"So writing center writing studies, composition theory, comp history does definitely inform our writing center. It's been my field, and writing center studies is a branch of it. So I've gotten my best writing center stuff from the composition conferences, and from writing center communities... " -Sherri

Sherri explains how social justice, linguistic justice, and anti-racism are at the core of current writing center research, much like the field of Comp Rhet. When I was a peer-reader at WCC, I also was an "ENG 101 Match," which is a liaison position at the writing center where readers volunteer to attend some of the classes in an English 101 course, and work in collaboration with English 101 instructors to promote student involvement in the writing center community. Several of the faculty at WCC in the English department are involved with Sherri's anti-racist research project that is currently undergoing publication. 

"There's a lot of overlap with what goes on in comp rhetoric, but it also feels like writing center work is different too, and adds quite a bit to composition because of our proximity to the students as they're doing the work. So it's really hard for us to turn away from what we see, and then just go kind of with business, as usual in the classroom" -Sherri

Sherri shares how the writing center space allows students to work in close proximity with peer readers at every step of the way. I can't directly quote her on this, but there is an shared reality that underlies our conversation; the fact that comp teachers are spread too thin to address all the individual needs of their students in close proximity. Even if an instructor truly cares about the writing and wellness of each and every student, class time is used for instruction and workshopping. Direct teacher student one-on-one conferences are limited to office hours, which have always had a very negative connotations as is. 

"Community college is open enrollment. In the writing center, it feels like the people we have here have different kind of realities in some ways at home or in their lives or in their studies. Peer tutors are first and second year college students. Possibly more likely to have student peer tutors" -Sherri

Students who attend community college come from a diverse backgrounds. When I was working at the writing center we worked with international L2 students, young, running start students, multilingual students, veteran students, caretaking and parenting students, and disabled students. The writing center attracted a rich community of diverse individuals. I think one of the primary components in this was the fact that writing center readers are one and two year college students. Not hired tutors. Not fifth year graduate students. The writing center staff looks like the students, because they are students. Most students who entered the writing center were able to connect with the readers over their shared experiences as well as their writing. 

"I went to the IWCA in Vancouver in October. So I did see the latest. There was a lot of anti-racism.. talk a lot of anti-bias, you know, with regard to abilities. So, I'd say our latest trends that we're tapping into here, besides the anti-racism is anti-racist ecology assessment. In the writing center, were reassessing and thinking through our ecology here using the Ps. It's a way of analyzing what's going on in the systems that you've built in a place like this, in a writing classroom. Ps is our purpose, power, people, parts... these are all aspects of an ecology. And what were doing with this is kind of trying to tease out where and what they are. Community colleges get together regularly, and they are reevaluating their writing assessment to try to make them anti-racist. So they're doing things like having labor-based contracting for grading and looking at the Ps in terms of the ecologies of their classrooms and their curriculum. And so, writing centers are doing that too. We are assessing every day. But its transfer theory and rhetorical situation concepts  as they relate to talking and writing, thinking about writing, and the ways that we acknowledge -the situations Sin which communication is happening. Purpose." -Sherri

The WCC writing center actively investigates how the Ps (purpose, process, power, parts, people, places, and products) form and reform the ecology of the writing center. The writing center investigates anti-racist assessment within the writing center, and how peer-reader feedback is relative and informed by biases. The writing center uses transfer theory, rhetorical situation, and context, but also considers the ways environment and context outside of the writing center contribute to power, expectations, and assessment of language and writing in the center. 

 "We have good training that helps us know how to sit side by side, how to respond as a real reader in this context or situation," but on the other hand, "What you have right there (in the writing center) is called habits of white language, and how deeply entrenched our views are about what happens even in a writing center, maybe especially in a writing center. However you term "tutor" the concept is right there. That person comes in, and they start talking about the assignment right away. At the same time, I've been seeing how much writing centers were designed to help people assimilate, and you know, accommodate what they are supposed to do in their classes. Regardless of the verbiage we use and the wonderful things we have, there's still some dismantling happening that really, really needed to happen. There's like this kind of tension because I think it has to do with what our purposes are, I really do." -Sherri

Sherri emphasizes that the writing center is not a writing utopia, free from assumptions, racism, and langauge opression. Instead, she recognizes how the writing center is designed to assist in the whitewashing of students and teaching "good writing." Even if the language, theory and terminology used in the writing center strive to be anti-racist and assess writing without bias, the reality is that the institutional purpose of the writing center, at the end of the day, is to help students pass their classes. This was a really important reality check for me, because I've learned that I romanticize the writing center. I see it as an ideal learning model. But it is dangerous to put any model on a pedestal because there are always deeply embedded assumptions and oppressions within the rhetoric of the practice. When you stop questioning a model, rubric, theory, or pedagogy, you stop questioning it. 

"If I have a hope about what writing centers will bring to and do for the field of comp rhet, it has to do with the people, and knowing them well in conversation and for practices that are anti-racist at that level, and anti-bias and equitable at that level with the people here in the writing center... lessons going from here to there, and also from here to our youth that are coming through our new scholars that are coming through regardless of age, and what they will bring to the field. I have a lot of hope when I see that through writing centers and through other places. So at Chicago, when we're there for the season, it's the younger people, you know, speaking openly, freely thinking, using their lenses on all of these things, criticizing what we've done… all of that is so rich and so exciting right now" -Sherri

Sherri's excitement for a new generation of writing center and composition researchers is what inspires me. Something that I have always loved about Sherri is how she welcomes constructive critisim, and at times, nearly begs for it from the staff and students. Sherri is always looking for ways to improve the writing center environment and practices. She emphasizes the importance of sharing resources, research and testimonies. Conferences and publishing reports on writing center case studies inform the next generation of comp scholars as our world and context constantly shift.