SPECIAL THANKS TO: College Lutheran University California State Univeristy, Channel Islands California State University, Fullerton California State University, Long Beach California State University, San Bernardino California State University, San Marcos Claremont McKenna College Concordia University Irvine 14TH ANNUAL Crafton Hills College SOUTHERN CALIFORNIA Marymount California University MiraCosta College WRITING CENTERS ASSOCIATION Moorpark College Mount San Antonio College TUTOR CONFERENCE Nevada State College Oxnard College Oxnard Community College Point Loma Nazarene University CONNECTING San Diego State University WITH PURPOSE March 3, 2017 | California Lutheran University | Thousand Oaks, CA Southern Utah University Southwestern College , Irvine University of California, San Diego

and the SoCal WCA Conference Committee 2018 SoCal WCA Tutor Conference Schedule of Events 8:50 AM - 9:50 AM Registration, coffee & tea, and light breakfast Gilbert Sports and Fitness Center 10:00 AM - 10:50 AM Session 1 Panel: Room: 11:00 AM - 11:50 AM Session 2 Panel: Room: 12:00 PM - 1:00 PM Lunch Gilbert Sports and Fitness Center 1:10 PM - 2:00 PM Session 3 Panel: Room: 2:10 PM - 3:00 PM Session 4 Panel: Room: 3:10 PM - 4:00 PM Community Hour Gilbert Sports and Fitness Center

The consumption, possession, sale, or distribution of alcoholic beverages is prohibited Smoking is allowed in designated areas only Firearms and weapons of any kind are prohibited Connecting with Student Writers’ Native Language in Session 1 Academic Writing [Location: Soiland Humanities 112] 10:00 - 10:50 AM Cynthia Bazan, Jacqueline Robledo, Jessica Cossin, Guillermo Perez Connecting Through Relationship: The Writing Centre as MiraCosta College Second language speakers are encouraged to adopt Standard American a Place for Pedagogical Change in the University English exclusively in their academic writing process which reduces their [Location: Soiland Humanities 107] writer’s voice. In this workshop, we will facilitate a discussion exploring the Iris J. Brooke academic atmosphere surrounding student voice and facilitate audience University of Toronto participation activities including delving into accented writing samples from This presentation questions the current status of relationship in university both professional and student writers, reflective writing, and small group education. It focuses on how we as writing tutors have an advantage to discussion. fostering and developing connection with students in ways that enhance their educational experience specifically because relationship is at the Test Preparation and the Writing Center’s Purpose: centre of our work. How Writing Centers Can Help with College Level Standardized Testing Building Bridges to the Real World [Location: Soiland Humanities 113] [Location: Soiland Humanities 108] Nicole Barabas, Nicole Benson Koppany Jordan, Elijah Cohen, Sarah Stangeland Nevada State College Biola University Standardized tests, most of which include reading comprehension and This panel will discuss ways in which students engage writing center timed writing sections, have been shown to be a major obstacle in higher support for non-academic, beyond-college projects. Preparing students education for minority and low-income students. This presentation for long-term success, we share different ways to build bridges between will introduce test taking strategies in these areas to help all students, academia and the “real world.” especially those in marginalized groups, adequately prepare for college level standardized tests, and break down that barrier between them and Hospitality in the Writing Center: Developing an the program of their choice. Openness to Difference [Location: Soiland Humanities 111] Building Bridges: Bringing STEM to Your Writing Center Song Mi (Michelle) Lee, Michelle D’Mello, Chenglin Lee, Carissa Sade [Location: Soiland Humanities 114] Baird Natasha Floerke, Sophie Ehlen, Flora Gallina-Jones California State University, Fullerton Harvey Mudd College This session will discuss how to ethically and practically approach Participants will discuss the importance of writing in STEM fields and differences in affect and identity that take place between tutors and how to develop a relationship between the writing center and tutees. Collaboratively we aim to not only present our own perspectives departments. They will use strategies for consulting thesis-driven writing to but also engage with the audience to exchange other practices that are navigate technical papers. also effective during tutorials or at the center. Fun Fact: Vladimir Nabokov and Gertrude Stein both liked to write while sitting in a parked car. More choices on the next page.... Linguistic Identity and the Value of Questionnaires [Location: