Writing centres offer a safe space for writers, including English-as-additional-language (EAL) students, to negotiate meaning and become more <luent with academic writing genres. However, a disconnect still exists between the writer-centred principles that inform WC tutoring practice and the pervasive myth that writing centres repair “broken” writing. An analysis of data from a writing centre’s client reports, as well as peer tutors’ comments and student writing samples, indicates that a student’s language membership does not predict types of writing challenges or errors. This <inding inspired a roundtable discussion about pedagogical approaches that not only empower EAL students but help writing centres resist the “broken writer” myth.

Researchers should cite this work as follows:

• Chang, D., Goldrick-Jones, A., (2025), "EAL Writers and Peer Tutors: Pedagogies that Resist the “Broken Writer” Myth", HSSCommons: (DOI: 10.31468/cjsdwr.731)

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1. Discourse and Writing/Rédactologie

Original publication: Chang, Daniel; Goldrick-Jones, Amanda. "EAL Writers and Peer Tutors: Pedagogies that Resist the “Broken Writer” Myth." Discourse and Writing/Rédactologie, vol. 29, 2019, pp. 238–242. DOI: 10.31468/cjsdwr.731. This material has been re-published in an unmodified form on the Canadian HSS Commons with the permission of Discourse and Writing/Rédactologie. Copyright © the author(s). Work published in DW/R is licensed under the Creative Commons CC BY-SA license