Studies in English Language Teaching ISSN 2372-9740 (Print) ISSN 2329-311X (Online) Vol. 6, No. 4, 2018 www.scholink.org/ojs/index.php/selt 265 Original Paper Challenges and Changes: The Development of an English Writing Center in Taiwan (Note 1) Dayna Epley 1 , Rebecca Day Babcock 2* & Matt Linnenkugel 3 1 English Department, University of North Texas, Denton, TX, USA 2 Department of Literature and Languages, University of Texas Permian Basin, Odessa, TX, USA 3 Chandler, AZ, USA * Rebecca Day Babcock, Department of Literature and Languages, University of Texas Permian Basin, Odessa, TX, USA Received: April 9, 2017 Accepted: April 30, 2017 Online Published: September 12, 2018 doi:10.22158/selt.v6n4p265 URL: http://dx.doi.org/10.22158/selt.v6n4p265 Abstract This paper explains the process of a group from a regional public university in Texas, USA attempting a short-term project to start a writing center at a private technical university in Taiwan. The group encountered several challenges and this paper attempts to reflect on and analyze what happened and to assist others who may have similar plans. Writing centers are growing in Asia but may need a different approach than just transplanting a US approach uncritically. Also cultural knowledge is key in endeavoring to re-establish a current concept in a new context. Keywords writing centers, Taiwan, second language writing, cultural exchange 1. Introduction In winter 2012, senior English majors from a private university of science and technology in Taiwan visited the U.S. to conduct Mandarin classes. In return, our group planned to travel to Taiwan to engage in various projects as part of a cultural and educational exchange. Epley was going to start a writing center with the help of another participant. The other participant was an experienced tutor who had planned to help with tutor training and to establish a writing center. Epley planned to research and document the experience as part of a course project, keeping a journal of her experiences and to asking the tutors to do the same so as to develop a methodology for implementing said writing center. Babcock was to supervise and assist in training, advertise writing center services, and monitor student-tutor interactions; and Linnenkugel was to conduct conversation practice and assist as needed. In this effort