Research
The WRC is a vibrant intellectual community of thinkers, writers, and learners. Together, we ask writing-related questions and seek to find answers through secondary and primary research. The WRC is a unique place where faculty, undergraduate, and graduate students engage in inquiry-based research together.
Interested in supporting writing-related or student-led research? Consider making a gift to the WRC!
WRC Director & Tutors Present at MAWCA Conference
In April 2025, WRC Director, Dr. Katie Garahan, and undergraduate tutors; Bree Johnson, Melanie Diaz, and Meg Reen; presented their research at the Mid-Atlantic Writing Center Association Conference in Newark, DE.
Title: “Tutor Labor Beyond the Page: Contributing to a Community of Practice through Extracurricular Teamwork”
Abstract: This panel presents their extracurricular teamwork program: teams of tutors develop semester-long SMART projects
focused on topics (i.e. marketing, linguistic diversity, and disciplinary/genre-based writing.) Learn more.
WRC Undergraduate Tutor Research Award
This award funds a tutor’s ongoing writing center-related research and/or conference expenses up to $1500, which includes a $250 stipend payable upon completion of the project. This award is made possible by Tonya Wertz-Orbaugh and the late Dave Orbaugh.
Katelyn Kerr (2024-2025 winner), “When, Not If: Strategies for Welcoming and Supporting ADHD Students in the Writing Center”
Katelyn’s research will focus on understanding ADHD writing processes as described by ADHD writers and translating this knowledge to tutors to strengthen the overall understanding of ADHD writing styles.
Bree Johnson (2023-2024 winner), “Building an Emotionally Intelligent Writing Center”
Bree’s research is focused on integrating emotional/mindfulness training into our writing center, and watching over the course of an academic year how this training influences and helps both tutors and clients in the center.
Maya Osaka (2023-2024), “Disability and Neurodiversity in Writing Center Design.”
Maya’s project will explore the way that disability and accessibility are conceptualized in Writing Centers from the perspective of Writing Center tutors and directors.
ARticles and Presentations
Katie Garahan, Bree Johnson, Melanie Diaz, and Meg Reen. “Tutor Labor Beyond the Page: Contributing to a Community of Practice through Extracurricular Teamwork.” Mid-Atlantic Writing Center Association Conference. Newark, DE. April 2025.
Katie Garahan, Jan Rieman, Maya Osaka, and Bree Johnson, “Cultivating One Center’s Undergraduate Research Movement: Student Work in Embodiment, Emotion, Disability, and Accessibility.” Southeastern Writing Center Association Conference. Decatur, GA. February 2024.
Katie Garahan, Justine Jackson Stone, and Brynn Miller, “Developing Purposeful Practices for Introductory Presentations.” Praxis: A Writing Center Journal. vol 20, no. 3, 2023, pp. 41-59.
Maya Osaka, “Neurodivergency in Writing Center Design: Where Is It?” Another Word: From The Writing Center at the University of Wisconsin-Madison, 2022.
Katie Garahan and Tonya Wertz-Orbaugh, “Perception and Promotion: Developing a RAD Study of Student and Faculty Barriers to Writing Center Engagement.” International Writing Center Association Conference. Vancouver, BC. October 2022.
Katie Garahan and Justine Jackson Stone, “Data-Driven Guidance: Using Feedback to Forge Powerful Relationships with Tutors, Students, Faculty, and Staff.” Mid-Atlantic Writing Center Association Conference. Online. March 2021.
Katie Garahan and Becky Crews. “Educating Tutors to Engage in Writing Center Workshop Purposeful Practices.” WLN: A Journal of Writing Center Scholarship, vol 43, no. 9-10, 2019, pp. 18-25.
Becky Crews and Katie Garahan. “The Role of the Tutor in Developing and Facilitating Writing Center Workshops.” How We Teach Writing Tutors: A WLN Digital Edited Collection, edited by Karen G. Johnson and Ted Roggenbuck, 2019.