Soiland Humanities 120] Session 2 Crystal Inacay, Kieran Dosanjh, Samirah Martinez University of California, San Diego 11:00 - 11:50 AM A well crafted questionnaire can be an effective tool assessing the vast diversity of linguistic identities among Learning students Connection Cultivates Confidence: How a Stronger in order to better cater to their distinct linguistic backgrounds. Through Connection to Your Tutee Promotes Student Success presentation on the value of questionnaires, and interactive audience [Location: Soiland Humanities 107] engagement with questionnaires and their own linguistic identities, we Chloe C. Porche, Leslie Henson, Danielle Garcia, Mia Gordon seek to demonstrate both their worth and challenges. Moorpark Community College The goal for our session will be to illuminate how creating a stronger The University Writing Center as a Virtual Space connection to your tutee promotes student growth and agency. By learning [Location: Soiland Humanities 117] to appropriately assess and address your tutee’s underlying emotional Sonia Cruz, Jessica Somers, Julie Guerreo, Cyrene Cruz, Sean Arenas state—nervousness, hyper-activity, overconfidence, excitement, etc.— and California State University, Los Angeles by learning to engage with your tutee on a person-to-person level you will What should a writing center’s online space look like? Come and visualize be able to forge a connection that will intrinsically instill in them notions of new possibilities for our writing centers. self-sufficiency, competence and reassurance.

From Writing to Community Connection The Meaning of Support: Exploring Best Practices for [Location: Soiland Humanities 118} Graduate and Professional Writing Tutors Giang Nguyen [Location: Soiland Humanities 108] Pitzer College Erica Bender This workshop is about how academic writing can be isolating from writers’ University of California, San Diego real lives. Participants will join building strategies to change that. Graduate and professional writing tutors face unique challenges in consulting with graduate student writers. This session will explore tutors’ LMAO: Laughing, Motivation, and Opportunities for perceptions and practices regarding two broad themes: how writing tutors can best support graduate students’ writing struggles and how tutors can Humor in Tutorials act as empathetic allies for students navigating the emotionally-taxing [Location: Soiland Humanities 119] world of graduate school. Emma Saturday, Emily Mosley San Diego State University Language in the Cyberage: Connecting with Writers Our presentation seeks to explore methods for using humor as an through Email Sessions interpersonal strategy for motivating student writers. We will encourage participants to reflect on their own practices with using humor in tutorials, [Location: Soiland Humanities 111] and we hope to discover ways that humor can establish meaningful Oscar Bonilla connections with students. Nevada State College In this cyberage of communication, dialogue is limited between a writer and Fun Fact: The average No. 2 pencil can draw a line 35 miles tutor. This session brings into discussion how new ways of communicating, long. A ballpoint pen will only give you about 5 miles. such as emoji and memes, could be an effective way in which a tutor and More choices on the next page.... writer communicate in asynchronous sessions. Minding the Monsters: Creating a Positive Group Environment by Identifying “Group Vampires” and “Group Cross-Cultural Connections: Helping Chinese ESL Werewolves” Writers Find Their Writing Voice [Location: Soiland Humanities 116] {Location: Soiland Humanities 112] Donna R. Phillips, William Acosta Christina Winters, Alyssa Shurtz, Lainey Cartwright, Addy Southam As tutors, we often work with groups and need to ask ourselves why the Southern Utah University group dynamic can sometimes be dysfunctional, and how we can help Because of the increasing number of Chinese students attending tutees connect to one another in constructive ways to create a harmonious American universities, writing center tutors need to identify the best group experience. In our presentation, we identify common negative roles approach to help these ESL students. In this session, presenters will such as the “Group Vampire” and the “Group Werewolf” and share how to mentor attendees through group activities that illustrate four specific gently handle these unruly characters by providing set of rules for positive strategies tutors may implement to assist Chinese students, as well ways group engagement. to adapt the strategies to other ESL populations. Engaging Unresponsive Students Building Connections: Strategies for Community [Location: Soiland Humanities 117] Building for NNES and Gen 1.5ers Nicole Cameron, Jay Knee, Emily