Center Moves: A Peer-Reviewed Archive of Tutor Training Materials 

Vision Statement

Center Moves: A Peer-Reviewed Archive of Tutor Training Materials seeks to support and facilitate communication and community among writing and learning center administrators and tutors by developing a peer-reviewed archive of materials, updated biannually, that new and continuing administrators can draw upon and contribute to as their tutor education and training programs develop and evolve. 

Goals and Purpose

As writing and learning center administrators, we recognize the value of providing high-quality training to our tutors to ensure they have the necessary skills and knowledge to support all writers effectively. We also know that we rarely have opportunities to learn how other administrators conduct training; because of this, administrators, at all stages of our careers, often do not have significant support or models for the “moves” of tutor training and education. 

The purpose of Center Moves is to serve as an archive of peer-reviewed lesson plans and materials, grounded in scholarship, theory, or praxis, that administrators and tutors can use and modify to train new tutors and to support ongoing professional development for existing tutors. This archive will allow writing center administrators and tutors to share and access lesson plans that offer a variety of new topics, tools, methods, materials, activities, and resources for training tutors with varied ranges of experience to work with writers at all levels.

most Recent issue

Issue 3: Navigating AI with Writers & Collaboratively Setting an Agenda

Issue Topics and Call for Proposals

Our fifth issue of Center Moves will focus on the following two topics: 

1. Training tutors to work with writers and writing from across disciplines

Submissions for this theme must be designed to prepare tutors to work with writers writing in unfamiliar or discipline-specific genres. Proposals might discuss the following:

• how to train tutors to consult on particular genres
• how to learn writing or rhetorical strategies that might transfer across genres or disciplines
• how to gain insight about genre or disciplinary conventions from the writers or other resources in a session
• how to build confidence speaking with writers about unfamiliar content or genres

2. Training tutors to check in with writers through the session

Submissions for this theme must be designed to prepare tutors to assess writers’ understanding and determine whether strategies are working. Proposals might discuss the following:

• how to help tutors know when and how to take time in consultations to check in on writers’ comprehension
• how to be attentive to writers’ verbal and nonverbal cues
• how to determine whether to change the plan for the session based on what the writer finds helpful. 

Training tutors to find methods that extend beyond generic strategies when working with neurodivergent writers or in online (synchronous or asynchronous) consultations might also be discussed.

If you have questions, you can write to us at rmwca.tutorcon@gmail.com  

Submission and Peer Review Process: 

Proposal Submission Deadline and Form

All submissions for our fifth issue must be received by July 15, 2025

To submit your proposal, please complete our Proposal Form. 

You can access a PDF of the Center Moves proposal questions to help you draft and our Center Moves Keyword Glossary for more information about the keywords in the form. (Please also feel free to write in your own keywords for this wildcard issue so that we might expand our keywords!)  

About Center Moves

Center Moves is published and housed by the Rocky Mountain Writing Centers Association (RMWCA), a regional affiliate of the International Writing Centers Association (IWCA).

Editorial Board

• • Managing Editor: Erin Zimmerman, University of Nevada, Las Vegas

  • Editors-at-large: Juli Parrish, University of Denver; Olivia Tracy, University of Denver
  • Guest Editors-at-large: Melody Denny, St. Lawrence University; Erik Echols, University of Washington Bothell
  • Past Editors: Jamaica Ritcher, University of Idaho; Lisa Bell, Utah Valley University
    

Reviewers

• • Reviewers are invited by the editorial board for each issue based on their knowledge of and experience with the issue themes. 

  • Reviewers may include writing center tutors and administrators at various career stages who are in staff roles, contingent faculty roles, and tenured faculty roles.