Northern Virginia Writing Centers 2012 Conference


The 2nd Annual Northern Virginia High School Writing Center Conference

Friday, October 12, 2012

A collaborative conference among George Mason University, the Northern Virginia Writing Project, and Fairfax County Public Schools




Welcome & Introductions, Ice Breaker, and Acknowledgements


NVWP Teacher Consultant Writing Presentations

9:30-10:20 and 10:30-11:20

College Professor Presentations

See below for presentation titles and biographies of our presenters


Lunch with tutor panel from the University Writing Center at GMU

12:30-12:55 and 1:00-1:25

High School Writing Tutor Presentations

Rehumanizing the Writing Process

Lorelei Christie (Oakton High School)

The Identity Triangle

Emily Hautbois (Oakton High School)

Tutor Identity, or Lack Thereof

Lehna Asongwe, Lauren Sauer, and Maham Siddiqui (West Springfield High School)

From the Writing Center to the Workplace: Making the Transition

Danya Abdel-Hameid & Frankie Otete (Edison High School)

How Conflict With Tutees Forms Tutor Identity

Nicki Powell (Oakton High School)

Going With Your Gut – Relying on Your Peer Tutoring Instinct

Thomas Tsang (Oakton High School)

ESOL: Leveling the Playing Field

Dylan Hunzeker (Oakton High School)

The Power of Peer Revision in Changing Perception of Reading and Literature

Justin Adamson & Quinn Monette (Woodson High School)

Tutees and How They Have Changed Us

Sherrill Callahan & Jenna Rieden (Oakton High School)

Tutoring: The Real World

Chris Crapco (Oakton High School)


Conclusion and Evaluations

College Professor Presentations and Biographies

You’re Not “Just a Tutor”: Tutor as Cultural and Curricular Change Agent

Dawn Fels (Ph.D., English-Composition & TESOL) is a newcomer to Northern Virginia, where she teaches composition and directs The University Writing Center at George Mason.  She most recently taught basic writing, college writing, research writing, and literature at Indiana University of Pennsylvania, where she also served as the assistant writing center director. Her career as an English teacher began in St. Louis, where she taught English and started a writing center at a school placed on corrective action. Her experiences there led her to research the effects of federal and state curricular and assessment policies on teachers and students and the role that writing centers could play in school improvement plans and school reform. Her recent book, The Successful High School Writing Center: Building the Best Program with your Students, which she co-edited with Jennifer Wells, is due out this November from Teachers College Press. A chapter in that book includes the voices of writing center tutors at nearby Edison High School. Her work has also appeared in The Writing Lab Newsletter and Writing on the Edge, and she has a chapter on writing groups for teachers in Dvorak and Bruce’s (2008) book Creative Approaches to Writing Center Work.

Forces for Change: Writing Tutors and Writing Centers

Paul M. Rogers (PhD., University of California, Santa Barbara) is an Assistant Professor of English at George Mason University and the Director of the Northern Virginia Writing Project.  In addition to working with K-12 teachers throughout Northern Virginia, he teaches courses in academic writing, business writing, and advanced nonfiction writing, and leads graduate seminars in the teaching of writing, composition theory, and research methods in professional writing and rhetoric.  He also teaches Introduction to Entrepreneurship.  His recent books and articles include: Writing Across the Curriculum Sourcebook, co-edited with Terry Zawacki (Bedford St. Martin’s 2011),Traditions of Writing Research, co-edited with Charles Bazerman, et al (Routledge, 2010) and “Rejoining the Learning Circle: When Inservice Providers Conduct Research” in the January 2011 issue of English Education

Writing for College: Audiences and Genres

Doug Eyman, George Mason University