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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 rebirth—to rede-fine the City’s and its people’s identities. Out of the ashes, Chicago gave rise to the first steel-framed 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, Chicago’s rich traditions of improv, blues, politics, and labor rights give Chicago’s residents and visitors a diverse range of identities to try on, embrace, and make their own. As such, this year’s NCPTW focus on “Understanding Tutor Identity” complements Chicago’s 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 year’s 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 Chicago’s 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 one’s 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 ChairDirector, The Literacy Center, Niles West High School

Lauri Dietz, Conference HostDirector, The University Center for Writing-based Learning, DePaul University

Jenny Staben, Conference HostFaculty Coordinator, Writing Center, College of Lake County

last updated: 12pm,11.02.12

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Caldwell Community College & Technical InstituteLaura BentonKaren Bolick

College of Lake CountyTania RiveraKim VossLydia Wells

DePaul UniversityMark BrandKatie BrownRyan BurdockZack CarlstromMaureen ClancyLiz CoughlinJennifer FinstromSarah HughesTracey HulsteinMark JacobsElizabeth KerperBeth KowalczykMark LazioLisa LenoirKevin LyonVictoria MartinezLauren MartynJoe OlivierMatthew PearsonSam Toninato

Dundee-Crown High SchoolStephanie Reed

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!

Evanston Township High SchoolScott Bramley

Loyola UniversityJoseph Janangelo

New Trier High SchoolClaudia Furman

Niles West High SchoolEllen Foley

Northwestern CollegeChristine RoyTom Truesdell

Salisbury UniversityGayle MetzgerNicole Munday

Temple UniversityCassie EmmonsJennifer Follett

University of Illinois-Chicago Summer Samano

University of OklahomaMoira OziasJ Quaynor

University of WisconsinLauren Shimanovsky

Shout Outs

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

NCPTW Travel Grant WinnersBurkean Parlor Recipients ($500 Grants) Madeleine Boel High School Thomas Edison HSRachel Elizabeth Brown Undergraduate U WashingtonBryant Huber Undergraduate Florida International UThomas Le High School Centreville HSKarissa Womack Undergraduate Auburn U

La Beca Recipients ($500 Grants) Melanie Caister Graduate Student U ManitobaMelanya Materne Undergraduate U WashingtonKaren-Elizabeth Moroski Graduate Student Penn State UJasmine Kar Tang Graduate Student U of MinnesotaCyndi Trang Undergraduate Marymount U

Registration & Grub Recipients ($110 Grants) Rachel Amity Undergraduate Grand Valley SUJonathan Bruce Graduate Student U Wisconsin-MilwaukeeSean Butorac Undergraduate U Puget SoundChelsea Clark Undergraduate U Puget SoundBrohgan Dieker Undergraduate Kansas StateNancy Grigg Undergraduate U Michigan FlintValentina Guzzo Undergraduate Loyola MarylandHeather Meyer Undergraduate U Wisconsin OshkoshJiane Rawanduzy Undergraduate Loyola MarylandKaylie Reese Undergraduate U MaineJessica Reyes Graduate Student Kansas StateAmy Zandler Graduate Student U Wisconsin-Milwaukee

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

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Colin Sato doesn’t have the traditional credentials for a national conference keynote speaker. He hasn’t finished his undergraduate degree yet and has not been published. He has, however, pre-sented 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 experi-ence. 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

Keynote Speaker | Colin SatoDePaul University

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fellow at DePaul University as a freshman and hasn’t 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 tutor-ing itself is an act that is all at once self-replicating and transforma-tive.

In the past few years, Colin’s 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 individual’s 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 tutor’s understanding of tutor identity.

Keynote Speaker

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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 promot-ing 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 learn-ing, and thus for promoting the work of peer tutors. Its presentation also denotes extraordinary service to the evolution of this conference organization.

Ron Maxwell Award Winner | Clint GardnerSalt Lake Community College

“There is, in fact, no teaching without learning.” —Paulo Freire, Pedagogy of Freedom

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Fr iday, November 2P re -con fe rence S IG Mashup: 4:30 -5:15 PMSess ion A: 5:30 -6:15 PMSess ion B: 6:30 -7:15 PMSess ion C: 7:30 -8:15 PM (Keyno te Address )Recep t ion & pos te r sess ion: 8:15 -9:30 PM

Saturday, November 3Sess ion D: 8:00 -8:45 AMSess ion E : 9:00 -9:45 AMSess ion F : 10:00 -10:45 AMSess ion G: 11:00 -11:45 AMLunch & pos te r sess ion: 12:00 -1:30 PMSess ion H: 1:30 -2:15 PMSess ion I : 2:30 -3:15 PMSess ion J : 3:30 -4:15PMSess ion K: 4:30 -5:15 PMSess ion L : 5:30 -6:15 PMSess ion M: 6:30 -7:30 PM

Sunday, November 47:30-8:15 AM: NCPTW S tee r ing Commi t teeSess ion N: 8:30 -9:15 AMSess ion O: 9:30 -10:15 AMSess ion P : 10:30 -11:15 AM

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Schedule of Events

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A1. Revise, Subvert, and Challenge: Writing Center Tutors Attempts to Address the Misconceptions and Narratives of Writing CentersJoshua Young and Nita Meola, Columbia College ChicagoPanel | State IIThe 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.

