Chloe Crull

Teaching Experience:

• Writing Center Consultant, 7 years
• Teaching Assistant: UWP 1 & 1V, 1 year
• Associate Instructor: UWP 7 & 7V, 1 year
• Associate Instructor: UWP 1A, 1 year

Publications

• Crull, C. V. R., & Stillman, N. M. (2026). Using AI as a second reader: Lessons learned from integrating AI into writing center sessions. In Writing centers and AI: Generating early conversations (WAC Clearinghouse; University Press of Colorado; Parlor Press).
• Crull, C. V. R. (2025). Writer agency and ownership in the era of generative AI [Training module]. Center Moves: A Peer-Reviewed Archive of Tutor Training Materials. Rocky Mountain Writing Centers Association. https://rmwca.wildapricot.org/page-18250
• Crull, C. V. R. (2022). The anatomy of a writing tutoring session: Establishing a foundation of success for both writer and tutor. Kindle Direct Publishing.

Under Review

• Crull, C. V. R. (under review). Paradigms of success: What writing center collaborations reveal about WPA work. WPA: Writing Program Administration.
• Crull, C. V. R., Perez, G., & Cirillo-McCarthy, E. (under review). Beyond the dissertation: Writing partnerships as community, accountability, and professional growth for graduate students.

Works In-Progress

• Crull, C. V. R. (Manuscript in process). Best practices in theory, contradictions in practice: What writing center collaborations reveal about WPA realities.

Presentations:

• Crull, C. V. R. (2026, March). Beyond best practices: RAD contradictions in WPA collaborations [Roundtable work-in-progress presentation]. Research Network Forum at the Conference on College Composition and Communication, Cleveland, OH.
• Crull, C. V. R. (2025, October). Beyond best practices: RAD contradictions in writing center collaborations [Conference presentation]. International Writing Association / National Conference of Peer Tutoring in Writing Joint Conference, Denver, CO.
• Cirillo-McCarthy, E., Crull, C. V. R., Manogue, C., Minnillo, S., & Osario, S. (2025, October). Assessing sustained contact zones: Realigning expectations in graduate writing partnerships [Conference panel]. International Writing Association / National Conference of Peer Tutoring in Writing Joint Conference, Denver, CO.
• Crull, C. V. R. (2025, July). Beyond self-selection: Contradictions between writing centers’ theorized and practiced approaches to building institutional relationships [Conference panel]. International Writing Across the Curriculum Conference, Fort Collins, CO.
• Crull, C. V. R. (2025, April). Beyond self-selection: Contradictions between theorized and practiced writing center relationship-building approaches [Roundtable presentation]. Research Network Forum, Conference on College Composition and Communication, Baltimore, MD.
• Crull, C. V. R., Stillman, N., & Johnson, J. (2024, October). Unpacking the affordances and constraints of AI: Collaborative assessment of an AI feedback tool in the writing center [Conference workshop]. National Conference on Peer Tutoring in Writing, Spokane, WA.
• Johnson, J., Crull, C. V. R., & Stillman, N. (2024, April). Bridging the gap: Developing a centralized writing center at an R1 university [Conference presentation]. Online Writing Centers Association Annual Conference, Virtual conference.
• Crull, C. V. R., Stillman, N., & Johnson, J. (2024, April). The second reader: Testing the efficacy of using AI for additional ‘reader response’ in the writing center [Conference workshop]. International Writing Centers Collaborative at the Conference on College Composition and Communication, Spokane, WA.
• Crull, C. V. R. (2023, November). Beyond the other: Understanding the interplay of language and inclusivity in writing support services [Conference presentation]. National Conference on Peer Tutoring in Writing, Pittsburgh, PA.
• Crull, C. V. R., & Ballard, S. (2019, November). Online tutoring: Effectively connecting with students in the digital age [Conference presentation]. Supplemental Instruction and Tutoring Expo, Fresno City College, CA.
• Crull, C. V. R., & Ballard, S. (2018, November). Returning students: Transitioning students from the corporate world to an academic atmosphere [Conference presentation]. Supplemental Instruction and Tutoring Expo, Reedley College, CA.   

Why did I choose the WRaCS DE?

I chose the WRaCS DE because it introduced me to writing studies as a distinct, independent field of scholarship. While I had always appreciated the art of writing and the nuances of rhetorical analysis, I initially understood these as part of literature rather than as a standalone discipline. This DE has allowed me to deepen my understanding of writing, rhetoric, and composition studies while also honing a set of skills that speak to my passions for writing and enrich every aspect of my academic and professional life.