Tutoring Second Language Writers (38 page)

Shanti Bruce
is professor and chair of the Department of Writing and Communication at Nova Southeastern University in Fort Lauderdale, Florida, where she earned the Faculty Excellence in Teaching Award. She coedited
ESL Writers: A Guide for Writing Center Tutors
(Heinemann) with Ben Rafoth and
Creative Approaches to Writing Center Work
(Hampton) with Kevin Dvorak. Both books were honored by the IWCA with its Book of the Year Award. She coauthored
What Every Multilingual Student Should Know about Writing for College
(Pearson) and has been a keynote and invited speaker at conferences, leader of IWCA Summer Institutes, and co-chair of SWCA and NCPTW conferences.

Ben Rafoth
is Distinguished University Professor at Indiana University of Pennsylvania, where he directs the Jones White Writing Center. He teaches undergraduate courses in writing and graduate courses in IUP’s composition and TESOL program. He served on the IWCA executive board and chaired the first joint conference of IWCA and NCPTW in 2003. He has been a Summer Institute co-chair and leader. Ben received NCPTW’s Ron Maxwell Award, and he and Shanti Bruce received IWCA’s Book of the Year Award for
ESL Writers
. He edited
A Tutor’s Guide
. Ben’s most recent book is
Multilingual Writers and Writing Centers
(Utah State University Press).

Jocelyn Amevuvor
earned her master’s degree in TESOL and applied linguistics at the Indiana University of Pennsylvania. She is also a graduate of the bachelor’s degree program in Spanish at IUP. She has worked as a tutor in both the university writing center and the American Language Institute. Currently, she supervises the IUP international student tutoring program, SkillZone. She also teaches English-language classes at the American Language Institute.

Rebecca Day Babcock
is associate professor of English at the University of Texas of the Permian Basin, where she serves as literature and languages department chair, freshman English coordinator, and director of the university’s undergraduate research program. Her research interests include writing centers, disability, folk linguistics, and metaresearch. Her latest book is
Tell Me How It Reads: Tutoring Writing with Deaf and Hearing Students in the Writing Center
(Gallaudet University Press). She is also the coauthor of
Researching the Writing Center: Towards an Evidence-Based Practice
and
A Synthesis of Qualitative Studies of Writing Center Tutoring, 1983–2006
(both published by Peter Lang).

Valerie M. Balester
,
professor of English, directs the writing center and writing-in-the-disciplines program at Texas A&M University. She authored
Cultural Divide
(Boynton/Cook); coedited, with Michelle Hall Kells,
Attending to the Margins: Writing, Researching, and Teaching on the Front Lines
(Boynton/Cook); coedited, with Hall Kells and Victor Villanueva,
Latino/a Discourses: Teaching Composition as a Social Action
(Boynton/Cook); and coauthored, with James MacDonald, “A View of Status and Working Conditions: Relations between Writing Program and Writing Center Directors” (in
WPA
). She recently contributed “How Writing Rubrics Fail: Toward a Multicultural Model” to
Race and Writing Assessment
(Peter Lang).

Frankie Condon
is associate professor in the Department of English Language and Literature at the University of Waterloo in Ontario, Canada. Her books include
I Hope I
Join the Band: Narrative, Affiliation, and Antiracist Rhetoric
, and she coauthored
The Everyday Writing Center: A Community of Practice
(both published by Utah State University Press). She is currently completing research for her third book,
Absolute Equality: The Radical Precedents of Post-Racial Rhetorics in the Twenty-First Century
. This work is funded by a grant from the Social Sciences and Humanities Research Council of Canada. She lives in Waterloo with her partner, children, two dogs, a cat, and a chinchilla named Sid.

Michelle Cox
,
inaugural director of the English Language Support Office (ELSO) at Cornell University, is indebted to the University of New Hampshire writing center, where, as a graduate writing center tutor, she first became interested in learning more about second language writers and invested in creating more equitable and inclusive writing pedagogy and programs. Her publications on second language writing include articles, chapters, and collections on identity, graduate-student writing, writing pedagogy, and WAC program administration. Her most recent collection, edited with Terry Myers Zawacki, is
WAC and Second Language Writers: Research toward Developing Linguistically and Culturally Inclusive Programs and Practices
(WAC Clearinghouse and Parlor Press, 2014).

Jennifer Craig
teaches writing and oral communication at the Massachusetts Institute of Technology in the Department of Comparative Media Studies/Writing and in the Department of Aeronautics and Astronautics. She is the author of
Integrating Writing Strategies in EFL/ESL Contexts: A Writing-Across-the-Curriculum Approach
and coauthor of
Learning to Communicate in Science and Engineering: Case Studies from MIT.
Interested in the ways in which English-language learners master disciplinary communication in another language, she has taught and consulted at universities in Russia, Chile, Brazil, Mexico, Costa Rica, and Singapore.

Kevin Dvorak
is associate professor and writing center director at Nova Southeastern University. He is president of the International Writing Centers Association and a past president of the Southeastern Writing Center Association. His book
Creative Approaches to Writing Center Work
(Hampton), coedited with Shanti Bruce, won the 2009 IWCA Outstanding Scholarship Award for Best Book/Major Work. He has also published chapters in
ESL Writers: A Guide for Writing Center Tutors
(2004 and 2009),
The Writing Center Director’s Resource Manual
(2005), and
The Successful High School Writing Center
(2011), as well as articles in
Praxis
,
Academic Exchange Quarterly
, and the
Writing Center Journal
. He chaired the 2013 and 2014 IWCA Summer Institutes and was the recipient of the 2014 SWCA Achievement Award.