Session AFriday, November 2

5:30-6:15 PM

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Pre-conference SIG MashupThe LGBTQ and Anti-Racism SIGs invite you a get together!Friday, November 2 | 4:30-5:15 PM | Huron

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A2. Multifarious Tutor Identities: How Differing Approaches Can Provide Maximum SupportKelly Rowley, CSU NorthridgeWorkshop | State II 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 dif-ficulties 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-MadisonPanel | Superior IThis panel explores how writing instructors navigate disability and disabled identity in a Writ-ing Center context. The two panelists present original research that addresses current interdisci-plinary scholarship regarding disability and its relationship to composition.

A4. Space: A Potential Problem Thomas Webb, Florida State UniversityPresentation | MichiganThis presentation will attempt to show the effect in which space has on the development of a tu-tor 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 CollegePanel | Superior IIIIn 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.

Session A | Friday, November 2

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A6. I’m a Tutor....Now What?Terri Souder-Basa, Scott Armstrong and Janet Hollen, College of Lake CountyWorkshop | Superior IIThrough 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 Cen-ter Session and How to Tailor Your Tutoring Style for Each WriterRebecca Petrilli and Adrienne Stout, Wittenberg UniversityWorkshop | OhioThis hands-on workshop asks tutors to consider their own tutoring style. Shows such as What Not to Wear look to match a person’s 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 WordsMargaret Mika and Kate Price, University of Wisconsin-MilwaukeePresentation | HuronInspired by the NWTARP founders, UWM’s 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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Session A | Friday, November 2

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B1. Peer Tutor to Writing Center Administrator: Using Peer Tutoring Experience in Writing Center AdministrationTom Truesdell, Northwestern College (IA)Workshop | MichiganIn this panel presentation, four peer tutors will discuss how their respective majors—Public Relations, English Education, Biology, and Literature-Business—and 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 Identities—From Tutor to CoachJennifer Staben, Cecily Johnson and Janet Hollen, College of Lake County Writing CenterWorkshop | Superior IIIn 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.

Session BFriday, November 2

6:30-7:15 PM

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B3. Tutors as Mentors: Promoting Writing Self EsteemCarol Brown and Elon Davis, Bethune-Cookman UniversityPresentation | Superior IIIBethune-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 program’s 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 UniversityPresentation | Superior IIIIn 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 TheoryMegan Breidenstein, University of Michigan-FlintPresentation | HuronBy 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 CenterKimberly Hills and Christopher Hitcho, Bloomsburg UniversityPresentation | HuronWe 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 PracticesPisarn Bee Chamcharatsri, Kyung-Min Kim and Tomoko Oda, Indiana University of Pennsylvania/University of New Mexico Presentation | OhioAs multilingual writers walk into our writing centers, tutors need to be prepared to work

Session B

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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 CrisisVlora Ademi, Illinois Central College Presentation | OhioAs a generation 1.5 English language learner, I will explore how New Racism has af-fected 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 KitTatiana M. Uhoch, Kathleen Costanza and Zachary Walters, Colum-bia College ChicagoCollaborative Session | State IIThe 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 ClassroomBlake Westerlund, University of Wisconsin-Eau Claire Panel | State IPresenters 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 IdeologyKristine Davis, University of OklahomaPanel | Superior IWhile 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 dis-cuss experiences in other fields and how they impact our perspectives as consultants.

Friday, November 2

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Becoming Ourselves: Identity asPrecondition for Effective Tutoring

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

Reception & Poster SessionHors d’oeuvres, Chitchat, & Cash BarFriday, November 2 | 8:15-9:30 PM | State Foyer

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A Grammar of Peer Tutoring: How Tutoring Courses Effect Writing Center CohesionBeth Rudoy and Grace Schmidt, Pennsylvania State UniversityWe 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 frag-mentation 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 DisadvantagesLina Mihret and Emma Munis, Thomas A. Edison High SchoolPresenters 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 dur-ing the Long Night Against ProcrastinationPatrick Johnson, Molly Waite and Marie Orttenburger, Grand Valley State UniversityContinuing 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 TutorsVansika Brahmbhatt, Maggi Kreisheh, Rima Parikh and Farhan Noormohamed, Niles North High SchoolIn 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.

