To and From: Publications and the MSU Writing Center
This page features research conducted in, written about, or inspired by The Writing Center @ MSU.
If you’ve published work related to our Writing Center and would like to be featured on this page, submit your piece to this Google Form or by clicking the button below.
Identity, relationality, and embodiment in writing center work
Baldwin, D., Brentnell, L., Dixon, E., Donelson, J., Firestone, K., & Robinson, R. (2017). “Big Happy Family.” Constellating Stories, The Peer Review, 2(2). Retrieved from http://thepeerreview-iwca.org/issues/relationality-si/.
Choffel, E. (2017). “Braving Disability in the Writing Center: A Review.” The Peer Review, 1(2). Retrieved from https://thepeerreview-iwca.org/issues/braver-spaces/braving-disability-in-the-writing-center-a-review/.
Choffel, E. Cultural Rhetorics, Writing Centers, and Relationality: Constellating Stories. (2018). The Peer Review, 2(1). Retrieved from https://thepeerreview-iwca.org/issues/relationality-si/.
Dixon, E. (2017). “Uncomfortably Queer: Everyday Moments in the Writing Center”. The Peer Review, 1(2). Retrieved from https://thepeerreview-iwca.org/issues/braver-spaces/uncomfortably-queer-everyday-moments-in-the-writing-center/.
Dixon, E., and Robinson, R., eds. The Peer Review Special Issue: (Re)Defining “Welcome.” Vol. 3, Issue 3, Spring 2019. Retrieved from https://thepeerreview-iwca.org/issues/redefining-welcome/.
Faison, W. (2017). “Black Bodies, Black Language: Exploring the Use of Black Language as a Tool of Survival in the Writing Center.” The Peer Review, 2(1). Retrieved from https://thepeerreview-iwca.org/issues/relationality-si/black-bodies-black-language-exploring-the-use-of-black-language-as-a-tool-of-survival-in-the-writing-center/.
Faison, W., & Treviño, A. (2017). “Race, Retention, Language, and Literacy: The Hidden Curriculum of the Writing Center.” The Peer Review, 2(1). Retrieved from https://thepeerreview-iwca.org/issues/braver-spaces/race-retention-language-and-literacy-the-hidden-curriculum-of-the-writing-center/.
Robinson, R., LeClair, S., & Pouncil, F. “Empowering the Process: Redefining Tutor Training Towards Embodied Restorative Justice.” The Peer Review Special Issue: Researching and Restoring Justice in Writing Centers. Vol. 4, Issue 2, Winter 2020. Retrieved from https://thepeerreview-iwca.org/issues/issue-4-2/empowering-the-process-redefining-tutor-training-towards-embodied-restorative-justice/.
Smith, T., Manthey, K., Gagnon, J., Choffel, E., Faison, W., Secrist, S., & Bratta, P. (2017) “Reflections on/of Embodiment: Bringing Our Whole Selves to Class.” Feminist Teacher, vol. 28, no. 1, 2017, pp. 45–63. Retrieved from http://www.jstor.org/stable/10.5406/femteacher.28.1.0045.
Digital writing center work and multimodal writing
Cheatle, J. “Digital Composition in Writing Centers: The Practical, the Problems, and the Potential.” Southern Discourse in the Center: A Journal of Multiliteracy and Innovation. 24.1 (Spring 2020): 11-29. Retrieved from https://southeasternwritingcenter.wildapricot.org/resources/SD_Archive/SDC_24-1_2020.pdf.
Cheatle, J., Giaimo, G., Modey, C., & Hastings, C. “Networked [Writing] Centers: Utilizing Online Visualization Tools on Large Multi-institutional Data Sets.” Kairos: A Journal of Rhetoric, Technology, and Pedagogy, Special Issue on Data Visualization in Composition Studies, 25.1 (2020). Retrieved from https://kairos.technorhetoric.net/25.1/praxis/cheatle-et-al/.
Cheatle, J. & Sheridan, D. “Multimodal Composing: Beyond the Text.” WLN: A Journal of Writing Center Scholarship, Special Issue: Multimodal Writing in the Writing Center; Relationships, Roles, and Responsibilities. 44:1-2 (Sept/Oct 2019): 3-10. Retrieved from https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=&v=2.1&it=r&id=GALE%7CA600790198&sid=googleScholar&linkaccess=abs&userGroupName=anon%7E775081c.
