To and From: Publications and the MSU Writing Center
This page features research conducted in, written about, or inspired by The Writing Center @ MSU.
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.
Baldwin, D., Brentnell, L., Dixon, E., Donelson, J., Firestone, K., & Robinson, R. (2017). “Big Happy Family.” In Constellating Stories. 2(2). Retrieved from http://thepeerreview-iwca.org/issues/relationality-si/
Brentnell, L., Dixon, E., & Robinson, R. “Crybabies in the Writing Center: Storying Affect and Emotion.” Affect and Emotion in the Writing Center, edited by Kelly A. Concannon and Janine Morris. (forthcoming 2021)
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).
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.
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.
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.
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.
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).
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).
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.
Choffel, E. (2017). “Braving Disability in the Writing Center: A Review.” The Peer Review, 1(2).
Choffel, E. Cultural Rhetorics, Writing Centers, and Relationality: Constellating Stories. (2018). The Peer Review, 2(1).
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).
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.
Dixon, E. (2017). “Strategy-Centered or Student-Centered: A Meditation on Conflation.” WLN: A Journal of Writing Center Scholarship, 42(3), 7–14.
Dixon, E. (2017). “Uncomfortably Queer: Everyday Moments in the Writing Center”. The Peer Review, 1(2).
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).
Dixon, E., and Robinson, R., eds. The Peer Review Special Issue: (Re)Defining “Welcome.” Vol. 3, Issue 3, Spring 2019.
Harris, E. J., & Kayden, E. L. (2021). “Pandemic Consultations Create Space For Accessible Practices Through Technological Affordances And Reflection.” The Dangling Modifier, 27(2).
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).
Faison, W., & Treviño, A. (2017). “Race, Retention, Language, and Literacy: The Hidden Curriculum of the Writing Center.” The Peer Review, 2(1).
Giaimo, G. & Cheatle, J. “Integrating Graduate Students: Community Building in Writing Centers through Onboarding and Mentorship.” The Professional, Faculty, and Graduate Student Consultant Handbook. Utah State University Press.
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.
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.
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/
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.
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.
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.
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.
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.
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.
Stock, P.L. (1995). The Dialogic Curriculum: Teaching and learning in a Multicultural Society. Portsmouth, NH: Boynton/Cook Publishers.
Stock, P.L. (1997). “Reforming Education in the Land-Grant University: Contributions from a Writing Center.” In The Writing Center Journal. 18(1), 7–28.
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.