Friday, November 2

Poster Presentations

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

Reception & Poster Session | Friday, November 2

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D1. Getting Kicked Out of a Space and Into the Work of Writing Center PraxisJeffry Davis, Adam Corbin and Samantha McKean, Wheaton CollegePanel | State IBuilding 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 FacultySean Butorac, Shani Cohen and Helen Shears, University of Puget SoundPanel | Superior IIThis panel seeks to engage literature on writing advisor collaboration with students to consider how we build relationships with faculty. Analyzing Puget Sound’s liaison program, this panel will consist of a thirty-minute presentation and twenty-minute discussion, challenging partici-pants’ conceptions of collaboration and the benefits of working with faculty.

Session DSaturday, November 3

8:00-8:45 AM

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D3. Re-Visioning the Academy through Tutors’ Eyes: Empowering Writers through Respect, Understanding, and PraiseLiliana Naydan, Rachel Kalayjian, Joshua Kim, Drake Misek, Millie Mo and Valerie Nafso, University of MichiganWorkshop | LaSalle IIThis 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 TutoringJacqueline Case, Kelly Theobald and Pattie O’ Keefe, Penn State UniversityPanel | OhioFirst impressions—gender, race, name, and even a writing center’s physical layout—shape 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 direc-tors will be invited to share their own experiences and solutions.

D5. Tutors as Writing Center AmbassadorsThe George Washington University Writing Center Staff, The George Washington UniversityConversation | State IIIn 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 InteractionsChristopher Jason Crapco, Oakton High SchoolPresentation | State IIThe 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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Session D

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D6. One Person, Many Perceptions: An Investigation of the Perceptions Others have of TutorsVishna Patel and Shelby Rosin, Niles West High SchoolPanel | HuronHow do teachers, tutors, students, and tutees view a tutor? Do tutees who come into the Center have a different perception than students who don’t? 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 SchoolPanel | HuronIs there a difference in the way tutors view themselves and how they are viewed by teach-ers, 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 ExperienceSheryl Cherian and Shana Nissan, Niles West High School Presentation | HuronMany 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-EdsGlenn Hutchinson and Andrea Potter, Florida International UniversityWorkshop | Superior IThis 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.

Saturday, November 3

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D8. Scribes and Scribblers: A Shift in Tutor IdentityKelsey Mazur and Rebecca Price, Wittenberg UniversityWorkshop | Superior IIIThis workshop will ask participants to consider the roles of scribe and scribbler in a writing center session. How and when can we transcribe a writer’s 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 TriangleEmily Hautbois, Oakton High SchoolConversation | LaSalle IFor 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 UniversityWorkshop | MichiganParticipants in this session will analyze and discuss credential levels of tutees and co-work-ers in order to determine if (or how much) this makes a difference in sessions, as well as in the Writing Center functional dynamic.

Session D | Saturday, November 3

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E1. Vocation and Identity in the Writing CenterBridget Draxler, Lauren Becker and Jane Jakoubek, Monmouth CollegePresentation | LaSalle IHow 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 IClaire Gaddis, Rachael Peterson, Amanda Freeman and Nathan Jung, Loyola University ChicagoRoundtable Discussion | LaSalle IIUsing 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.

Session ESaturday, November 3

9:00-9:45 AM

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E3. Exploring Professional and Personal Benefits of Tutor IdentityAshley Stacy, Elizabeth Anne Brogdon, Angela Washeck and Bailie Wilson, Texas A&MPresentation | OhioAs 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 CenterValentina Guzzo, Stephanie Furtado, Kenneth McKnickle, Kelsey Carper and Monica Coniglio, Loyola University MarylandPresentation | MichiganThe 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 PlaceArcadio Quintana, Omar Montoya, Kandi Gendron and Jennifer England, New Mexico State UniversityConversation | State IOur 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 UniversityPresentation | Superior IIIAren’t 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 audience’s understanding of the role diversity should play in peer-tutoring.

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Session E

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E7. Tutor InsecurityThe George Washington University Writing Center Staff, The George Washington UniversityConversation | Superior IIn 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 CenterAnthony Pannone and Patrick Anderson, Texas A&M UniversityWorkshop | Superior IIWriting 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, Administrator—Peer? Reconciling Roles in the Writing CenterAmy Zandler, University of Wisconsin-MilwaukeePresentation | State IIDrawing on my experience in two Writing Centers, I will discuss the status and responsibili-ties 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 LeaderMatthew Colturi, Oakton High SchoolPresentation | State IIThis 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.