Harris, E. J., & Kayden, E. L. (2021). “Pandemic Consultations Create Space For Accessible Practices Through Technological Affordances And Reflection.” The Dangling Modifier, 27(2). Retrieved from https://sites.psu.edu/thedanglingmodifier/pandemic-consultations-create-space-for-accessible-practices-through-technological-affordances-and-reflection/?preview_id=4353.
Kayden, E. (2022). “AI Interviewing Technologies: Concerns of Ethics, Accessibility, and Usability,” User Experience Magazine, Retrieved from https://uxpamagazine.org/ai-interviewing-technologies-concerns-of-ethics-accessibility-and-usability/.
Writing center histories and institutional contexts
Bryant, K., Fortin LaLonde, C., Robinson, R., & Smith, T. “Writing and Research Across the Globe: An Innovate North-North-South-South Collaboration.” Canadian Journal for the Studies of Discourse in Writing, edited by Liv Marken and Nadine Fladd. Vol. 30, pp. 200-222, 2020. Retrieved from https://cjsdw.journals.publicknowledgeproject.org/index.php/dwr/article/view/809.
Dixon, E. (2017). “Strategy-Centered or Student-Centered: A Meditation on Conflation.” WLN: A Journal of Writing Center Scholarship, 42(3), 7–14. Retrieved from https://wacclearinghouse.org/docs/wln/v42n3/dixon.pdf.
Stock, P.L. (1997). “Reforming Education in the Land-Grant University: Contributions from a Writing Center.” The Writing Center Journal. 18(1), 7–28. Retrieved from https://www.jstor.org/stable/43442034.
Writing center practices
Cheatle, J., Abboud, A., Sargent, A., Ferro, L., & Kukla, J. “Writing Center Consultant Bios: The What, The Why, and the How.” The Dangling Modifier. 25.2 (Spring 2019). Retrieved from https://sites.psu.edu/thedanglingmodifier/files/2019/08/Writing-Center-Consultant-Bios.pdf.
Cheatle, J., Pebbles, K., Wahl, R., Sargent, A., Laws, A., Carroll, M., Wansitler, C., & Edara, R. “Creating a Research Culture in the Center: Narratives of Professional Development.” Writing Center Journal, 37.2 (2019): 227-248. Retrieved from https://www.jstor.org/stable/26922023.
Giaimo, G., Cheatle, J., Hastings, C., and Modey, C. “It’s All in the Notes: What Session Notes Can Tell Us About the Work of Writing Centers.” Journal of Writing Analytics. 2 (2018): 225-256. Retrieved from https://api.semanticscholar.org/CorpusID:132242185.
Koenig, Deanna, & Smith, T. G. (2010, Dec). “Incorporating the MBTI into Tutor Training Increases Client Satisfaction with The Writing Center.” (pp. 14–20). ReCUR 1.2.
Works on this page have been featured in journals such as Writing Center Journal, Kairos, The Peer Review, WLN: A Journal of Writing Center Scholarship, Canadian Journal for Studies in Discourse & Writing, Journal of Writing Analytics, and more. Click on each image to learn more about the journals!
Graduate writing
Adkins-Garcia, M., et al. (2013). “Experiencing the Benefits of Different With-in Multidisciplinary Graduate Writing Groups.” In A. E. Geller & M. Eodice (Eds.), Working With Faculty Writers, (pp. 260–278). Boulder, CO: University Press of Colorado.
Brooks-Gillies, M., Garcia, E. G., Kim, S. H. (2015, August 25). “Introduction: Graduate Writing Across the Disciplines.” Graduate Writing Across the Disciplines, 12.
Brooks-Gillies, M., Garcia, E. G., Manthey, K. (2015, August 25). “Making Do by Making Space: Multidisciplinary Graduate Writing Groups as Spaces Alongside Programmatic and Institutional Places.” Graduate Writing Across the Disciplines, 12.
Brooks-Gillies, M., Garcia, E. G., Kim, S. H., Manthey, K., & Smith, T. G. (Eds.). (2020). Graduate Writing Across the Disciplines: Identifying, Teaching, and Supporting. The WAC Clearinghouse; University Press of Colorado.
Dixon, E. & Brownell, C. “(Graduate) Friends with Benefits: Writing Relationships in the Center.” #Redefining Roles: The Professional, Faculty, and Graduate Consultant’s Guide to Writing Centers. Megan Jewell and Joseph Cheatle, eds. UP of Colorado: (2021).