Kane [Location: Soiland Humanities 113] California Lutheran University Kristen Pringle (Lionheart), Janella Lee, Emilie Murgia This presentation outlines new and exciting ways to help uncomfortable, Mt. San Antonio Community College unresponsive, or international clients as effectively as possible, according Explore strategies to help Non-Native English speakers (and Gen 1.5) to to their distinct needs. We address current strategies provided by Kristin feel more incorporated in college life and in their own educations. Sharing Walker and Judith Power to counteract these concerns and discuss ways to tutor tools and practices to help students feel part of the tutorial, the use them in practice. college, and the wider, global community of education. Faculty Fusion: Using Interviews to Gain Faculty Insight Connecting Creative Compositions and Academic and Support in Our Writing Studio Arrangements: How Elements of Creative Writing Can [Location: Soiland Humanities 118] Be Used Academically and How to Handle Creative Clara Weingarth, Kayla Biar, Emily Crosby Sessions Concordia University Irvine [Location: Soiland Humanities 114] Faculty members are often a writing center’s most valuable form of advertising, yet, writing center staff members rarely have opportunities to Tucker St. John ask faculty how they teach writing in their classrooms, their expectations Nevada State College for student writing, or what makes writing within their specific disciplines Creative writing elements can be used to develop more interesting unique. This session describes our how we engaged with the faculty on our academic papers, yet many tutors feel unprepared in handling such a campus and how their feedback changed the way we work with writers. genre. The purpose of this session is to discuss the application of creative writing techniques and elements within academic composition, as well as Fun Fact: When Dr. Seuss was stuck writing his books, he to explore how tutors can handle creative sessions if they are unfamiliar would go to a secret closet filled with hundreds of hats and with creative writing. wear them till the words came. Fun Fact: The word ‘colygraphia’ means ‘writers block.’ More choices on the next page.... Connecting Nothing with Nothing: Mindfulness as a Means of Mediating the Emotional Labor of the Tutor Session 3 [Location: Soiland Humanities 119] Mayra Alejandra Godínez Dávila, Joseph Honnold, Edward Ferrari 1:10 - 2:00 PM California State University, San Bernardino Appetizers for the Soul: Connecting with Students Interest in the potential interaction of the Buddhist practice of mindfulness and Writing Center pedagogy has recently been revived (Mack and Hupp through Empathy and Non-Verbal Communication 2017; WCenter Listserv), yet studies critiquing its value for tutors are [Location: Soiland Humanities 107] lacking. This presentation therefore examines the connections between Rebeccah Sanhueza mindfulness and the emotional labor of the tutor. Notes:______Students are often uncomfortable with the entire concept of tutoring. ______Let’s learn the ingredients to alleviate those fears. ______Building Tutor Self-efficacy Through Connections in ______Online Tutoring ______[Location: Soiland Humanities 108] ______Emily Christiansen, Regan Joswiak, Sarah McGinnis, Christopher ______Billings ______University of Houston—Downtown ______Come participate in a hands-on project to understand how scaffolding ______can build comprehension and increase both tutor and learner’s agency. ______The discussion will cover helping online tutors assess how to support the ______learner without face-to-face interaction. ______From SoCal to South Padre: Using the SoCal WCA Tutor ______Conference as a Springboard for National Collaboration ______[Location: Soiland Humanities 111] ______A.J. Edwards, Kallin Raymond, Jayde Bertoch, Joshua Barton ______Southern Utah University ______In this session, we will share successful strategies that we have used for ______developing our SoCal WCA panels into individual presentations at IWCA ______and NCPTW conferences. We will also share tools to help tutors stand out from the crowd in pursuit of graduate programs and employment by ______presenting their research at national conferences, such as the NCPTW in ______South Padre in 2018. ______Fun Fact: The inventors of the typewriter intended it to aid ______the blind. ______More choices on the next page.... Connecting with English Language Learners Through Why Do People Listen to Us? Bridging the Authority Gap Shared Linguistic Backgrounds Between Students and Professors [Location: Soiland Humanities 112] [Location: Soiland Humanities 116] Sherry Zheng, Felipe Morfin-Martinez, Megan Friess, Pamela Ygrubay Nancy Karreman, Hannah Hecht, David Cremins, Haley