achieving shared success in the writing center.

E9. Student, Tutor, AdministratorPeer? Reconciling Roles in the Writing Center Amy Zandler, University of Wisconsin-Milwaukee Presentation | State II
Drawing on my experience in two Writing Centers, I will discuss the status and responsibilities of graduate and undergraduate tutor-administrators. I will suggest that a nondirective and collaborative peer tutoring philosophy is also appropriate and effective for those who must negotiate between the roles of student, tutor, and administrator.

E9. Becoming a Leader Matthew Colturi, Oakton High School Presentation | State II

This session investigates the development of leadership qualities in tutors both in and out of tutoring sessions. I examine the role model position that tutors take on amongst their peers and how tutors cooperate to successfully operate a student-run writing center.

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Session E | Saturday, November 3

E10. Renegotiating the Idea of Nontraditional Students: What it Means to be a Peer or The Center as Mentor Jennifer Finstrom and Lisa Lenoir, DePaul University Presentation | Huron

First, this presentation will look at how nontraditional students are most commonly defined in an academic setting. Next, the presenters will discuss how redefining themselves as peers in the context of writing center work has caused a redefinition of self that will persist after leaving the university.

E10. Collapsing Student Hierarchies: Assessing and Addressing the Needs of Graduate Students in the Writing Center Molly Phelan, Salisbury University Presentation | Huron

My goal for this session is to present my assessment of graduate students writing needs, and to engage participants in a discussion regarding the most effective ways to serve graduate students in writing centers.

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Saturday, November 3 10:00-10:45 AM

Session F

F1. Multilingual Writers, Multilingual Tutors Paula Gillespie and Charles Donate, Florida International University Workshop | Superior III
At an international, multilingual campus, multilingual tutors use their own experiences of learning English as well as their first languages in code-meshing tutorial sessions. After brief presentations, we will invite audience members to translate these experiences for sessions with their own writers.

F2. Weve Got the Need, the Need for Lead Karissa Womack, G. Travis Adams, Gabrielle Bates and Brittany Carmack, Auburn University Roundtable Discussion | Superior I

This roundtable will explore the institutional and individual benefits and challenges of creating peer tutor leadership positions for tutors who have demonstrated deep interest and investment in writing center practice and theory.

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Session F

F3. Busting the Memes: Telling the Outside World What We REALLY Do Emily Bangrazi, Sabina Shakya and Tania Batista, Merrimack College Panel | Ohio

Using the popular What Others Think I Do memes, tutors will report on surveys conducted to uncover misconceptions about their writing center, present their plans to address those misconceptions, and ask participants to develop plans to do the same for their centers.

F4. Composition and Conversation: Exploring the Link in EAL Writing Lisa Lenoir and Laura Friddle, DePaul University Presentation | Huron

We will first examine some of the theory surrounding writing center practice, moving then to a discussion of how we can start to answer some of the questions raised above. It is our hope that, upon answering some of these questions, we will be able to better apply our practices to our theories and better understand the theories that inform our practices.

F5. Back to the Future Aman Kapoor, Rebekah Lee and Labibah Tehreem, Centreville High School Workshop | State I

Uncertainty seems to be the response to the question, What do you want to be when you grow up? This futuristic presentation will show how to apply tutoring skills in real life professions in hopes that afterward the audience would feel more confident when determining their future professional goals.

F6. Identity and the Institution: Negotiating the Authority of the University as an Undergraduate Peer Tutor Jenna Mertz, Emily Dean and Claire Parrott, University of WisconsinMadison Panel | Superior II
Three Writing Fellows from the University of Wisconsin-Madison will present original research exploring how their work as peer tutors has caused them to reevaluate their relationship to the institutional authority and mission of the University. They will also discuss how their research has influenced their sense of selves as tutors.

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Saturday, November 3

F7. Faith and Identity: University Mission Shaping Tutor Mission Kelly Leavitt, Josh Smith and Philip Parrish, Missouri Baptist University Panel | Michigan

Our session will include one Writing Lab Coordinator and two student writing coaches. Missouri Baptist University was uniquely founded on Christian faith, which influences every aspect of the University, including the Writing Lab. Our panel will discuss how the Universitys faithbased identity and mission influence our identities as tutors.

F8. Evolution & Agency: The Many Faces of Developmental Experience in the Writing Center Part II Michael Meinhardt, Richard Vetter, Justyna Obrzut and Grace Yoshiba, Loyola University Chicago Roundtable Discussion | LaSalle II
Using our unique perspective as an unpaid volunteer Service-Learning Writing Center, this fourperson roundtable discussion group will initiate a communication bazaar reconsidering roles that inhabit the writing center community and the mutually beneficial nature of those roles to tutor evolution and professional agency. Part II focuses on structural role development.

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Session F

F9. Experiencing the Evolution Morgan Matson and Lindsey Flowers, Thomas A. Edison High School Presentation | State II
As tutors identities evolve, they play a more integral role in their institutions hierarchy as advocates for students learning needs. Tutors work with students as interpreters, but evolve to collaborate with teachers as WAC liaisons. Novice and veteran high school tutors will present their evolutions and the resulting institutional changes.

F10. Communication and Conversation with ESL Students Mary Herber, University of Notre Dame Presentation | LaSalle I

In this session I will present the facts of my research with ESL students and their tutors and the conclusions drawn from that research. After the presentation, I will accept questions and open the floor to dialogue with those in attendance.

F10. Revising the Handbook: Determining What Tutors Need To Know Before Working With ELL Writers Brohgan Dieker, Kansas State University Presentation | LaSalle I

I look forward to collaborating with others as we grapple with the question of how to best prepare a new peer tutor to work with an ELL student. I will bring a summarized handout of critical voices and examples for guidance as we discuss what we would include in a hypothetical tutor training publication.

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Saturday, November 3 11:00-11:45 AM

Session G

G1. Undocumented Students & The Writing Center Glenn Hutchinson, Florida International Univeristy Presentation | Huron

Tutoring undocumented students has shaped my understanding of a tutors multifaceted role: the tutor learns, not just about students writings, but also about the social conditions affecting their academic work. In this session, we will have a conversation about how writing centers can respond to the needs of undocumented students.