Saturday, November 3

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E10. Renegotiating the Idea of “Nontraditional” Students: What it Means to be a “Peer” or The Center as MentorJennifer Finstrom and Lisa Lenoir, DePaul UniversityPresentation | HuronFirst, 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 CenterMolly Phelan, Salisbury University Presentation | HuronMy 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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Session E | Saturday, November 3

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F1. Multilingual Writers, Multilingual TutorsPaula Gillespie and Charles Donate, Florida International UniversityWorkshop | Superior IIIAt 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. We’ve Got the Need, the Need for LeadKarissa Womack, G. Travis Adams, Gabrielle Bates and Brittany Carmack, Auburn UniversityRoundtable Discussion | Superior IThis 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.

Session FSaturday, November 3

10:00-10:45 AM

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F3. Busting the Memes: Telling the Outside World What We REALLY DoEmily Bangrazi, Sabina Shakya and Tania Batista, Merrimack CollegePanel | OhioUsing 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 miscon-ceptions, and ask participants to develop plans to do the same for their centers.

F4. Composition and Conversation: Exploring the Link in EAL WritingLisa Lenoir and Laura Friddle, DePaul UniversityPresentation | HuronWe 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 FutureAman Kapoor, Rebekah Lee and Labibah Tehreem, Centreville High SchoolWorkshop | State IUncertainty 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 profes-sions 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 TutorJenna Mertz, Emily Dean and Claire Parrott, University of Wisconsin-MadisonPanel | Superior IIThree 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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F7. Faith and Identity: University Mission Shaping Tutor MissionKelly Leavitt, Josh Smith and Philip Parrish, Missouri Baptist UniversityPanel | MichiganOur session will include one Writing Lab Coordinator and two student writing coaches. Mis-souri 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 University’s faith-based identity and mission influence our identities as tutors.

F8. Evolution & Agency: The Many Faces of Developmental Experience in the Writing Center Part IIMichael Meinhardt, Richard Vetter, Justyna Obrzut and Grace Yoshiba, Loyola University ChicagoRoundtable Discussion | LaSalle IIUsing our unique perspective as an unpaid volunteer Service-Learning Writing Center, this four-person 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.

Saturday, November 3

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F9. Experiencing the EvolutionMorgan Matson and Lindsey Flowers, Thomas A. Edison High School Presentation | State IIAs tutors’ identities evolve, they play a more integral role in their institution’s 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 DamePresentation | LaSalle IIn 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 UniversityPresentation | LaSalle II 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 hypotheti-cal tutor training publication.

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G1. Undocumented Students & The Writing CenterGlenn Hutchinson, Florida International UniveristyPresentation | HuronTutoring undocumented students has shaped my understanding of a tutor’s 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 CenterThe George Washington University Writing Center, The George Washington UniversityConversation | HuronIn 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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G2. Returns to Sender: Authentic Audience and a Haphazard Community of WritersJessica Weber, Salisbury UniversityPanel | MichiganThis 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 DisciplinesBrian Stone, Southern Illinois University-CarbondalePanel | OhioThis panel will focus on how tutoring folks writing in disciplines other than one’s 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 ESOLElin Woolf and Caroline Campbell, Centreville High SchoolWorkshop | Superior IIIOur 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 activi-ties 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 DevelopmentShelby Vander Molen, Holly Stewart, Tyler Lehman, Sarah Lichius and Linden Figgie, Northwestern CollegePanel | Superior IResearch shows that peer tutoring skills transfer to various professional contexts, but what hap-pens 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 SchoolPanel | Superior IIAn 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 SchoolPanel | Superior IIDoes 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 SchoolPanel | Superior IIIn 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 per-ception 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 SchoolPanel | Superior IIWe 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 common-alities between the qualities of good tutors vs. good students.

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A Grammar of Peer Tutoring: How Tutoring Courses Affect Writing Center CohesionBeth Rudoy and Grace Schmidt, Pennsylvania State UniversityWe 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 DisadvantagesLina Mihret and Emma Munis, Thomas A. Edison High SchoolOur 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.

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

LunchSustenance, Conversation, & Awards

Saturday, November 3 | 12:00-1:00 PM | LaSalle

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We Can Go All Night: Supporting students and fostering community dur-ing the Long Night Against ProcrastinationPatrick Johnson, Molly Waite and Marie Orttenburger, Grand Valley State UniversityContinuing 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 (organi-zation, marketing, etc) and share stories and pictures.