Paula Gillespie
is associate professor of English and the director for the Center for Excellence at Florida International University in Miami. She has served as the secretary and president of the International Writing Centers Association and has served on the executive committee of the Conference on College Composition and Communication. With Neal Lerner, she coauthored
The Longman Guide to Peer Tutoring
, now in its second edition. She is coeditor of
Writing Center Research: Extending the Conversation
, which won the IWCA prize for outstanding scholarship. Her article with Brad Hughes and Harvey Kail, “What They Take with Them: Findings from the Peer Writing Tutor Alumni Research Project,” winner of the IWCA Outstanding Scholarship Award for 2010, looks at the long- and short-term skills, values, and abilities tutors retain years after they graduate. She and her FIU colleagues are working to bring peer writing tutoring to some Miami-Dade public high schools.

Glenn Hutchinson
is assistant director of the Center for Excellence in Writing at Florida International University. He has a PhD in rhetoric and composition from the University of North Carolina–Greensboro. He writes about service learning, community writing centers, and immigration. His articles have been published in
Reflections on Community-Based Writing Instruction
,
Names
, and
Hispanic Outlook in Higher Education
. He writes op-eds for
The
Progressive Media Project
, which have been syndicated in newspapers throughout the world. In addition, he writes poetry and plays. His poetry has been published in several journals and his own chapbook. Glenn’s plays include
Limbo
,
The Pot
, and
Salsa
.

Pei-Hsun Emma Liu
is assistant professor of applied English at Kainan University, where she teaches EFL literacy and graduate courses. She received her PhD from Indiana University of Pennsylvania. She was awarded Innovative Researcher in TESOL in the Department of English Composition and TESOL. She has extensive teaching and research background working with ESL/EFL students from all over the world in the areas of world Englishes, intercultural rhetoric, and critical pedagogy. Her research interests center on second language writing and language in social contexts. Her recent publications appear in the
TESOL Journal
,
the
British Journal of Educational Technology
, and the
Journal of Second Language Writing.

Bobbi Olson
is assistant professor of English at Grand View University in Des Moines, Iowa, where she is director of the writing center. She also teaches composition and courses specifically for multilingual students. Her research considers the politics of language teaching in both writing center and classroom contexts, and her work has appeared in
Praxis: A Writing Center Journal
and
Across the Disciplines
. She has served on both the MWCA and IWCA executive boards and has presented and facilitated sessions at several regional and national writing center and composition conferences.

Pimyupa W. Praphan
has been teaching English for ten years in the Department of Western Languages and Linguistics of Mahasarakham University in northeastern Thailand since finishing her doctoral study at University of Illinois at Urbana-Champaign. During her one-year sabbatical leave, she volunteered as a tutor in the writing center at Indiana University of Pennsylvania. Her research interests include ESL/EFL writing, writing centers, and the field of world Englishes. Her article titled “Think in Thai, Write in English: Thainess in Thai English Literature” was published in the
World Englishes
journal in 2005.

Jose L. Reyes Medina
came to New York from the Dominican Republic in 2004 and started attending Bronx Community College (BCC) in 2005. He graduated from BCC in 2007 with an associate’s degree in liberal arts and transferred to New York University (NYU) on a scholarship in 2008. In 2010, he graduated from NYU with a bachelor of science in applied psychology and is currently applying to graduate school to obtain a PhD in social sciences. He is an ESL instructor in the CUNY Language Immersion Program (CLIP) at BCC.

Guiboke Seong
is associate professor of English education at Inha University in Korea. She received her doctoral degree from University of Illinois at Urbana-Champaign. At UIUC she taught ESL at the Intensive English Institute and in the ESL service program for graduate students. She has served as director of the TESOL program at Inha University and is now directing the College English Program. Her research interests include EFL writing instruction, pedagogic discourse analysis, and “teaching English in English” in EFL contexts.

Carol Severino
is professor of rhetoric at the University of Iowa. She directs the Writing Center and the Writing Fellows Program and teaches courses that explore the relationships between writing, language background, culture, and pedagogy, also the focus of her research. She teaches the two tutor preparation seminars as well as the second language writing research and theory course for the Second Language Acquisition PhD program. She also teaches travel writing every fall in the First Year Seminar Program, tutors in the Writing Center every semester, and reviews for many writing-related publications, including
The Journal of Second Language Writing
. Carol was a Collegiate Teaching Award winner in 2003 and a Fulbright Scholar in Ecuador in 2008. She has published some of her recent
work on language learning and language teaching in
Writing on the Edge
. Her travel essay “Engagement Ceremony” appeared in
The Best Travel Writing 2012
. With Shih-Ni Prim, she published in the fall 2015
Writing Center Journal
a study of Chinese students’ word-choice errors based on a sample of drafts sent to online tutoring.

Elizabeth (Adelay) Witherite
is an English teacher at Gyedong Elementary in Gimhae, South Korea. She earned her MA in English-TESOL in 2014 from Indiana University of Pennsylvania. Her thesis, for which she received the IUP Innovative Thesis Award, examined writing center tutors’ experiences with matters of social justice in their sessions. Her research interests include international educational practices, ethics, New Literacy Studies, and critical pedagogy.