G1. Political Identities in the Writing Center The George Washington University Writing Center, The George Washington University Conversation | Huron

In this highly interactive session, tutors from The George Washington University Writing Center will lead a conversation with participants about navigating political identity -- both that of tutors and tutees -- in the Writing Center.

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Session G

G2. Returns to Sender: Authentic Audience and a Haphazard Community of Writers Jessica Weber, Salisbury University Panel | Michigan

This presentation will investigate how voluntary, extracurricular letter-writing events can encourage students to write with greater senses of audience, purpose, and self-efficacy. By suggesting the writing center as the hub of such activity, we can discuss opportunities for collaboration and outreach with on-campus and community organizations.

G3. Dwelling in Disciplines Brian Stone, Southern Illinois University-Carbondale Panel | Ohio

This panel will focus on how tutoring folks writing in disciplines other than ones own has opened up not only an understanding of other disciplines, but bridged interdisciplinary gaps and fostered an understanding of what David Bartholomae has called inventing the university.

G4. The Call for Tutoring ESOL Elin Woolf and Caroline Campbell, Centreville High School Workshop | Superior III

Our workshop activities and lessons will help demonstrate that the difficulties that arise when tutoring ESOL students can be easily overcome with patience and determination. The activities themselves will allow tutors to fully understand the challenges that ESOL students deal with when writing.

G5. The Impact of Disciplinary Background on Tutor Identity and Development Shelby Vander Molen, Holly Stewart, Tyler Lehman, Sarah Lichius and Linden Figgie, Northwestern College Panel | Superior I
Research shows that peer tutoring skills transfer to various professional contexts, but what happens when a tutor becomes a writing center administrator? This workshop will explore how past tutoring experiences inform administrative work with the goal of helping current tutors decide if a writing center career is worth considering.

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G6. The Teaching Blind-Date Simon Kim, Divya Shah and Eli Sherman, Niles West High School Panel | Superior II

An investigation on why students are more inclined to work with peer tutors than their own teachers. This will dive into what students perceive as a tutor and what students perceive as a teacher. And how these perceptions influence their willingness to seek help.

G6. The Evolving Perception of a Tutor of Himself Anna Chiriyal, Partrick Drozd, Kaylin Moy, Theodore Truong and Lyba Zia, Niles West High School Panel | Superior II

Does the meaning of tutoring change for tutors over time? We are investigating how tutors perception of themselves change as they gain experience. We will be interviewing and giving surveys to 1st year, 3rd year, and alumni tutors, asking them to discuss what tutoring means to them and collect this research to see if they have changed as a tutor.

G6. Freed From Captivity: The Effects of Autonomy On The Maturity of A High School Tutor Max Collins, Patrick Liscio, Paula Saelim, Maya Sato and Nicholas Michalesko, Niles West High School Panel | Superior II
In the school system today, high school students are often perceived as, and expected to be, fundamentally mindless and irresponsible. This presentation will attempt to challenge that perception by considering students ability to exhibit their full potential for leadership and maturity when given the autonomy offered through peer-tutoring programs.

G6. Tutors: A Work in Progress Narcis Ardelean, David Heller, Brandom Moy, Joel Nelson and Spiro Tsirikolias, Niles West High School Panel | Superior II

We will be presenting an investigation on tutors and tutees perceptions of tutor identity and the institution of tutoring. Also, we will explore the confidence of tutors and non-tutors believe they have in hopes to find an association between the two. Finally, we will examining any commonalities between the qualities of good tutors vs. good students.

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Sustenance, Conversation, & Awards Saturday, November 3 | 12:00-1:00 PM | LaSalle

Lunch

Saturday, November 3 | 1:00-1:30 PM | State Foyer


A Grammar of Peer Tutoring: How Tutoring Courses Affect Writing Center Cohesion Beth Rudoy and Grace Schmidt, Pennsylvania State University

Poster Presentations

We will discuss the effect of tutoring courses have on tutor identity and the community within the Writing Center. In particular, we will focus on the idea of cohesion versus fragmentation in terms of tutor interaction. We will develop an understanding of how Writing Center philosophy is reflected through the ways individuals engage with the community.

Seizing Our Disadvantages Lina Mihret and Emma Munis, Thomas A. Edison High School

Our poster presentation will detail how disadvantages of inexperience and dyslexia have actually allowed us to improve our writing, tutoring, and communication skills as sophomores and first year high school tutors. We will display different strategies that have given us new perspectives to tutoring.

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Poster Session | Saturday, November 3

We Can Go All Night: Supporting students and fostering community during the Long Night Against Procrastination Patrick Johnson, Molly Waite and Marie Orttenburger, Grand Valley State University

Continuing work begun by several European writing centers, we hosted a Night Against Procrastination in 2012. The event supported students while promoting services and fostering a community of writers. Our poster will outline the history of the event, describe planning (organization, marketing, etc) and share stories and pictures.

Mentors and Tutors Vansika Brahmbhatt, Maggi Kreisheh, Rima Parikh and Farhan Noormohamed, Niles North High School

In our session we will present the data of our research. We will talk about our hypothesis and the outcome and relate this all back to tutor identity.

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Saturday, November 3 1:30-2:15 PM

Session H

H1. Writing Centers, Theoretical Constructs, and Tutor Identity Harvey Kail, Kaylie Reese, Wallace McWilliams and Anthony Elkins, University of Maine Panel | Superior I
Our goal is to examine tutor identity and its role within the Writing Center by looking at their activity systems through pedagogical, sociological, and critical constructs. Our first speaker will outline the tenets of activity theory (Russell, 1997). The second speaker will examine the writing center through a sociological context. The third speaker will evaluate and critique the application of social constructionist theory in writing centers. The final speaker will evaluate tutor pedagogy by reexamining the tenets of tutor training.

H2. Pedagogical Implications of Contrastive Linguistics for Writing Center Tutors Kai Hang Cheang and Brianna Johnson, Southern Illinois University Carbondale Panel | Superior III

Our goal is to examine tutor identity and its role within the Writing Center by looking at their activity systems through pedagogical, sociological, and critical constructs. Our first speaker will outline the tenets of activity theory (Russell, 1997). The second speaker will examine the writing center through a sociological context. The third speaker will evaluate and critique the application of social constructionist theory in writing centers. The final speaker will evaluate

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tutor pedagogy by reexamining the tenets of tutor training.

