Year: 2026

a White woman with shoulder-length straight brown hair hides her face behind her hands

On Being Cringe: Hospitable Tutoring and Caring Too Much

Graduate Students, Student Voices, Tutorial Talk and Methods, Writing Center Theory, Writing Centers

By Izzy Alexander, University of Tennessee, Knoxville—At a weekly training meeting for new consultants in the Judith Anderson Herbert Writing Center, my tutor trainer—Greta, a first-year Ph.D. student who researches tutor self-efficacy—asked us to solve the million-dollar writing center question: How can we get students to buy in to tutoring? How can we make students feel comfortable in the writing center? Instantly, I thought about how embarrassing writing is. It’s horrible to bring in your half-baked ideas and run-on sentences and show it to someone you perceive to be good at writing (whatever that is) and ask them to help you.

June 9, 2026
Pink and white lotus flower floating on a body of water

Writing Centers as Spaces of Recovery

Disability and Writing Centers, Diversity and Inclusion, Graduate Students, Social Justice, Writing Centers

By Maggie Hart, University of Minnesota—For many writers, and tutors, the writing center is a place to slow down, to rest, and to recover. // I began to understand the importance of recovery differently after completing treatment for blood cancer. Just a few months before I began graduate school, I was in a hospital room receiving chemotherapy for acute myeloid leukemia. Then, I was sitting in seminars, reading complex theory, and trying to think clearly again. I quickly learned that recovery is not the clean narrative we often imagine when we talk about “beating” illness. For me, and for many other survivors, recovery is slow and uneven. Some days are clear, productive, and focused, and others feel foggy and fragile. Progress happens, but sporadically. The body and mind renegotiate their capacities constantly. […]

May 12, 2026

How to Discuss GenAI in Writing Consultations

AI Writing, Graduate Students, Tutor Publications, Tutorial Talk and Methods, Writing Center Research, Writing Center Tutors, Writing Centers

By Brady Hall and Emma Bapst, Miami University of Ohio—AI has become part of our writing center ecosystems. Whether we like it or not, students use it in their processes. Some professors require it in their courses; others ban it completely. This leaves students caught in the middle, trying to satisfy competing interests. As students perform to try to satisfy their instructors, they are learning a “hidden curriculum,” or knowledge that travels behind the network of traditional classroom education with regard to AI. These contexts permeate writing center experiences as well. With coexisting perspectives of AI refusal and acceptance, it can be difficult for writing center consultants to feel comfortable addressing AI use with students at all. 

April 14, 2026
Yellow dandelions growing between gray pavement stones.

Supporting Tutors and Writers Amid Heightened Risk: Navigating Writing Center Work in the U.S., 2026

AI Writing, Higher Education, Tutorial Talk and Methods, Undergraduate Students, Writing Center pedagogy, Writing Center Tutors, Writing Centers

By Anonymous—The field has long emphasized the collaborative ethos of writing center work (Harris, 1988; Lunsford, 1991). Within this framework, writing centers are often positioned as “safe” or “low-stakes” environments where writers can experiment, explore identities, and develop confidence in their voices (McNamee & Miley, 2017). But the ability of writing centers to function as “low-stakes” environments depends on the broader social conditions in which writers and tutors live. […]

March 24, 2026