Mentors and TutorsVansika Brahmbhatt, Maggi Kreisheh, Rima Parikh and Farhan Noormohamed, Niles North High SchoolIn 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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H1. Writing Centers, Theoretical Constructs, and Tutor IdentityHarvey Kail, Kaylie Reese, Wallace McWilliams and Anthony Elkins, University of MainePanel | Superior IOur 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 TutorsKai Hang Cheang and Brianna Johnson, Southern Illinois University Carbondale Panel | Superior IIIOur 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 OwnershipSandra Dent, Stark State College of Technology Conversation | State IIThe session will begin with an informative lecture proposing the use of a more directive ap-proach 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 Tutor’s IdentityJenny Goransson, West Springfield High SchoolWorkshop | OhioI will share an artistic representation of tutor identity created by a photographer and tutor in my school’s 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 CFPLauren Sauer, Maham Siddiqui and Lehna Asongwe, West Spring-field High SchoolPanel | OhioThree writing tutors from West Springfield High School discuss how and why identity is some-what 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 CenterJoyce Hicks, Rebecca Berry and Devyn Gensch, Valparaiso UniversityPresentation | State INursing theory emphasizes synergy of human interaction and its relationship to healing. Thera-peutic communication--non-directive questioning and non-verbal sensitivity--builds the desired relationships between nurse and client, consultant and writer. Nursing students will lead discus-sion of synchronicity between professional coursework and writing consulting that enhances professional identity in both roles.

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H6. Global versus Local: Reflecting on the Effects of International Friendship in Tutor IdentityMaria Novotny, Michigan State UniversityPresentation | HuronIn my session I will discuss how my friendships with international graduate students provided me an insider perspective on international student’s 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 FieldDylan Hunzeker, Oakton High SchoolPresentation | HuronThe 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 ProcessDominick Gregory, Michelle Cantey, Neisha-Anne Green and Allison Dillon, CUNY Lehman CollegePanel | Superior IIPanelists 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 SchoolRoundtable Discussion | MichiganI plan to provide the audience with insight as to what it truly means to be a male Asian Ameri-can 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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I1. The Proof is in the Writing: Searching for our Effectiveness as TutorsDevoni Murphy, Wittenberg UniversityPresentation | State IIWhat is a tutor’s impact upon a student’s writing? That question lies at the heart of our work, and in this presentation we will examine consecutive drafts of a student’s paper—before and after writing center sessions—and note how the revisions made reflect the conversations between writer and tutor.

I1. Essential Qualities of an Effective TutorSherrill Callahan and Jenna Rieden, Oakton High SchoolPresentation | State IIOur 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 discus-sion with the audience members regarding their experiences.

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I2. Navigating Discourse in Academic Writing: The Writing Center Session as a BridgeHeather Meyer, University of Wisconsin Oshkosh Presentation | Superior III will explain how using Foss and Griffin’s 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 TutoringCyndi Trang, Marymount University Presentation | Superior IIII will explain how using Foss and Griffin’s 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 InstructorsFelicia Dieguez and Jela Latinovich, Purdue University CalumetWorkshop | MichiganOur experiences giving workshops as tutors/instructors has propelled us to construct a work-shop 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 ChallengesKathryn Clark, Oakton High SchoolPresentation | State IThis interactive presentation will discuss the challenges that tutors encounter with commu-nication between teachers, parents, school administration, the outside community, other tutors and tutees. This session will examine how learning to overcome communication chal-lenges 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 JourneyStephanie Behne and Julie Jankowski, College of DuPageRoundtable Discussion | Superior IOur session will, briefly, provide context but focuses on the details of our center’s tutor enrich-ment 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-WritingMichelle Carl, Fashion Institute of TechnologyPresentation | OhioAs an illustration major and peer tutor at the Fashion Institute of Technology, I’m 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 StudentsJiane Rawanduzy, Kelly Gieron and Lisa Zimmerelli, Loyola University MarylandPresentation | HuronIn our presentation we will tell of our experiences with service-learning and how the experi-ences 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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J1. True Life: The Tutor’s Journey Dorothy Amoah-Darko and Jeffrey Wood, George Mason University Panel | OhioThis 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 IdentitiesLiliana Naydan, Millie Mo, Ethan Fried, Jim Purdy, Jon Olson and Grace Schmidt, University of Michigan/Penn State/Duquesne University Roundtable Discussion | LaSalle IIThis 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 rhet-oric that allowed others to experience a transformation. Participants will share similar conver-sion experiences and related challenges that emerged through writing-centered conversation.

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J3. Tutors from Marginalized Populations Hannah Long and Katie Wilson, Bloomsburg UniversityPresentation | HuronBy 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

students we seek to serve, but the tutors themselves.

