A Guide to Creating Student-Staffed Writing Centers, Grades 6–12, Revised Edition is a how-to and, ultimately, a why-to book for middle school and high school educators as well as for English/language arts teacher candidates and their methods instructors. This revised and updated International Writing Centers Association 2006 Book of the Year shows writing centers as places where writers work with each other in an effort to develop ideas, discover a thesis, overcome procrastination, create an outline, or revise a draft. Ultimately, writing centers help students become more effective writers. Visit any college or university in the United States and chances are there is a writing center available to students, staff, and community members. Writing centers support students and busy teachers while emphasizing and supporting writing across the curriculum.
appendix a International Writing Centers Association Position Statement on Secondary School Writing Centers (Approved by the IWCA Executive Board: April 22, 2015) We have long known that success in school, college, and work depends on the ability to write well. Consistent with recommendations of the National Coun- cil of Teachers of English (NCTE) and the National Writing Project (NWP) to foreground writing to learn and writing across all disciplines, the Common Core State Standards (CCSS) and other curricular initiatives reflect a grow- ing commitment to writing instruction in our K–12 schools. These curricular mandates present challenges alongside opportunities, especially for the many schools and communities experiencing growing populations of students with diverse linguistic, educational, and financial backgrounds who require addi- tional assistance as they negotiate the challenges of writing in new languages, in new contexts, and for new purposes. Writing centers have proven to success- fully support the teaching of writing school wide. These centers support and enrich writing instruction by drawing on trained tutors as accessible experts who engage students in academic discourse, build confidence in writers, and help them navigate expectations of audience, purpose, and clarity in writing. Because each secondary school writing center serves the needs of its unique population, they may differ in size, shape, source of staffing, funding, and implementation. Profiles of secondary centers include writing, literacy, and learning centers staffed by peer tutors before and after school and during free periods, embedded composition courses in which students tutor, writing 188 a guide to...