WLN: A JOURNAL OF WRITING CENTER SCHOLARSHIP
Promoting the exchange of voices and ideas
in the one-to-one teaching of writing.
Formerly the Writing Lab Newsletter, WLN: A Journal of Writing Center Scholarship is a forum for exchanging ideas and information about writing centers in high schools, colleges, and universities.
Articles focus on challenges in tutoring theory and methodology, handling ESL issues, directing a writing center, training tutors, adding computers, designing and expanding centers, and using tutorial theory and pedagogy.
In addition to articles, issues contain conference announcements, book reviews, professional news, and a column by and for tutors. WLN is published bi-monthly from September to June.
CURRENT ISSUE: MARCH/APRIL 2018
"This WLN issue focuses on four groups in writing centers: tutors, grad students, speakers of English with differing levels of proficiency, and classroom tutors." - Muriel Harris, Editor
Changing Peer Tutors' Threshold Concepts of Writing - Sue Dinitz
Goals for a Writing Center Tutorial: Differences among Native, Non-native, and Generation 1.5 Writers - Grant Eckstein
A Space for Grad Students: Peer-to-Peer Collaboration in a Writing Studio Startup - Chuck Radke
Tutors' Column: "Paradoxical Authority: Preparing Tutors for Classroom-Based Tutoring" - Rachel Stroup