J3. Learning to Listen: Working with Individuals With Developmental DelaysKaren-Elizabeth Moroski, Binghamton University Presentation | HuronIn 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 UniversityPanel | Superior IIIIn 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-UrbanaPanel | State IAs 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, writ-ers 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 SchoolWorkshop | MichiganTutors 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 SchoolPresentation | State IIThis session explores the unique identity of student writing coach and the transformative experi-ence of a one-to-one writing conference for both coach and student writer. We will outline our center’s 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-FlintPresentation | State IIMidwives 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 IdentityNicki Powell, Oakton High School Workshop | LaSalle IHow 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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J9. The Dr. Safa Project—Consultants Shaping Writing AssignmentsTed Roggenbuck, Simone Rhoads, Krista Zecher and Aislinn Murphy, Bloomsburg University Panel | Superior IIPresents perspectives from three writing consultants, a History professor, a writing center direc-tor, 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 expecta-tions, goals, challenges, overall experiences, and outcomes of this project.

J10. Where Do We Go From Here? (Reflections on Packing for your Post-Graduation Adventure)Caroline Ledeboer, Jennah Smith, Kait Graybill, Skip Afzal, Missy Olson and Damion Carter, Upper Iowa University Roundtable Discussion | Superior IGoals for this session include a discussion of how writing center work can be a boon to stu-dents when setting out on a career path, and how such assertions can be supported by extend-ing research such as done by Hughes, Gillespie and Kail to current consulting experiences.

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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 cen-ters, and tutors, is redefined.

K1. [Creative] Writing Center Elizabeth Brandeberry and Jessica Banke, Texas A&M UniversityPresentation | 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 writer’s block, overcoming clichés, and developing “showing vs. telling” tones will be our main themes.

Session KSaturday, November 3

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K2. Visible Sexualities: Negotiating the Contours of Sexual Identity in the Writing CenterAndrew Rihn, Jay Sloan and Jonathan Cordes, Stark State College Workshop | LaSalle IIThis 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 SessionsMitch Nakaue, Michael Goldberg and Maria Makar, University of IowaWorkshop | LaSalle IIn 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-MilwaukeePresentation | State IILong-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 per-spective 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 CenterLauren Martyn, DePaul University Presentation | State IICareer counselor Dr. Sandra Hagevick defines a mentor as “a role model, compatriot, chal-lenger, 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 ap-pointments and long-term tutoring relationships.

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K5. Dismantling the Educational Hierarchy and Queering the Trend of DehumanizationLorelei Christie, Oakton High SchoolPresentation and Discussion | OhioHaving witnessed the dehumanization plaguing today’s 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 today’s increasingly impersonal world.

K6. Psych Em’ Out: How Psychology Can Help You TutorThomas Le, Esther Yoon and Seher Raza, Centreville High SchoolWorkshop | Superior IIThrough 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 tutor’s perfor-mance as well as develop a tutor’s 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 SoundPanel | State IThis panel will explore the writing advisor’s 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 ClaireRoundtable Discussion | Superior IThis panel will explore the writing advisor’s 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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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 IIIWe 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 collabora-tive discussion on ways to incorporate this experience within tutoring discourse and promote it in our own institutions.

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L1. Foreign Affairs: A Harmony of Chinese and English Rhetoric Elizabeth Brandeberry, Texas A&M UniversityPresentation | Huron This presentation will look at the similarities and differences between two of the world’s most spoken languages: English and Chinese. We will examine both styles from a consultant view-point, 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 CommunicationChristopher Gawiak, Fashion Institute of TechnologyPresentation | Huron We will discuss how our experiences with music, design, and foreign languages have influ-enced 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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L2. The Symbiotic Relationship Between Our Dual Identities as Writers and Students with Learning DisabilitiesNancy Berger, Jennie Friedman and Heather Reed, Beacon CollegePanel | MichiganBecause every student at Beacon College has a learning disability, using our learning dis-abilities 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 IdentityMark Lazio and Zachary Carlstrom, DePaul UniversityPresentation and Conversation | State IIA 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 EducationRebecca Nowacek, Natalie Campbell, Michael Haen and Samantha Martinson, Marquette UniversityWorkshop | OhioIn this interactive workshop, we’ll consider the use of Augusto Boal’s 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 UniversityRoundtable Discussion | Superior IIIThis 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 CollegePanel | Superior IOur 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 ITutors 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 OutreachCourtney L. Werner and Nicole I. Caswell, Hope CollegeWorkshop | Superior IIWriting 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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M1. Writing Centers Around the World: What Do We Know?Ben Rafoth, Indiana University of Pennsylvania Special Interest Group | LaSalle IThis Special Interest Group will provide a chance to share knowledge and experiences about writing centers beyond U.S. borders.

