From the Classroom to the Writing Center: The Transformation of Writing Instruction in Higher Education

Abstract

The shift from a writing program to a writing center as a support mechanism in a competency-based educational model has been a challenging and enriching process. The experience shared here took place at Tecnológico de Monterrey, whose evolution toward a competency-based educational model (the Tec21 Model implemented in 2019) transformed the didactic approach to cross-curricular competencies, moving from a general area with compulsory subjects to integrated learning across disciplines. This change had a significant impact on the teaching of writing, as it involved the transition from a program to a writing center. This essay describes this experience, focusing on three key points: first, the foundation of writing instruction in functional and sociocognitive approaches, both in the original program and in the new center; second, the advantages of these approaches in tutoring; and third, the administrative and academic challenges involved in managing a writing center. The shift to a writing center offers an opportunity to develop students' autonomy and critical thinking; by providing a more integrated and contextualized space for support and guidance, it opens up the possibility of better preparing them for academic and professional challenges. In summary, the change described and discussed below represents an evolution toward a more flexible and adaptable model.