Spring 2019 Issue

Spring 2019: “Balance and Boundaries”

For the Spring 2019 edition of The Dangling Modifier, we invite you to submit works addressing the theme of “Balance and Boundaries,” a contemplation of the shifting definitions of writing center work and the scope of the mission of writing centers.

In Peripherals Visions for Writing Centers, Jackie Grutsch McKinney encourages a re-consideration of the “writing center grand narrative,” (58) or the idea that the “writing center is a place, it is for all students, it is focused on one-to-one instruction, and the focus is tutoring” (62). When we begin to interrogate the “grand narrative” we might ask, how do we define and perform the act of tutoring? Some understandings of centers are “so naturalized that things are left unsaid” and we are unlikely to analyze them critically (62). So, how do we balance our own perceptions and internalized expectations of what tutoring should be? In what ways can we follow Grutsch McKinney’s call to re-imagine the writing center as more than one-on-one sessions?

We ask you to write on the complexity and juxtapositions of tutoring within writing centers and writing center studies. Explore boundaries within your experience of writing center work (tutoring, research, workshop development, etc.) and consider if our current idea of a writing center limits us in the execution of our role(s) as tutors. Should we dictate boundaries for what tutors and centers should and shouldn’t do? If there are universal ideas about writing centers that most tutors embrace, how can we balance a desire to do more? Is it possible for writing centers to exist outside of the perceived boundaries?

We are excited to read your responses!

*Note: We are open to multimodal submissions also: videos, art, etc.

Below are some questions for you to consider as you craft your essays:

● Have you ever felt limited by expected rules that govern a one-on-one tutoring session? Do you feel guilty if you break these rules (ex. writers should set the agenda, writers should do all the work, etc.)?

● Are axioms of best tutoring practices (like: our job is to create better writers, not better papers, the writing center is not a fix-it shop, etc.) in your experience always universal?

● Consider your own experience in writing center work. Besides one-on-one sessions, what other activities do you participate in (research, workshops, etc.)? Do these experiences allow for a blurring of boundaries between tutors, professors, or directors? Can these experiences encourage mentorships or stronger relationships?

● How does your work in writing centers correlate with your center’s mission or your institution’s? Does your center’s mission either restrict or allow you to go beyond the boundaries of institutional expectations of the writing center? How do we talk to others (students, faculty, staff, administration) about the mission of the writing center?

● Do boundaries limit us from engaging in social justice work in our centers? In tutor training and/or in tutoring sessions, how do we balance our commitment to assisting writers at any stage of the writing process and a desire for dialogue about social justice issues? How do we perform the role of tutor while also performing our own identities?

We generally prefer shorter submissions (500-1000 words), but we’re flexible. We also appreciate articles and stories that display the writer’s understanding of the writing center field and how their ideas connect with others (in short, try to cite some relevant literature).

We also invite submissions for our “Entertainment” section: send us your tutoring-related poems, art, comics, book reviews, videos, jokes, grammar games, and more.

Email submissions to:


Submissions close: April 22, 2019