Ferguson, University of California, San Diego Drayona Denson, Ethan Kostishak Since writing in American academic English can be daunting for English Pomona College Language Learners, peer writing tutors need to connect with students’ We as Writing Partners are in the unique position of being perceived as complex linguistic identities both pragmatically and emotionally, when experts and authority figures, somewhere in the ambiguous space between possible. This session will discuss how revealing their own relevant students and professors. What is our authority, if any, as intermediaries linguistic experiences may help tutors better connect with ELL students, and “experts” to challenge the authority of professors, and how do we while also allowing students to more freely express their affective and navigate this tension between our desire to deconstruct hierarchies of academic needs. knowledge and the very real and important needs and perceptions of our peers? Connecting with Hispanic Writers: Patterns and Strategies The Link Between Deaf Students and Writing Tutors isn’t [Location: Soiland Humanities 113] Necessarily as Interperter Cynthia Castillo, Brianna Zaragoza [Location: Soiland Humanities 117] California Lutheran University Keith Wasserstein-Monsanto We will use surveys and samples of Hispanic students’ writing to discuss Nevada State College patterns present and provide fellow peer tutor strategies to address them. As writing center training is revolved around working with hearing students, In our activity, we will use written scenarios about what Hispanic students understanding how tutors can effectively support D/deaf students without struggle with in their writing to facilitate conversation in groups addressing interpreters perpetuates the growing inclusivity of writing centers. By these patterns, and we will have the audience discuss similar situations in performing silent mock sessions, tutors will get a feel of what it’s like to their writing centers. work with D/deaf students, providing a foundation for discussion about best practices for working with D/deaf students without an interpreter. Personalizing the Personal Statement [Location: Soiland Humanities 114] The High School Connection Rebecca Zimmerman, Emily Segal [Location: Soiland Humanities 118] Claremont McKenna College Caelyn Pender, Macie Gettings, Amanda Ju, Akhil Gutta, Katie Reul, ESTJ or INFP? Our session encourages attendees to consider how our Diya Sinha, Andy Jin, Sophia Brent personality types and individual experiences shape our work as writers. The Westlake High School session will focus on connecting internal reflection to the process of writing Our session will examine the way a high school writing center is able to personal statements. function despite certain limitations that do not exist in college writing centers, as well as the importance of high school writing centers in Fun Fact: The longest word in English isn’t “Supercalifragilis- building a foundation for college writing centers. It will also explore how ticexpialidocious,” but instead it is peers connect and make strides together despite the fishbowl environment “Pneumonoultramicroscopicsilicovolcanoconiosis,” of the high school and the stigma of asking for academic help. which is a kind of lung disease. More choices on the next page.... Find Your Groove with Group Tutoring (Undergrad) [Location: Soiland Humanities 119] Session 4 Leah Ostermann California State University, Channel Islands 2:10 - 3:00 PM My presentation explores best practices when tackling group tutoring. This includes but is not limited to group dynamics, dealing with different writing Emotionally Intelligent Connections and communication styles and being able to come to a common solution [Location: Soiland Humanities 107] about a problem or prompt. Scott Davidson, Sara Reyes-Cruz, Antonia Taggart, Grisel Vargas, John Notes:______Hansen ______Riverside City College ______This presentation will discuss the importance of emotional intelligence in ______establishing connections with students, therefore determining not only ______the course of the session but ensuring that safe and effective boundaries are created between tutor and student. Then, we will ask attendees to ______participate in role-playing activities that will cover unique scenarios that ______could happen within a tutoring session to determine how emotionally ______intelligent connections with the student — or lack thereof — could help or ______hinder each scenario. ______Stressful Connections: How Your Mindset Can Save Your ______Life ______[Location: Soiland Humanities 108] ______Melody Robinson, Nikky Eminzade, Jason Cannon ______Crafton Hills College ______Writing tutors work in an educational environment where they are required ______to constantly