H3. Idea/Thought Ownership vs. Paper Ownership Sandra Dent, Stark State College of Technology Conversation | State II

The session will begin with an informative lecture proposing the use of a more directive approach in a tutorial without removing ownership work from the client. Session examples will be given to support the theory. A question and answer period will close out the session.

H4. Many Negatives, One Original: A Photographic Representation of a High School Tutors Identity Jenny Goransson, West Springfield High School Workshop | Ohio
I will share an artistic representation of tutor identity created by a photographer and tutor in my schools WC. After the viewing, participants will take part in an arts-and-crafts activity and discussion of the complexities of tutor identity. Bringing cameras is encouraged.

H4. Tutor Identity, or Lack Thereof: A Cheeky Response to the CFP Lauren Sauer, Maham Siddiqui and Lehna Asongwe, West Springfield High School Panel | Ohio

Three writing tutors from West Springfield High School discuss how and why identity is somewhat suppressed in the writing center. We examine both therapy and social psychology, and share anecdotes to explain how this idea plays a role in the high school environment.

H5. Head-to-toe Assessment: Therapeutic Communication at the Writing Center Joyce Hicks, Rebecca Berry and Devyn Gensch, Valparaiso University Presentation | State I
Nursing theory emphasizes synergy of human interaction and its relationship to healing. Therapeutic communication--non-directive questioning and non-verbal sensitivity--builds the desired relationships between nurse and client, consultant and writer. Nursing students will lead discussion of synchronicity between professional coursework and writing consulting that enhances professional identity in both roles.

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Session H | Saturday, November 3

H6. Global versus Local: Reflecting on the Effects of International Friendship in Tutor Identity Maria Novotny, Michigan State University Presentation | Huron

In my session I will discuss how my friendships with international graduate students provided me an insider perspective on international students pain with writing. As such, I negotiated global versus local concerns to create the glocal which has better positioned me to connect with international students and serve their needs.

H6. ESOL: Leveling the Tutoring Playing Field Dylan Hunzeker, Oakton High School Presentation | Huron

The session will start off with me giving a stipulative definition of tutoring, with the specific clause that tutors always learn just as much, if not more, than the tutee while teaching. Then I will transition to profiling certain tutees and situations in order to convey how a tutor can learn in each one, giving tips on how to make the best out of a situation and learn from it. The I will open up the session to people who have their own experiences to share on how they learned.

H7. Challenging the Institution: Using Tutor Experience to Change the In-Class Peer Review Process Dominick Gregory, Michelle Cantey, Neisha-Anne Green and Allison Dillon, CUNY Lehman College Panel | Superior II

Panelists will critique the widely-used practice of in-class peer review. Reflecting back on our experiences as students in light of our development as tutors gives us appropriate distance to reflect on this common practice and consider possibilities for applying writing center practice to improve the in-class peer review process.

H8. Going with Your Gut: Relying on Your Peer Tutoring Instinct Thomas Tsang, Oakton High School Roundtable Discussion | Michigan

I plan to provide the audience with insight as to what it truly means to be a male Asian American peer tutor. Furthermore, I would like to explain how stereotypes are pervasive in tutoring and examine how we as peer tutors can break these minority stereotypes.

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Saturday, November 3 2:30-3:15 PM

Session I

I1. The Proof is in the Writing: Searching for our Effectiveness as Tutors Devoni Murphy, Wittenberg University Presentation | State II
What is a tutors impact upon a students writing? That question lies at the heart of our work, and in this presentation we will examine consecutive drafts of a students paperbefore and after writing center sessionsand note how the revisions made reflect the conversations between writer and tutor.

I1. Essential Qualities of an Effective Tutor Sherrill Callahan and Jenna Rieden, Oakton High School Presentation | State II

Our session will consist of a partner presentation explaining how different types of tutees have helped us to learn about ourselves as writers and tutors. Using a Prezi, we will discuss the impact that different tutees have had on us. The Prezi presentation will be followed by a discussion with the audience members regarding their experiences.

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Session I

I2. Navigating Discourse in Academic Writing: The Writing Center Session as a Bridge Heather Meyer, University of Wisconsin Oshkosh Presentation | Superior II

I will explain how using Foss and Griffins invitational rhetoric in the writing center facilitates questioning of academic standards and assumptions. I want to focus on the social significance of helping writers understand the discourse of the university.

I3. The Tortoise in Tutoring Cyndi Trang, Marymount University Presentation | Superior III

I will explain how using Foss and Griffins invitational rhetoric in the writing center facilitates questioning of academic standards and assumptions. I want to focus on the social significance of helping writers understand the discourse of the university.

I4. Tutors to Teachers: The Transition from Peer Tutors to First-Year Composition Instructors Felicia Dieguez and Jela Latinovich, Purdue University Calumet Workshop | Michigan

Our experiences giving workshops as tutors/instructors has propelled us to construct a workshop that explicates takeaways from tutoring that inform our teaching of first-year composition courses. We will demonstrate our learned experiences and best practices in tutoring sessions and how those influence the classroom.

I5. Conquering Communication Challenges Kathryn Clark, Oakton High School Presentation | State I

This interactive presentation will discuss the challenges that tutors encounter with communication between teachers, parents, school administration, the outside community, other tutors and tutees. This session will examine how learning to overcome communication challenges allows for a tutor to build tolerance and patience within and outside of a writing center.

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I6. Discovering Identity: A Reflective Journey Stephanie Behne and Julie Jankowski, College of DuPage Roundtable Discussion | Superior I

Our session will, briefly, provide context but focuses on the details of our centers tutor enrichment program. Using sustained written reflection to facilitate critical thinking and discussion, this professional development program helps coaches more fully realize the ways their decisions direct their work and ultimately, their identities as tutors.

I7. Thinking in Pictures: Variations of Pre-Writing Michelle Carl, Fashion Institute of Technology Presentation | Ohio

As an illustration major and peer tutor at the Fashion Institute of Technology, Im presented daily with two different mediums: words and images. I often use words to focus my ideas before drawing, and have recently considered using the reversal of this technique in tutoring--using images in prewriting.

