Writing Center Theory and Practice
to be considered for publication in Academic Exchange Quarterly print edition:
Spring,   Summer,   Fall,   or   Winter
See Submission & Publication Timeline.   ( early, regular, short )
Note, early submission includes consideration for co-publication in AEQ Open-Access- outlets (see bottom of this page).
Please observe Six simple submission steps
Steve Pec   Editor of Academic Exchange Quarterly
Academic Exchange Quarterly invites articles that explore issues of theory, practice, and experience in writing center work, including qualitative and empirical studies, discussions of pedagogy, and analyses of theory in three overlapping areas of inquiry. Articles may explore how the founding and funding of writing centers influences whom the center will serve and why. Many centers are established initially as "remedial" centers. How does the image of the writing center as a fix-it shop affect the work we are able to do? How can tutors help students learn correct grammar and usage without becoming editors? How do students and our fellow faculty members view our work with students? Tutor education and identities vary across writing center environments. How are tutors prepared for the work they will do? What does good tutor education include? How should tutors be selected? Who should direct writing centers?
Articles may also examine how writing centers are often a site of diversity in our schools, working with varied student populations, with varied access to technology, with varied funding, and with varied staff populations. Students who are learning disabled, multilingual, advanced, physically disabled, resistant, and so on, come to or are sent to our writing centers. How can we as teachers, administrators, and tutors adapt to our increasingly diverse student populations? Essays for the special issue may investigate the impact of online tutoring and writing resource Web pages offered through the writing center. How has (or will) technology shape writing centers? How much technology training and knowledge are necessary for strong writing centers? How does tutoring change when the discussion of writing is via email? What defines a successful writing center?
Who May Submit:
Faculty, administrators, librarians and graduate students.   Please identify your submission with keyword: CENTER