Giaimo, G. & Cheatle, J. (2021). “Integrating Graduate Students: Community Building in Writing Centers through Onboarding and Mentorship.” Redefining Roles: The Professional, Faculty, and Graduate Consultant’s Guide to Writing Centers. Utah State University Press.
Kim, S. H. & Wolke, S. (2015, August 25). “Graduate Writing Groups: Helping L2 Writers Navigate the Murky Waters of Academic Writing.” Graduate Writing Across the Disciplines, 12.
Emotion, affect, relationality, and storytelling in writing center work
Brentnell, L., Dixon, E., & Robinson, R. (2022) “Crybabies in the Writing Center: Storying Affect and Emotion.” Emotion and Affect in the Writing Center, edited by Kelly A. Concannon and Janine Morris.
Brentnell, L., Dixon, E., & Robinson, R. “The Hidden and Invisible: Vulnerability in Writing Center Work.” Writing Lab Newsletter Wellness & Self-Care Digital Issue. Spring (2021).
Cox, M. B., Dixon, E., Manthey, K., Novotny, M., Robinson, R., & Smith, T. “Embodiment, Relationality, and Constellation: A Cultural Rhetorics Story of Doctoral Writing.” Re Imagining Doctoral Writing. Cecile Badenhorst, Brittany Amell, and James Burford, eds. WAC Clearinghouse: (2021).
Thomas, S., et al. (2002). “The Portfolio Project: Sharing Our Stories.” In P. G., et al., (Eds.), Writing Center Research: Extending the Conversation, (pp. 149–166). Hillsdale, NJ: Lawrence Erlbaum Associates.
Multiliteracies, multimodality, and technology in writing centers
DeVoss, D. (2002). “Computer Literacies and the Roles of the Writing Center.” In P. Gillespie, et al., (Eds.), Writing Center Research: Extending the Conversation, (pp. 149–166). Hillsdale, NJ: Lawrence Erlbaum Associates.
Hicks, T. (2010). “Multiliteracies Across Lifetimes: Engaging K-12 Students and Teachers Through Technology Based Outreach.” In D. M. Sheridan & J. A. Inman (Eds.), Multiliteracy Centers: Writing Center Work, New Media, and Multimodal Rhetoric, (pp. 151–170). New York City, NY: Hampton Press.
Sheridan, D. M. (2010a). “All Things To All People: Multiliteracy Consulting and the Materiality of Rhetoric.” In D. M. Sheridan & J. A. Inman (Eds.), Multiliteracy Centers: Writing Center Work, New Media, and Multimodal Rhetoric, (pp. 75–107). New York City, NY: Hampton Press.
Sheridan, D. M. (2010b). “Multiliteracy Centers As Content Producers: Designing Online Learning Experiences for Writers.” In D. M. Sheridan & J. A. Inman (Eds.), Multiliteracy Centers: Writing Center Work, New Media, and Multimodal Rhetoric, (pp. 189–204). New York City, NY: Hampton Press.
Faculty development and cross-institutional writing support
Smith, T. G., Molloy, J. C., Kassens-Noor, E., Li, W., & Colunga-Garcia, M. (2013). “Developing a Heuristic for Multidisciplinary Faculty Writing Groups: A Case Study.” In A. E. Geller & M. Eodice (Eds.), Working with Faculty Writers, (pp. 175–188). Logan, Utah: Utah State University Press.
Smith, T. (2016). “Oh, I Get By With A Little Help From My Friends”: Short-Term Writing Center/Community Collaborations. In J. S. Blumner & P. B. Childers, WAC Partnerships Between Secondary and Postsecondary Institutions, (pp. 155–166). The WAC Clearinghouse and Parlor Press.
Stock, P.L. (1995). The Dialogic Curriculum: Teaching and learning in a Multicultural Society. Portsmouth, NH: Boynton/Cook Publishers.
Works on this page have been featured in books such as Emotions and Affect in the Writing Center, Graduate Writing Across the Disciplines: Identifying, Teaching, and Supporting, Multiliteracy Centers: Writing Center Work, New Media, and Multimodal Rhetoric, Re-imagining Doctoral Writing, Working With Faculty Writers, and more. Click on each image to learn more about the books!