I8. How Service-Learning has Made Us More Collaborative Tutors for University Students Jiane Rawanduzy, Kelly Gieron and Lisa Zimmerelli, Loyola University Maryland Presentation | Huron

In our presentation we will tell of our experiences with service-learning and how the experiences have shaped our identity as peers. Our mission in this presentation is to spread awareness of the benefits of service-learning when paired with tutor-training and how it has helped us to identify ourselves as collaborators. We will prepare a poster with photos of our tutoring sessions with students from the Baltimore public schools as well as photos of students from Loyola University.

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notes

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Saturday, November 3 3:30-4:15 PM

Session J

J1. True Life: The Tutors Journey Dorothy Amoah-Darko and Jeffrey Wood, George Mason University Panel | Ohio

This video presentation aims to depict the ups and downs of being a brand new peer tutor from the before and after angle. The presentation will incorporate discussion of the diversity of tutors, their different backgrounds and academic pursuits, and how, despite those differences, we can all come together as tutors!

J2. Convers[at]ions in the Writing Center: Turning Ideas and Identities Liliana Naydan, Millie Mo, Ethan Fried, Jim Purdy, Jon Olson and Grace Schmidt, University of Michigan/Penn State/Duquesne University Roundtable Discussion | LaSalle II

This roundtable considers writing center experiences through the lens of conversion. We will share experiences during which we converted in some way or introduced an invitational rhetoric that allowed others to experience a transformation. Participants will share similar conversion experiences and related challenges that emerged through writing-centered conversation.

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Session J

J3. Tutors from Marginalized Populations Hannah Long and Katie Wilson, Bloomsburg University Presentation | Huron
students we seek to serve, but the tutors themselves.

By looking at the interpersonal and intracultural relationships of tutors and the environment of the writing center, we show how the experiences of marginalized tutors influence not only the

J3. Learning to Listen: Working with Individuals With Developmental Delays Karen-Elizabeth Moroski, Binghamton University Presentation | Huron

In my session, I hope to dispel myths regarding the learning abilities of persons diagnosed with developmental delays. I will converse with attendees regarding facts and misconceptions regarding this population and then will explain ways in which tutoring skills have enhanced my ability to be a successful professional in the healthcare field.

J4. Believe that this reality makes bright a course of action: Lessons from Stacy Jennifer Follett, Rachel Edwards, Evetha Francois nad Cassandra Emmons, Temple University Panel | Superior III

In this interactive panel presentation, presenters analyze tutors conference reports, share their own experiences, and invite participants to consider the case study of Stacy, a writer whose emotional mental health caused us to significantly rethink our roles and responsibilities to students.

J5. Writing, Language, and Learning in the Writers Workshop Maddie Ley, Julia Henninger, Sarah Langer, Maria Zyskind and Stephanie Hill, University of Illinois at Champagne-Urbana Panel | State I

As part of our training to become consultants in the Writers Workshop, we identified research topics that interest and impact us in our work. By sharing our findings through a series of short presentations, we would like to facilitate a discussion about students roles as consultants, writers and researchers.

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J6. The Big So what: Understanding Your Tutoring through CEW format Megan Pietz, Alina Gofman, Elana Kennedy and Farham Noomohamad, Niles North High School Workshop | Michigan
Tutors will discover meaning through their tutoring by writing a CEW formatted paragraph, at the same time learning how to best tutor to the format and make students successful in their writing.

J7. Coach as Catalyst Bethany Mohs and Martha Cosgrove, Edina High School Presentation | State II

This session explores the unique identity of student writing coach and the transformative experience of a one-to-one writing conference for both coach and student writer. We will outline our centers philosophy, showcase our practice, and facilitate a discussion focused on how coaches help students become independent, confident writers.

J7. Midwives and Writing Center Tutors: A Shared Philosophy Nancy Grigg, University of Michigan-Flint Presentation | State II

Midwives and writing center tutors both share a philosophy of empowering their clients through the use of different strategies based on individual preferences. In this session, participants will view the tutoring experience through the lens of a midwife in a role playing activity where they become the writing center midwife.

J8. Conflict: How Conflicts with Tutees Forms Tutor Identity Nicki Powell, Oakton High School Workshop | LaSalle I

How a tutor responds to difficult situations with tutees helps form his or her identity. This session will engage audience members in a close reading of difficult tutoring scenarios, upon which participants will discuss strategies they could use to respond to the situations. They will analyze how these tutoring conflicts form tutor identity.

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Session J | Saturday, November 3

J9. The Dr. Safa ProjectConsultants Shaping Writing Assignments Ted Roggenbuck, Simone Rhoads, Krista Zecher and Aislinn Murphy, Bloomsburg University Panel | Superior II

Presents perspectives from three writing consultants, a History professor, a writing center director, and students in two History courses who collaborated on two projects to design writing assignments and rubrics. Results were largely positive, but mixed. We will address the expectations, goals, challenges, overall experiences, and outcomes of this project.

J10. Where Do We Go From Here? (Reflections on Packing for your PostGraduation Adventure) Caroline Ledeboer, Jennah Smith, Kait Graybill, Skip Afzal, Missy Olson and Damion Carter, Upper Iowa University Roundtable Discussion | Superior I

Goals for this session include a discussion of how writing center work can be a boon to students when setting out on a career path, and how such assertions can be supported by extending research such as done by Hughes, Gillespie and Kail to current consulting experiences.

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Saturday, November 3 4:30-5:15 PM

Session K

K1. The Role of Facebook in the Evolution of Tutor Identity Emily Orr, University of Wisconsin-Oshkosh Presentation | Huron

The social media revolution plays a critical role in the creation of individual tutor identity. Writing centers utilize Facebook profiles to promote a sense of community and public identity. Through the analysis of several writing center Facebook pages, social media for writing centers, and tutors, is redefined.