M2. High School Tutoring ProgramsAndrew Jeter, Niles West High SchoolSpecial Interest Group | State ITutoring 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. LGBTQJay Sloan, Kent State University at StarkSpecial Interest Group | LaSalle IIThe 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 center’s role in fostering an inclusive academic culture, the SIG was

Session MSaturday, November 3

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created as a venue for developing and pursuing “activist” agendas in writing center scholar-ship 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 & UniversitiesLisa Zimmerelli, Loyola University MarylandSpecial Interest Group | State IIThis 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 ActivismZakiah Baker, Salisbury UniversitySpecial Interest Group | Superior IThis SIG will provide a space for writing center tutors and administrators to share the anti-rac-ism 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 UniversitySpecial Interest Group | Superior IIThis 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 graduate-specific programs and promotion.

M7. Tutoring the 4 GenerationsMargaret Garcia, Our Lady of the Lake University Presentation | Superior IIIEvery 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 don’t know WHO we’re tutoring, how are we able to effectively assist them in their writing?

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M8. Reading and Researching in the Digital Age: Where Writing Con-sultants Enter the Academic ConversationKatie Crabtree and Heather Gemmen, Grand Valley State UniversityPresentation | HuronEffective 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. Par-ticipants will learn how to adapt active reading strategies to the digital environment.

M8. How Technology Influences the Experiences of Single- and Multi-DraftersAli Abel, University of Wisconsin - OshkoshPresentation | HuronI 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 recog-nize the traits of these drafting styles in other writers.

M9. Finding the Me in We: How a Collaborative Project Can Forge Tutor IdentityDeborah Murray, Kirsten Hermreck, Charlesia McKinney and Kristin Selby, Kansas State UniversityWorkshop | MichiganWe will demonstrate how peer tutors collaborated to create a promotional video and a plan for renovating our writing center. We’ll lead attendees in sharing project ideas and a consider-ation of how collaborative work forges both individual and communal identities.

M10. I Demand Euphoria! When Good Isn’t Good Enough: Felt Sense in the Writing CenterJessie Miller and Lindsay Stoyka, Grand Valley State UniversityPresentation | OhioFelt 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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Session M

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NCPTW Steering Committee MeetingSunday, November 4 | 7:30-8:15 AM | Huron

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N1. Social Justice, Tutoring Practice, and the Problem of Colorblindness: A Movement-Based ExplorationBeth Godbee, Moira Ozias and Jasmine Kar Tang, Marquette Univer-sity/University of OklahomaWorkshop | MichiganHow can we bring our whole selves to the creation of more socially and racially just writ-ing centers? In this movement-based interactive workshop, we’ll 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 TeachingSusan Santee-Buenger and Kirsten Redding, University of Wisconsin-Eau ClaireRoundtable Discussion | Superior IIWe 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 StudentKeely-Shea Smith, Nicole Tan, Fashion Institute of TechnologyPresentation | Huron

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Session NSunday, November 4

8:30-9:15 AM

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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 learn-ing experience of ESL students in the writing center.

N3. Tutoring English Language Learners in the Writing Center: A Whole New Ball GameKristin Selby, Kansas State UniversityPresentation | HuronWhen 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 WritingElizabeth Zaplatosch and Joseph Weil, Valparaiso University Writing Center ConsultationsRoundtable Discussion | LaSalle IConsultants 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 ResearchChristopher Ervin, Western Kentucky UniversityConversation | OhioThe 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 ReflectionsBrant Huber, Florida International UniversityWorkshop | Superior IThe 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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N8. Learning by Example: Models as Untapped ResourcesPatricia Portanova, Patricia Wilde and Erin Wecker, University of New HampshirePanel | Superior IIIWe explore how written models can help tutors reconcile expert/peer identities while provid-ing student writers with a valuable tool for invention. By examining models--particularly those created by student writers--tutors and students collaborate to rethink a student’s written work.

N9. Where Acting Technique and Peer Tutoring Intersect: A New Per-spective on How to ListenMeredith Maresh, The University of Illinois at ChicagoPresentation | State IIParticipants 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 CenterRachel Amity, Grand Valley State UniversityPresentation | State IIIn linguistics, “face” refers to one’s public self-image. We investigate the face-saving and face-threatening 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 TutorsMelanie Caister and Stephanie Crook, University of ManitobaPresentation | State IDiverse 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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Session N | Sunday, November 4

59Chicago 2012

O1. Social Justice, Tutoring Practice, and the Problem of Colorblindness: A Movement-Based Exploration (Continued)Beth Godbee, Moira Ozias and Jasmine Kar Tang, Marquette Univer-sity/University of OklahomaWorkshop | MichiganHow can we bring our whole selves to the creation of more socially and racially just writ-ing centers? In this movement-based interactive workshop, we’ll 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 InsecurityAbbie Gale Lemmon, Vicky Dawson and Sarah Keyser-Brown, University of Michigan-FlintConversation | LaSalle IAs seasoned or new tutors, we all face tutoring moments that have created phantasms of inse-curity 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.

