Successful essays will demonstrate some level of writing center experience, as opposed to theoretical programs, policies, or solutions that have been thought about but never tested in real writing center settings. On the other hand, essays that are predominantly focused on classroom theory and practice or other non-writing center topics may be more successful if sent to more appropriate journals.
Our readers turn to the WLN for insights and strategies they can consider in their scholarship and in their own centers, which can include highly varied programs at universities, colleges, high schools, and middle schools in the U.S. and writing centers in other countries.
Reflect on Scholarship:
Does your essay offer new insights, experience, or research?
Essays that are primarily repeating what is already known are not appropriate for publication. WLN does not publish literature reviews at this time.
Does your essay offer some context or background of previous scholarship and what is known about the subject?
Just as there can be too much context, essays are not suitable for publication when they offer no clear awareness of the existing scholarship. If your essay acknowledges what others have written about a subject, please ensure that your citations are up-to-date with recent sources.
Does your essay avoid jargon that assumes readers are familiar with this specialized terminology?
Readers of WLN range from those new to the field to experienced directors. The goal of an author of an important article is to educate newcomers and add to the knowledge of experienced directors. As a general rule, WLN considers good ideas expressed in clear, straightforward language to be preferable to good ideas hidden under a layer of jargon that only a limited number of readers are familiar with.
Check the Manuscript Guidelines:
Does your Works Cited conform to the 8th edition (2016) of the MLA Handbook?
Fixing errors, missing information in citations, and other problems are not the responsibility of the editors or reviewers. Authors who include careless errors or wrong or out-dated formatting that does not conform to the most recent MLA handbook diminish their own credibility as scholarly authors.
What kinds of submissions will NOT be considered?
* Unrevised conference presentations, course papers, or seminar papers
* Manuscripts under consideration for another publication
* Essays not clearly focused on writing center work
* Unsolicited reviews of books and resources
Is your essay less than 3,000 words or your Tutors' Column less than 1,500 words, including Works Cited and Notes?
Reviewers do not consider essays that are over the word limit. And please be aware that when you do a word count, many versions of Word's word-counting tool do not include notes in the total. If that applies to your word processing program, please count any notes separately and add them to the total. If you include graphics such as figures or tables, your word count should be lower to account for the space needed for graphics.
Tutors sending essays for the Tutors' Column are encouraged to discuss how to write successful essays for publication--not successful class papers--with their directors. These are two very different genres.
Consider Adding Your Voice:
WLN invites submissions from newcomers, experienced scholars, and tutors from all over the globe. All voices are important in our collaborative world.
While WLN does not accept unsolicited book reviews, we invite suggestions for books you are interested in reviewing. We also welcome queries in advance about possible articles.
Manuscript Acceptance Rate:
Frequently Asked Questions
Who can submit an essay to WLN?
Anyone who works in or is interested in writing center work can send in articles, and that includes (but is not limited to) directors and other administrators, professional staff, graduate students, and undergraduate tutors.
What happens once an essay is submitted to WLN?
When an essay arrives, it is read by one or more WLN editors--Muriel Harris, Janet Auten, and/or Kim Ballard. They decide whether or not an essay is appropriate for WLN, and, if so, if the piece is ready to be sent to a reviewer. The editors may occasionally make a request for revisions before sending an essay to a reviewer if they find it promising but in need of more development.
What does a reviewer do?
We ask our reviewers to do two things: 1) tell us if they believe an article or column is publishable, and 2) if they do believe it publishable (but not ready for publication), offer questions or suggestions to the author to help in the revision process (and it is the case that most submissions receive reviewer suggestions for revision). We encourage reviewers to respond within a month or so. Most of our reviewers are willing to read further drafts and offer further suggestions for revision.
Our reviews are blind reviews, meaning that neither the author nor the reviewer knows the other's identity unless they both agree to make their names known to each other.
Can I revise and resubmit an essay?
Unless the reviewer (or the editors) believe a piece is simply not appropriate for WLN or not publishable, we welcome revisions that are well thought-out and substantial enough to warrant another review. Authors will be advised whether or not we would be willing to see a significant revision resubmitted.
Our Current Reviewers
"If I have seen farther, it is by standing on the shoulders of Giants." -Isaac Newton
The folks listed below are the giants for WLN and its authors. These committed readers provided comments, suggestions, and questions for writers, prompting even better articles and columns. They illustrate the best practices of our writing center work, and we thank them on behalf of all our WLN writers and readers.
Aguirre, Aurora - Universität Regensburg, Regensburg, Germany
Scudder, Shana - University of North Carolina Greensboro, Greensboro, NC
Bond, Candis - Augusta University, Augusta, GA
Boquet, Beth - Fairfield University, Fairfield, CT
Carroll, Heather - University of Wisconsin - Waukesha, Waukesha, Wisconsin
Cochran, Cynthia - Campus Writing Center Director, Illinois College, Jacksonville, IL
Custer, Jason - Minnesota State University Moorehead, Moorehead, MN
Dembsey, Jenelle - Miami University of Ohio, Miami, OH
Denny, Harry - Purdue University, West Lafayette, IN
Driscoll, Dana - Indiana University of Pennsylvania, Indiana, PA
Eckstein, Grant - Brigham Young University, Provo, UT
Freeman, Elliott - Jefferson College of Health Sciences, Roanoke, VA
Grogan, Shareen - Director of the Writing and Math Centers, National University, Carlsbad, CA
Gladstein, Jill - Swarthmore College, Swarthmore, PA
Gyendina, Mariya - University of Minnesota, Minneapolis, MN
Hamby, Jim - Middle Tennessee State University, Murfreesboro, TN
Hewerdine, Jennifer - University of Tennessee Knoxville, Knoxville, TN
Higgins, Erin - Northeastern Illinois University, Chicago, IL
Hill, Heather - University of Maryland University College, Ramstein Air Force Base, Germany
Holland, Allison - University of Arkansas at Little Rock, Little Rock, AR
Klimo, Christina - University of Dayton, Dayton, OH
Latta, Mark - Marian University, Indianapolis, IN
Lawson, Daniel - Central Michigan University, Mount Pleasant, MI
Lerner, Neal - Northeastern University, Boston, MA
Macauley, Bill - University of Nevada Reno, Reno, NV
Matthews, Liz - West Chester University, West Chester, PA
Mitchell, Jennifer - State University of New York at Potsdam, Potsdam, NY
Paz, Enrique - Miami University of Ohio, Miami, OH
Powers, Elizabeth - University of Maine at Augusta, Augusta, ME
Prince, Sarah - Walden University, Minneapolis, MN
Radke, Chuck - California State University at Fresno, Fresno, CA
Stock, David - Brigham Young University, Provo, UT
Willard, Rachel - Walden University, Minneapolis, MN