K1. [Creative] Writing Center Elizabeth Brandeberry and Jessica Banke, Texas A&M University Presentation | Huron

This presentation defines the purpose of Creative Writing and focuses on how we, as tutors, can be better equipped to engage students in the process of developing their creative pieces. Tough topics such as conquering writers block, overcoming clichs, and developing showing vs. telling tones will be our main themes.

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Session K

K2. Visible Sexualities: Negotiating the Contours of Sexual Identity in the Writing Center Andrew Rihn, Jay Sloan and Jonathan Cordes, Stark State College Workshop | LaSalle II
This workshop will examine ways sexual identity makes itself visible in writing centers. Never neutral, the center can be a highly charged political space and the presentation of sexual identity therefore occasions certain risks and benefits. Participants can expect to think critically about ways to turn such situations into productive spaces for change and social justice.

K3. Truth Stranger than Fiction: Negotiating Authority and Peer Identity in Difficult Tutoring Sessions Mitch Nakaue, Michael Goldberg and Maria Makar, University of Iowa Workshop | LaSalle I

In this interactive workshop, presenters and participants will discuss and rehearse responses to real-life, difficult scenarios that could arise in their tutoring.

K4. Long-Term Relationships with Tutees: Should We See Other People? Jonathan Bruce, University of Wisconsin-Milwaukee Presentation | State II
Long-term relationships in the Writing Center present unique challenges and opportunities for both the tutor and the writer. This presentation will address the inherent pitfalls and benefits which present themselves in an enduring tutor/tutee relationship from the nontraditional perspective of a history TA and tutor.

K4. A Brain to Pick, an Ear to Listen, and a Push in the Right Direction: Mentoring in the Writing Center Lauren Martyn, DePaul University Presentation | State II

Career counselor Dr. Sandra Hagevick defines a mentor as a role model, compatriot, challenger, or motivator. Through discussion, we will examine how understanding tutoring as a form of mentoring can provide a new perspective for working with students in both single appointments and long-term tutoring relationships.

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K5. Dismantling the Educational Hierarchy and Queering the Trend of Dehumanization Lorelei Christie, Oakton High School Presentation and Discussion | Ohio

Having witnessed the dehumanization plaguing todays educational institutions, I propose we explore how writing centers can counter this alarming trend. The notion of a personalized peer tutoring session is of utmost importance in todays increasingly impersonal world.

K6. Psych Em Out: How Psychology Can Help You Tutor Thomas Le, Esther Yoon and Seher Raza, Centreville High School Workshop | Superior II

Through taking AP Psychology we have learned that several psychological concepts can be applied to tutoring. In our interactive, role-playing presentation we examine four subsets of psychology biological, therapeutic, learning, and social that can improve a tutors performance as well as develop a tutors confidence in dealing with different situations.

K7. Finding the So What in Stereotyped Writing Styles Chelsea Clark, Kelly Conley and Ari Scott-Zechlin, University of Puget Sound Panel | State I

This panel will explore the writing advisors role in altering students approaches to stereotyped writing styles, focusing on helping students develop larger so what ideas in their writing while still being able to claim them as their own. The panel will consist of a thirty-minute presentation and twenty-minute discussion.

K8. A Pain in the Assessment: Challenging Tutorials and the Formation of Tutor Identity Blake Westerlund, Rory Noble, Whitney Pilgrim, Clare Koopmans, Erin Stevens and Sam Weaver, University of Wisconsin-Eau Claire Roundtable Discussion | Superior I

This panel will explore the writing advisors role in altering students approaches to stereotyped writing styles, focusing on helping students develop larger so what ideas in their writing while still being able to claim them as their own. The panel will consist of a thirty-minute presentation and twenty-minute discussion.

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Session K | Saturday, November 3

K9. Constructing Community Members in Community Colleges?: Tutors Reflections on the Presence of Liberal Education in The City Colleges of Chicago Elizabeth Cramarosso, Joseph Klein and Stephanie Bens, Malcom X College Workshop | Superior III

We will share the lived experience of City Colleges of Chicago English tutors in their open enrollment, understaffed environments. Anecdotal evidence about identity construction will be gathered from focus group narratives and tutorial observations. We will then invite collaborative discussion on ways to incorporate this experience within tutoring discourse and promote it in our own institutions.

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Saturday, November 3 5:30-6:15 PM

Session L

L1. Foreign Affairs: A Harmony of Chinese and English Rhetoric Elizabeth Brandeberry, Texas A&M University Presentation | Huron

This presentation will look at the similarities and differences between two of the worlds most spoken languages: English and Chinese. We will examine both styles from a consultant viewpoint, and then discover how these languages can work together to create pieces deemed quality writing by tutors and writers alike.

L1. Using Music, Design and Multilingualism to Enhance Communication Christopher Gawiak, Fashion Institute of Technology Presentation | Huron
We will discuss how our experiences with music, design, and foreign languages have influenced the way we tutor and advise our students. We will also discuss how our studies as toy designers have informed us on how we present information to our students.

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Session L

L2. The Symbiotic Relationship Between Our Dual Identities as Writers and Students with Learning Disabilities Nancy Berger, Jennie Friedman and Heather Reed, Beacon College Panel | Michigan

Because every student at Beacon College has a learning disability, using our learning disabilities as self-identifiers is moot. We will explore how we have individually come to perceive ourselves as students, writers, and peer writing center consultants who have been diagnosed with, but not defined by, learning disabilities.

L3. Negotiating Theory and Practice: How Individual Application of Theory Informs Tutor Identity Mark Lazio and Zachary Carlstrom, DePaul University Presentation and Conversation | State II

A short visual presentation, followed by an interactive demonstration will prepare tutors to maintain their tutoring identity under less than ideal conditions.

L4. Promoting Change Through Role-Playing: Theatre of the Oppressed and Tutor Education Rebecca Nowacek, Natalie Campbell, Michael Haen and Samantha Martinson, Marquette University Workshop | Ohio
In this interactive workshop, well consider the use of Augusto Boals theatre of the oppressed for witnessing inequities in our writing center, on campus, and in our surrounding community; for rehearsing and enacting strategies for intervention; and for fostering self-reflection.

