Babcock, R. D., Manning, K., Rogers, T., Goff, C., & McCain, A. (2012). A Synthesis of Qualitative Studies of Writing Center Tutoring, 1983-2006 . New York, NY: Peter Lang New York. The book explores the lessons, sessions, and programs that take place in the athletic writing centers through analyzing various previous researches and dissertations in the subject matter. The authors wrote the book from the desire to discover the importance of such institutions. The source is important in demystifying the athletic writing centers so that readers can fully understand what happens in the institutions from a perspective and evidence compiled by researchers.
Comeaux, E. (Ed.). (2015). Making the Connection: DataInformed Practices in Academic Support Centers for College Athletes . Charotte,NC:IAP. The book gives detailed information about the issues that take place in college athletics including the coaches, stakeholders, salaries and the behavior of athletes. The language used in the books is sometimes complex and require a reader’s keenness and interest while reading to get the information. Comeaux’s book is a great source in understanding the topic of ‘writing centers in athletics’ considering it covers all the related subjects in the practice.
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Huml, M. R., Hancock, M. G., & Bergman, M. J. (2014). Additional support or extravagant cost: Student-athletes' perceptions of athletic academic centers. Ir.library.louisville.edu>faculty. The journal article explores some of the critical questions student-athletes need their superiors to answer. The scholars of the article dwell on the questions asked on the available career planning resources in the learning institutions. In addressing the questions related to the field, the authors of also delve in the validity of athletic writing centers. The source is relevant when trying to understand the perceptions of various student-athletes on the writing centers as well as from the analysis of experts in the subject matter.
Lamb, M. S. (2014). Writing: An Athletic Performance. English Journal , 62-67 . Lamb’s journal focuses on the athletic performance in both the classroom level or rather the mental capacity and the field or practical proficiency. Although the journal does not give a clear relationship between the student athlete’s mental and technical abilities, the article encourages the need for the two aspects to work together. The author also gives a wide variety of performance from across communities which makes the source credible. Additionally, the source is vital in understanding the expectations, transfer of skills and pressures among student-athletes in managing academics and sporting.
Mackiewicz, J., & Thompson, I. (2018). Talk about writing: The tutoring strategies of experienced writing center tutors . London: Routledge. The book gives an in-depth analysis of all the learning and teaching activities that take place in athletic writing centers. Both Mackiewicz and Thompson explain the experiences between tutors and student-athletes in the writing centers. Thus, the source is critical in understanding the entire process of learning and teaching the student-athletes. Moreover, the source’s credibility comes from the fact that it is a recent study analyzing numerous tutors and giving practical advice at the end of all the chapters regarding tutor training .
Rifenburg, M. (2016). Supporting Student-Athlete Writers: A Case Study of a Division I Athletics Writing Center and NCAA Academic Mandates. The Writing Center Journal , 35 (2), 61-84. https//www.praxisuwc.com/supporting-student-athletes-91/. The journal gives a real-life experience of the writing centers for athletes in the form of a case study which makes the topic easily understood. The institutions help athletes to improve on their academics by providing flexible study spaces for mental wellness while still training in their sports. Rifenburg’s article is important for explaining the existence of the athletic writing centers which are supported by the national collegiate athletic association (NCAA) which assists athletes to have a smooth transition to higher education levels. The source helps the researcher comprehend the role and mandates of NCAA in athletic writing centers.
Rubin, L. M., & Moses, R. A. (2017). Athletic subculture within student-athlete academic centers. Sociology of Sports Journal, 34 (4), 317-328. The journal aims at describing how different the experiences of student-athletes are from the other campus students. Student-athletes enjoy specialized academic resources to help them prosper in both sports and education. Considering that the transition of student-athletes to the Division 1 levels at the campus is sometimes challenging, the article explores the various unique activities and experiences students undertake to help them fit in their academic pursuits. The source is relevant in the study of athletic writing centers since it is based on recent research and it also involves at least four hundred thousand student-athletes, hence a wider perspective of understanding the subculture.
Toms, M. (2016). National College Learning Center Association 2014 Survey Report. Learning Assistance Review, 21 (1), 9-18. https://files.eric.ed.gov>fulltext. Toms’ survey report compiles the results of a study on national college learning center association (NCLCA) from over two hundred athletic writing centers. The report includes questionnaires that the writing centers administrators could use to assess their operations in the institutions to ensure that they provide quality resources and services to the student-athletes. Toms’ article also gives insight into the NCLCA requirements and proposals of how the administrators should work together to improve student-athletes performance. The source offers essential information about the services for student-athletes in the writing centers such as multicultural, local and student-specific tutoring programs.
Wells, J. (2016). Why We Resist" Leading the Horse": Required Tutoring, RAD Research, and Our Writing Center Ideals. The Writing Center Journal,2 (1) 87-114 . The journal article discusses the ideals and the possible repercussion of setting up an athlete writing center that does not follow all the required standards of NCAA. Furthermore, the article discusses the required tutoring to be used on the students to help the students achieve their goals and objecting to it could lead to the loss of athletes’ potential improvement. The author uses a heated conversation on the issues to explain the dangers of student-athletes resisting the programs and ideals of the writing centers. Thus, the source is credible in the manner that it emphasizes on the ideals of the athletic writing centers while also showing how the other side of the story could turn.
