Foreword -- Preface -- About the Editor -- Acknowledgements -- Contents -- List of Figures and Tables -- Part I: Historical Review of Writing Centre(s) Across the Gulf Countries -- Chapter 1: The Emergence of Writing Centres in the Saudi Higher...
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Foreword -- Preface -- About the Editor -- Acknowledgements -- Contents -- List of Figures and Tables -- Part I: Historical Review of Writing Centre(s) Across the Gulf Countries -- Chapter 1: The Emergence of Writing Centres in the Saudi Higher Education Landscape: A Genealogical Investigation -- Introduction -- KSA and WCs in the Kingdom -- Writing Studio at Princess Nourah bint Abdulrahman University -- WC at King Saud University -- WC at King Abdulaziz University -- WC at the Royal Commission Yanbu Colleges and Institutes -- Rationale for the Current Chapter -- Genealogy as a Research Framework -- Findings and Discussions -- The "Present" of WCs in the Kingdom -- The Past of the WCs -- Excerpt 4 -- Excerpt 5 -- Excerpt 6 -- Conclusion -- References -- Chapter 2: A Critical Rereading of the History of Writing Centers in the UAE -- Introduction -- Postcolonial Theory -- Literature Review -- Writing Centers: Some Background -- Challenges WCs Face -- Writing Centers and English-Language Learners -- Writing Centers in the Middle East and UAE -- Method -- Findings -- New York University Abu Dhabi (NYUAD) -- American University of Ras Al Khaimah -- American University of Sharjah -- United Arab Emirates University -- Abu Dhabi University -- Conclusion -- References -- Chapter 3: Writing Centers in Higher Education Institutions in Qatar: A Critical Review -- Introduction -- Historical Perspective of Writing Centers Worldwide -- Qatar's Higher Education Development -- Emergence of Writing Centers in Qatar -- Review of Current Writing Centers in Qatar -- English Writing Centers in Qatar's Higher Education Institutions: A Critical Review -- Conclusion -- References -- Websites for the Ten Writing Centers in Qatar's Higher Education Institutions -- Chapter 4: The Evolution of Writing Centres in Bahrain: A Multipronged Analysis -- Introduction Literature Review -- Bahrain in Perspective -- Writing Centre -- History of Writing Centres -- Reasons for the Founding of Writing Centres -- Method -- Results and Discussion -- What Are the Factors That Influenced the Emergence of Writing Centres in Bahrain? -- How Did the Writing Centres in Bahrain Develop Through the Years? -- Conclusion -- References -- Chapter 5: Development of Writing Centres in Oman: Tracing the Past, Understanding the Future -- Introduction -- An Overview of the Field of Writing Centres from the West to the Arabian Gulf Region -- Historical Review of English Language Teaching in Oman -- Linguistic History of Oman -- English Language and Education in Oman -- English Language Proficiency in Omani Schools -- Issues Surrounding EFL Writing in Omani Higher Education Landscape -- The Emergence of Writing Centres in Oman -- Why Writing Centres? -- Conclusion -- References -- Chapter 6: The History of Writing Centres in Kuwait: A Critical Perspective -- Introduction -- Literature Review -- Writing Centres: Background -- General Overview of Kuwait: Educational Context -- English Learning in Kuwait -- Analysis of Kuwaiti WCs -- Writing Centre at AUK -- Writing Lab at GUST -- Conclusion -- References -- Part II: Writing Centre(s) on the Ground -- Chapter 7: Developing Students' Critical Thinking Skills in Writing at a Saudi Arabian Writing Centre -- Introduction -- A Brief Evolution of the Writing Centre -- The Writing Centre at Royal Commission Yanbu Colleges and Institutes -- Theoretical Assumptions on Critical Thinking -- Critical Thinking and Writing Instruction -- Pedagogical Approaches in the Writing Centres -- Methodology -- Data Collection -- Data Analysis -- Results -- The Extent of Tutors' and Tutees' Awareness About Critical Thinking Skills as Strategies in Academic Writing The Use of Critical Thinking Strategies by Tutors and Tutees -- Challenges Facing the Implementation of Critical Thinking Strategies in RCYCI Writing Centre -- Conclusion -- References -- Chapter 8: There May Have Been Other Stuff Going On: Affective Labor and the Writing Center as a Safe House -- Introduction -- The NYUAD Writing Center -- Theoretical Underpinnings -- Case Studies -- Strategies -- Talk About It -- Talk to Students About Process/Emotions -- Partnerships -- Conclusion -- References -- Chapter 9: Writing Support in a Transnational Context: Decentring the Writing Centre in a Medical College in Qatar -- Introduction: The Weill Cornell Medicine-Qatar Writing Centre in Context -- The WCM-Q Writing Centre Programmes and Its Initiatives -- John S. Knight Institute for Writing in the Disciplines -- Writing Centres in Medical Schools -- The WCM-Q Writing Centre: Transgressing Borders -- Life on the Border -- The WCM-Q Writing Centre as a Liminal Space -- Decentring the Centre: The WCM-Q Writing Centre's Programmes and Initiatives -- Conclusion -- References -- Chapter 10: Writing Centers in Bahrain: Negotiating the Technologies of the Self -- Introduction -- Higher Education in Bahrain -- Background About the Polytechnic's Writing Center in Bahrain -- Tutors' Roles in Writing Centers -- Foucault's Notion of Technologies of the Self -- Methodology -- Findings and Discussion -- The Perception About the Writing Center -- Encouraging Critical Engagement -- Encouraging Students Not to Deal With Writing Tutors as a Proofreading Facility -- The Nature of Issues Discussed During the Consultation -- Conclusion -- References -- Chapter 11: Negotiating Pedagogies in Omani Writing Centers -- Introduction -- Challenges Arab Students Face When Writing in English -- Factors Affecting Students' Writing Skills in Oman Writing Centers in Oman and the Middle East -- Writing Centers' Approaches -- Negotiating Pedagogy in EFL Writing Classrooms and Writing Centers -- Dialogism -- Global Concepts -- Tutors' and Learners' Roles in Implementing Negotiation in Writing Centers -- Practical Examples of Negotiating Writing Pedagogies -- Challenges of Negotiating Pedagogy in EFL Classrooms and Writing Centers -- Sociocultural Factors -- Institutional Requirements -- Learners' Expectations -- Teachers' Perception -- Time Constraints -- Pedagogical Implications and Conclusion -- References -- Chapter 12: SWOT Analysis of GUST Writing Lab -- Introduction -- What Is a SWOT Analysis? -- SWOT Analysis in Education -- Data Collection in SWOT -- Brief History -- Rationale for the Writing Lab -- Obstacles and Challenges -- SWOT Analysis of the Writing Lab -- Recommendations and Conclusion -- References -- Chapter 13: A Review of Writing Centre Tutor Training Materials in the GCC -- Introduction -- Definitions -- Participants -- Data Sources -- Methodology -- Word Count Analysis -- Summary of WC Documents -- Writing Centre 1 -- Writing Centre 2 -- Writing Centre 3 -- Writing Centre 4 -- Writing Centre 5 -- Writing Centre 6 -- References -- Part III: Comparative Investigations of Writing Centres in the Arabian Gulf Countries -- Chapter 14: Writing Centres in the Arabian Gulf Region: Dialogic Investigations -- Introduction -- Tutor Training: A Blot in the Writing Centre Landscape -- The Invisible Tutor and the Anonymous Tutee -- Writing Centres: The Prison House of Neoliberal Economy: A Myth or a Reality? -- References