L5. Hats Off to Diversity: How Working in a Contact Zone Shapes Tutor and Individual Identity Brittany Klein, Kristin Backert, Alannah Dragonetti and Mary Wyeth, Adelphi University Roundtable Discussion | Superior III

This session will focus on how working with diverse peer tutors and ELL writers shapes tutor and individual identity. Through a round table discussion, participants will reflect on and share how tutoring in a contact zone allows them to gain ambition and empathy that can enhance future sessions.

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L6. 10,000 Hours of Tutoring Paula Harrington, Colby College Panel | Superior I

Our panel of tutors will discuss their experiences from one-one tutoring and from writing center programs in four specific ways: as writing fellows embedded in courses, non-synchronous online tutors, future professionals, and developing writers. They will focus on lessons learned and applied in these areas.

L7. Reaching Out: Forming Collaborative Relationships with Writing Centers Across the Nation Thomas Brandt, Karaghen Hudson, Emily Harwell, Madeline Haist and Hannah Jaggers, Berkeley Preparatory School Panel | State I

Tutors from Berkeley Preparatory School will share their experiences in collaborating with tutors from other high school writing centers across the nation. This collaboration will be based on group meetings and peer to peer tutorials via skype.

L8. Tutor Identity, Center Identity: Exploring Possibilities for Curriculum and Campus Outreach Courtney L. Werner and Nicole I. Caswell, Hope College Workshop | Superior II

Writing centers benefit from making their identities transparent to the campus. The results of a survey assessing tutors perceptions lead the speakers to propose a workshop series about writing center identity. A sample workshop demonstrates contributions to identity transparency. Participants are provided with sample curricula.

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Saturday, November 3 6:30-7:30 PM

Session M

M1. Writing Centers Around the World: What Do We Know? Ben Rafoth, Indiana University of Pennsylvania Special Interest Group | LaSalle I

This Special Interest Group will provide a chance to share knowledge and experiences about writing centers beyond U.S. borders.

M2. High School Tutoring Programs Andrew Jeter, Niles West High School Special Interest Group | State I

Tutoring programs come in all shapes and sizes and learning about different programs can lead to interesting avenues for directors and tutors. We will take time to discuss our programs with each other. We will also discuss college preparedness and job placement at colleges/ universities for high school tutors.

M3. LGBTQ Jay Sloan, Kent State University at Stark Special Interest Group | LaSalle II

The LGBTQ SIG was formed at the joint IWCA-NCPTW conference in Baltimore in November 2010, following conversations on WCenter regarding the recent rash of LGBT youth suicides. In discussing the writing centers role in fostering an inclusive academic culture, the SIG was

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created as a venue for developing and pursuing activist agendas in writing center scholarship and pedagogy. The LGBTQ SIG invites all interested directors and tutors to attend.

M4. Transforming Campus & the World: Enacting the Writing Center Mission at Mission-driven and Religiously-affiliated Colleges & Universities Lisa Zimmerelli, Loyola University Maryland Special Interest Group | State II

This SIG session will bring together writing center administrators, staff, and tutors who are part of writing centers at mission-driven and religious-affiliated institutions and who are interested in exploring how writing centers can be a location for personal and community transformation on campus and beyond.

M5. Antiracism Activism Zakiah Baker, Salisbury University Special Interest Group | Superior I

This SIG will provide a space for writing center tutors and administrators to share the anti-racism work they are doing locally. The focus of this discussion will be based on The Everyday Racism chapter within The Everyday Writing Center and other recent publications.

M6. Graduate Student Tutors & Administrators Molly Phelan, Salisbury University Special Interest Group | Superior II

This Special Interest Group will engage graduate students involved in writing center work in a discussion of present questions and issues concerning our positions as graduate student tutors and administrators. Participants will discuss matters of staffing, funding, and ideas for graduatespecific programs and promotion.

M7. Tutoring the 4 Generations Margaret Garcia, Our Lady of the Lake University Presentation | Superior III

Every student writes in their own way, has their own habits and styles of writing. As a tutor our role is to help and assist those students with their writing, however, if we dont know WHO were tutoring, how are we able to effectively assist them in their writing?

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Session M

M8. Reading and Researching in the Digital Age: Where Writing Consultants Enter the Academic Conversation Katie Crabtree and Heather Gemmen, Grand Valley State University Presentation | Huron

Effective reading comprehension entails that readers engage their texts, but the digital medium tends to discourage active reading strategies. This presentation discusses how tutors can help students while researching, particularly with reading texts on-screen rather than on-paper. Participants will learn how to adapt active reading strategies to the digital environment.

M8. How Technology Influences the Experiences of Single- and MultiDrafters Ali Abel, University of Wisconsin - Oshkosh Presentation | Huron

I discuss the implications of technology on the drafting process, suggesting that software such as word processors have blurred the lines between single- and multi-drafters. Throughout my presentation, I will encourage the audience to identify their own drafting styles and to recognize the traits of these drafting styles in other writers.

M9. Finding the Me in We: How a Collaborative Project Can Forge Tutor Identity Deborah Murray, Kirsten Hermreck, Charlesia McKinney and Kristin Selby, Kansas State University Workshop | Michigan

We will demonstrate how peer tutors collaborated to create a promotional video and a plan for renovating our writing center. Well lead attendees in sharing project ideas and a consideration of how collaborative work forges both individual and communal identities.

M10. I Demand Euphoria! When Good Isnt Good Enough: Felt Sense in the Writing Center Jessie Miller and Lindsay Stoyka, Grand Valley State University Presentation | Ohio

Felt sense prompts writers to examine how their bodies react while writing. We explain how felt sense relates to writer center consultations and examine the results of our research into how felt sense functions in experienced writers and student writers.

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Sunday, November 4 | 7:30-8:15 AM | Huron

NCPTW Steering Committee Meeting

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Sunday, November 4 8:30-9:15 AM

Session N

N1. Social Justice, Tutoring Practice, and the Problem of Colorblindness: A Movement-Based Exploration Beth Godbee, Moira Ozias and Jasmine Kar Tang, Marquette University/University of Oklahoma Workshop | Michigan

How can we bring our whole selves to the creation of more socially and racially just writing centers? In this movement-based interactive workshop, well explore how our bodies and spaces shape our tutor identities and carry legacies of social structuring, power, and inequities. Note: This workshop stretches across two sessions.