Session OSunday, November 4

9:30-10:15 AM

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O3. Doctor and Patient: Establishing Individual Relationships in the Writing CenterAaron Pinto and Lisa Zimmerelli, Loyola University MarylandPresentation | Superior IIThe session will be a discussion outlining a mindset for writing center tutors based on clinical metaphors.

O3. Lying Naked on a Table: A Massage Therapist’s Insight into Managing the Student Writer’s Sense of VulnerabilityCourtney Belsley, Illinois Central CollegePresentation | Superior IIMore apparent in student writers than a typical massage client, naked and prone, is a debili-tating sense of vulnerability. Standard ethical practices in massage therapy provide supplemen-tary 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 Train-ing, Support, and GrowthErica Mead and Sarah Wright, Bay de Noc Community CollegePresentation | Superior IIIDuring 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 PracticeLauri Dietz, Matthew Fledderjohann and Sarah Hughes, DePaul Uni-versityPanel | OhioWe will share the results of our program’s ongoing Tutor Log Project—a longitudinal, quan-titative study that codes tutorial summaries to examine tutors’ perceptional alignment to our Center’s 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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O6. Understanding Tutor Identity Through Community OutreachTucker Wilson, Kansas State UniversityPresentation | State IIIn 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 & LunsfordAndrew Magrath, Stark State CollegePresentation | State IIThe 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 Lunsford’s Storehouse, Garret, and Collaborative models.

O7. The Freshman 15: How Much Weight Does the Writing Center Hold For Freshman WritersHollie McDonald, Grand Valley State UniversityPresentation | HuronDuring 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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O7. The Stuff Identities are Made ofMary Marck, Illinois Central CollegePresentation | HuronThis presentation will address establishing a writer’s identity as a way of overcoming a lack of confidence and ownership in student writers. Theories are drawn from both personal experi-ence 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 UniversityJessica Pechtold, University of Illinois at ChicagoPanel | Superior IOur panel will discuss the conflicts that arise from the differences between an individual’s 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-EsteemCharlesia McKinney, Kansas State UniversityWorkshop | State IOverall, 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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Session O | Sunday, November 4

63Chicago 2012

P1. From the Roots to the Treetops: How Branching Out into the University and the Community Changes Perceptions of Conceptual SpacesKevin Lyon, Elizabeth Coughlin, Jennifer Finstrom and Elizabeth Kerper, DePaul UniversityPresentation | State IThis session will consist of members of the University Center for Writing-based Learning’s Out-reach 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 UniversityPanel | OhioThis 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 train-ing.

Session PSunday, November 4

10:30-11:15 AM

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P3. The Cursing Consultant: The Role of Profanity in Writing CentersMolly Waite and Anna Worm, Grand Valley State UniversityPresentation | State IIThis 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 BleepJessica Holley, Stark State CollegeConversation | State IIWhen 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 TutorsRachel Brown, Lindsey Deuel, Yunfei Zhao, Jiachen Shi, Shenyeng Chen and Melanya Materne, University of WashingtonConversation | Superior IICall it our dirty little secret: tutors run this writing center. It succeeds on the strength of our identi-ties, 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 ProfessorLeigh Hastings, Wittenberg UniversityPresentation | HuronThe presenter will draw on three semesters of experience as a writing fellow for English 101 courses to explore how an advisor’s 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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Session P

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P5. Development of the Tutor Identity through Mathematics TutoringAlexis Yusim, Lake Forest CollegePresentation | HuronThe 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 IdentityParker Stockman, Ryan Spooner, Tatiana Uhoch and Sondra Malling, Columbia College ChicagoConversation | Superior IWriting Consultants aren’t flat characters—they are students, teachers, specialists, administra-tors, 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 CenterEmily Freund, Whitney Lee Brown, Ellen Snell and Lizzy Carroway, University of LouisvillePanel | LaSalle IPresenters from the University of Louisville Writing Center reflect on the role of conflict in nego-tiating 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 ExchangeJessica Reyes, Kelsey Hixson-Bowles and Savannah Nulton, Kansas State UniversityConversation and Roundtable Discussion | Superior IIIKansas 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.

Sunday, November 4

Chicago 2012