Editorial. Special issue on self-access writing support. by Rachael Ruegg

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Writing centres as dialogic spaces: negotiating conflicting discourses around citation and plagiarism by Moxley, Karis, Archer, Arlene

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Developing agency in a writing centre context : a Social Realist interpretation by Slemming, Fatima

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Students’ expectations of feedback given on draft writing by Zach Simpson, Shena Lamb

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The role of the Writing Centre in negotiating inclusive learning spaces in the context of Covid-19 by Nereshnee Govender

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Writing centre consultants as critical friends by Carlse, Janine Esmé

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The role of the Writing Centre in negotiating inclusive learning spaces in the context of Covid-19 by Nereshnee Govender

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Humboldt Meets Bologna: Developments and Debates in Institutional Writing Support in Germany by Felicitas Macgilchrist, Katrin Girgensohn

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Creating a Self-Access Academic Writing Centre at a Trilingual University: What Have We Learned in the First Three Years? by Graham Burton, Elena Borsetto, Alessandra Giglio, Leonhard Voltmer

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Aiming beyond the written, to the writer and writing: the writing consultation as a mentoring process for life-long writing by Banda, Collium

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Plotting a Path Forward: Towards a Supportive Graduate Writing Program by Keith O'Regan

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Equitable multilingualism? The case of Stellenbosch University Writing Laboratory by Daniels, Sharifa, Richards, Rose

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‘Hopeful’ directions for writing centres in South Africa: From safe spaces to transitional sites of articulating practice by Nichols, Pamela

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“A podcast would be fun!”: The fetishization of digital writing projects by Brian Hotson, Stevie Bell

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Cross-disciplinary synergy: First-year students’ experiences of learning academic writing through integrated writing support at a University of Technology by Nonhlanhla P. Khumalo, Sarasvathie Reddy

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From physical to online spaces in the age of the #FeesMustFall protests: a Critical Interpretative Synthesis of writing centres in emergency situations by Nanima, Robert Doya

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From autopsy to autonomy in writing centres: Postgraduate students' response to two forms of feedback in a health professions education module by Daniels, Sharifa, Richards, Rose

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TRANSITIONAL AND TRANSFORMATIONAL SPACES: MENTORING YOUNG ACADEMICS THROUGH WRITING CENTRES by Arlene Hillary Archer, Shabnam Parker

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Directiveness in tutor talk by Adelia Carstens, Avasha Rambiritich

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Exploring multimodal approaches for writing centres in remote and in-person configurations by Arlene Archer

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