N2. In the Center: How Writing Center Pedagogy Shapes Teaching Susan Santee-Buenger and Kirsten Redding, University of WisconsinEau Claire Roundtable Discussion | Superior II
We discuss ways in which tutoring experiences have influenced teaching philosophies. We reflect on and share insights pertaining to the connection between their tutor identities and development as educators as a way to foster audience feedback and participation.

N3. Putting Yourself in the Shoes of an ESL Student Keely-Shea Smith, Nicole Tan, Fashion Institute of Technology Presentation | Huron

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Presenters will consider an ESL tutoring session from a monoliterate and biliterate perspective to add to the current discussion about approaches any peer tutor can take to enhance the learning experience of ESL students in the writing center.

N3. Tutoring English Language Learners in the Writing Center: A Whole New Ball Game Kristin Selby, Kansas State University Presentation | Huron

When working with ELLs we must understand the labor that goes into being an ELL student, the need for sentence-level tutoring, and the different communication clues these students may use.

N5. Friend me from 9 to 11: The Role of Social Media in Writing Elizabeth Zaplatosch and Joseph Weil, Valparaiso University Writing Center Consultations Roundtable Discussion | LaSalle I
Consultants believe in the legitimacy of multiple literacies for consulting, both enlarging writer and consultant skillsets and challenging academic practices and prejudices. How can theory and practice embrace multiple literacies? How does your Center integrate social media?

N6. Conversations about Tutor Research Christopher Ervin, Western Kentucky University Conversation | Ohio

The facilitator invites tutors who have participated in tutor research (planning, conducting, and/or presenting) to join other tutor-researchers in conversation about how research shapes their daily tutoring work as well as their academic and other work outside the writing center.

N7. Confidence in the Writing Center: Discussion and Reflections Brant Huber, Florida International University Workshop | Superior I

The interactive session will consist of several reflective activities that will allow participants to exchange insight about confidence and writing. How do we, as tutors, help students build confidence? How has working in the writing center affected our own confidence?

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Session N | Sunday, November 4

N8. Learning by Example: Models as Untapped Resources Patricia Portanova, Patricia Wilde and Erin Wecker, University of New Hampshire Panel | Superior III

We explore how written models can help tutors reconcile expert/peer identities while providing student writers with a valuable tool for invention. By examining models--particularly those created by student writers--tutors and students collaborate to rethink a students written work.

N9. Where Acting Technique and Peer Tutoring Intersect: A New Perspective on How to Listen Meredith Maresh, The University of Illinois at Chicago Presentation | State II

Participants will take away an understanding of listening, acting technique and where the two can intersect to create a new approach to listening. An example of a transcribed script of a session and a videotaped session will demonstrate the role of listening.

N9. Talking the Talk: Linguistic Face Theory in the Writing Center Rachel Amity, Grand Valley State University Presentation | State II

In linguistics, face refers to ones public self-image. We investigate the face-saving and facethreatening acts that tutors can use to not only help students become better writers, but also to help tutors feel more clear and confident about their identities in the Writing Center.

N10. The Role of Diversity in the Identity Development of Peer Tutors Melanie Caister and Stephanie Crook, University of Manitoba Presentation | State I

Diverse clientele makes tutoring a rewarding and profound experience. Learn how two tutors from the University of Manitoba have grown personally and professionally through working with students from a variety of backgrounds. Experience a simulation of what it is like to be a student writer in a new academic environment.

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Sunday, November 4 9:30-10:15 AM

Session O

O1. Social Justice, Tutoring Practice, and the Problem of Colorblindness: A Movement-Based Exploration (Continued) Beth Godbee, Moira Ozias and Jasmine Kar Tang, Marquette University/University of Oklahoma Workshop | Michigan

How can we bring our whole selves to the creation of more socially and racially just writing centers? In this movement-based interactive workshop, well explore how our bodies and spaces shape our tutor identities and carry legacies of social structuring, power, and inequities. Note: This workshop stretches across two sessions.

O2. Phantasmagoria: Navigating Through the Sea of Insecurity Abbie Gale Lemmon, Vicky Dawson and Sarah Keyser-Brown, University of Michigan-Flint Conversation | LaSalle I

As seasoned or new tutors, we all face tutoring moments that have created phantasms of insecurity that push us off course. In this roundtable, we invite discussion about those moments, but more importantly, what support mechanisms have helped to re-balance, reorient, and build our confidence to overcome moments of insecurity.

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Session O

O3. Doctor and Patient: Establishing Individual Relationships in the Writing Center Aaron Pinto and Lisa Zimmerelli, Loyola University Maryland Presentation | Superior II

The session will be a discussion outlining a mindset for writing center tutors based on clinical metaphors.

O3. Lying Naked on a Table: A Massage Therapists Insight into Managing the Student Writers Sense of Vulnerability Courtney Belsley, Illinois Central College Presentation | Superior II

More apparent in student writers than a typical massage client, naked and prone, is a debilitating sense of vulnerability. Standard ethical practices in massage therapy provide supplementary guidance regarding the writer/tutor power differential. Their application provides tutors with the framework for mitigating fear responses causing student writers to shut down.

O4. A Place for Us: Using Online Peer Tutor Labs as a Space for Training, Support, and Growth Erica Mead and Sarah Wright, Bay de Noc Community College Presentation | Superior III

During this session, presenters will give a brief background of their center followed by an explanation of the process of creating, implementing, managing, using, and revising an online peer tutor training and support lab. Presenters will share an interactive visual of this lab and conclude with a short discussion with audience members.

O5. Unearthing the Mission: Tutor Logs as a Site for Understanding Tutor Practice Lauri Dietz, Matthew Fledderjohann and Sarah Hughes, DePaul University Panel | Ohio
We will share the results of our programs ongoing Tutor Log Projecta longitudinal, quantitative study that codes tutorial summaries to examine tutors perceptional alignment to our Centers mission. This session makes the case for tutor logs by showing how they can aid in program assessment and tutor development.

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Sunday, November 4

O6. Understanding Tutor Identity Through Community Outreach Tucker Wilson, Kansas State University Presentation | State II

In my session, I will present the benefits of tutors completing community outreach as part of their writing center curriculum. I will explain the current conversation and then provide ideas for best implementation at their writing center.