make a variety of connections and role-changes throughout ______the day. This session will, therefore, explore why and how tutors potentially ______experience stress, the consequences of stress, and provide ideas and ______methods for reshaping tutors’ perception of stress. ______Scheduling to Make Connections ______[Location: Soiland Humanities 111] ______Elinor Aspegren, Christine Leung ______Pitzer College ______In our workshop, we will engage openly with how different scheduling ______formats in writing centers impact the connections made between tutor ______and writer. We will accomplish this by holding a space for both individual ______reflection and open discussion so that participants will feel comfortable in sharing their personal experiences about the many ways tutors make ______connections with writers. More choices on the next page.... Patching the Connection: Providing Techniques and products of complex webs of interconnections, influenced by factors Strategies for Sessions with Multilingual Students in students’ lives. By identifying the way these webs are shaped and [Location: Soiland Humanities 112] function–– thus discovering our place within them––we as tutors can actively recognize and respond to these influences in an empathetic and Melanie Croft constructive manner during a tutorial. Nevada State College All students should receive the help they need in order to be successful writers, yet there are unclear techniques for multilingual student Connecting with Graduate Student Writers sessions in writing center training literature. To remedy this, I will provide [Location: Soiland Humanities 117] techniques and strategies through the synthesis of existing tutoring based Angela D. Gee, Marcel S. Young, Hazina Cain-Houston literature. California State University, Los Angeles This presentation will discuss the forums used to make connections Metacognitive Connections: Connect the Thoughts with graduate students and the services available to them, such as the [Location: Soiland Humanities 113] Graduate Student Writing Consultations and Focused Workshops. The goal is to demonstrate a few obstacles we encounter as writing consultants and Charles Bordy how we deal with them in a manner that can be applied toward any student seeking help with their academic writing. In this session, participants will explore metacognitive strategies and behaviors, as well as how tutors model these behaviors. Following a brief presentation, participants will be invited to play a game designed to Bridging Literacies: Beyond Pen and Paper reinforce metacognitive concepts, for a chance to win some prizes. [Location: Soiland Humanities 118] Jaimee Horn, Cristal Gamez Creating a Sense of Belonging and Connection by California State University, Channel Islands Developing a Personal Writing Tutor Philosophy Our presentation will explore the concept of multiliteracy and outline the importance of tutoring across a wide range of mediums and disciplines. Statement of Approaches and Methods Elements of multiliteracy include oral presentations and visual text [Location: Soiland Humanities 114] elements, the understanding of which allows our center to create a better Randall Searcy sense of campus cohesion. Oxnard Community College Notes:______A collaborative, conversational inquiry into the role belongingness, ______awareness of emotions and other suggested connections and ______relationships embedded in the writing and tutoring process might play ______in development of an experientially derived and research supported personal Writing Tutor Philosophy Statement. ______Cross-Web Connections: Recognizing Identity in Writing ______[Location: Soiland Humanities 116] ______Samantha Wilson, Ellie Andrews, Aaron Barlin, Javier Burdette, Jenny ______Le, Melisa Lu ______University of California, Irvine As tutors, we must understand that the student works we read are the ______Community Hour Reflecting on the 3:10 - 4:00 PM Conference [Location: Gilbert Sports and Fitness Center] What have you experienced today? What ideas will you incorporate into Learn about, interact with, and take fresh ideas and inspiration from staff your tutoring practice? What thoughts do you have for your own writing at writing centers across our region. We invite you to participate in the wrap-up session of our conference, which we’re calling the “Community ______Hour.” Writing Centers will present posters sharing their center’s ______philosophy, services, space, tutors, and/or some other defining feature so ______that others can learn about what they do and ask questions. ______We will also give out our SoCal Writing Center Association t-shirts to all ______conference presenters during this time and will have these shirts for sale, ______as well. ______Notes: ______