O6. Forgetting Fish-Traps and Writing Center Theory: Chuang Tzu & Lunsford Andrew Magrath, Stark State College Presentation | State II

The Daoist sage, Chuang Tzu, forwarded a radical notion of the role of theory in his famous fish-trap story. If one is empty of theory, then one can paradoxically both accept and reject all theories at once: allowing a tutor to simultaneously hold Lunsfords Storehouse, Garret, and Collaborative models.

O7. The Freshman 15: How Much Weight Does the Writing Center Hold For Freshman Writers Hollie McDonald, Grand Valley State University Presentation | Huron
During this session, we will present different techniques of tactile learning, so as to open a dialogue between consultants, enabling them to better address student needs. We will have hands-on activities for attendees, to demonstrate different techniques.

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Session O | Sunday, November 4

O7. The Stuff Identities are Made of Mary Marck, Illinois Central College Presentation | Huron

This presentation will address establishing a writers identity as a way of overcoming a lack of confidence and ownership in student writers. Theories are drawn from both personal experience and academic research. Techniques for encouraging the development of identities will also be addressed.

O8. Rethinking Writing Center Theory: Balancing the Expectations of Writers, Tutors, and the University Jessica Pechtold, University of Illinois at Chicago Panel | Superior I

Our panel will discuss the conflicts that arise from the differences between an individuals own perspective and the ideals of the university. As peer tutors, we make an effort to embrace the notion of peerness but we also respond to controversies, such as the notion of standard English, in different ways. The problem is, then, how to reconcile these two identities that are in conflict.

O9. Annihilating Assumption: Becoming Mindful of Tutee Confidence and Self-Esteem Charlesia McKinney, Kansas State University Workshop | State I
Overall, my session will prompt tutors to consider the assumptions they have created prior to working as a tutor that is now apart of their tutor identity. I will also introduce emotional needs in tutees that can be affected positively or negatively by a tutor.

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Sunday, November 4 10:30-11:15 AM

Session P

P1. From the Roots to the Treetops: How Branching Out into the University and the Community Changes Perceptions of Conceptual Spaces Kevin Lyon, Elizabeth Coughlin, Jennifer Finstrom and Elizabeth Kerper, DePaul University Presentation | State I

This session will consist of members of the University Center for Writing-based Learnings Outreach Team discussing partnerships in the university and the community in terms of both theory and practice. We will also discuss what both our constituents and ourselves gain by these collaborative interactions.

P2. Unlocking The Breakroom: Why Does a Writing Center Need a Films Team? Sarah Hughes, Matthew Pearson and Tracey Hulstein, DePaul University Panel | Ohio

This session panel presentation will offer varied perspectives on film as a training medium. We will share practical tips for other writing centers considering using film in their own tutor training.

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Session P

P3. The Cursing Consultant: The Role of Profanity in Writing Centers Molly Waite and Anna Worm, Grand Valley State University Presentation | State II

This presentation will explore the positive and negative ways vulgarity functions within the writing center. Profanity is generally viewed as unprofessional and is avoided, but it can play a role in establishing rapport between peers and explaining topics unhindered by the confines of professional discourse.

P3. To Bleep or Not to Bleep Jessica Holley, Stark State College Conversation | State II

When working with students who swear, writing assistants seem to have two options: accept the speech or correct them. This presentation will demonstrate that sometimes this language may be the only tool of expression students know, and we need to accept this and provide alternative methods of communicating.

P4. Neither Top-Down Nor Bottom-Up: Inside-Out Leadership by Tutors Rachel Brown, Lindsey Deuel, Yunfei Zhao, Jiachen Shi, Shenyeng Chen and Melanya Materne, University of Washington Conversation | Superior II

Call it our dirty little secret: tutors run this writing center. It succeeds on the strength of our identities, our involvement, our investment. We seek to explore with participants the possibilities and limitations of a center almost exclusively informed by even dependent on the identities and goals of peer tutors.

P5. Becoming a Hybrid Advisor: How Writing Fellows Negotiate the Literal and Liminal Space between Advisor and Professor Leigh Hastings, Wittenberg University Presentation | Huron

The presenter will draw on three semesters of experience as a writing fellow for English 101 courses to explore how an advisors role shifts between what Soliday (1995) terms teacherly and tutorly identities within different classrooms and how these roles can redefine what it means to be a writing advisor.

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Sunday, November 4

P5. Development of the Tutor Identity through Mathematics Tutoring Alexis Yusim, Lake Forest College Presentation | Huron

The session will consist of a PowerPoint presentation about my personal journey as a tutor, and how I discovered that I do, in fact, embody the tutor identity. It will incorporate my own experiences, which will lead to generalizations about tutor identity, and a question and answer session.

P6. Dressing the Part(s): Multiplicity in Tutor Identity Parker Stockman, Ryan Spooner, Tatiana Uhoch and Sondra Malling, Columbia College Chicago Conversation | Superior I

Writing Consultants arent flat charactersthey are students, teachers, specialists, administrators, and more. This panel identifies various roles writing consultants play and opens a general discussion about the many hats (and shoes, and capes) they wear, pulling back the curtain on how this varied wardrobe benefits the tutees.

P7. Negotiating Tutor Identity in the Writing Center Emily Freund, Whitney Lee Brown, Ellen Snell and Lizzy Carroway, University of Louisville Panel | LaSalle I

Presenters from the University of Louisville Writing Center reflect on the role of conflict in negotiating their tutoring identities. The panelists identity narratives describe how tutors improvise conventional writing center practices and redefine their identities as tutors in attempting to meet tutees needs and expectations.

P8. Tutor Tourism: Gaining Global Perspective from Tutor Exchange Jessica Reyes, Kelsey Hixson-Bowles and Savannah Nulton, Kansas State University Conversation and Roundtable Discussion | Superior III

Kansas State University tutors will discuss the benefits of visiting other writing centers as part of a tutor exchange practice. Through discussion, we will explore the feasibility and limitations of tutor exchange and how such experiences can help develop tutors identities and increase their stake in their own centers.

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