Presents three tutors' contributions to writing center theory. Shows how writing center theory can be enriched by including tutor voices and perspectives. Discusses the importance of including tutors in the construction of writing center theory. (SG)

Draws on experience at Worcester Polytechnic Institute to argue that recent trends in writing center theory and practice see literacy as a multimodal activity in which oral, written, and visual communication intertwine and interact. (NH)

Examines the evolution of the writing center at Queens College City University of New York. Asserts that a sense of community is the most important element of a writing center. (MM)

Reviews Pamela Farrell's "The High School Writing Center: Establishing and Maintaining One"--a compilation of articles by writing center directors containing solutions to problems common to most writing centers, whether in the planning stages or fully operational. Concludes that the work is an important reference for writing center directors and…

Discusses the complexities of writing center administration. Lists 10 situations that come up frequently in writing centers and offers some solutions that might work, along with some trade-offs for each solution. Maintains that it is this kind of weighting of possibilities that writing center directors need to do. (SR)

Draws a parallel between the termination of psychological counseling and the end of writing tutorials. Conceives termination as a three-part process: assessment of goal completion; closure of affective and relationship issues; and preparation for postcounseling self-reliance and transfer of learning. Discusses points of convergence and divergence…

Examines what happens when writing center directors ask tutors to enter conversation, not just with clients, but with other writing center ractitioners--when tutors move beyond advice and into the professional discourse of writing centers. Suggests that writing centers need to consider a dialogic approach that invites tutors and their disparate…

Recounts the author's involvement in a writing center, noting a dichotomy between composition theory and pedagogical practice. Asserts that writing center directors and teachers need to place their work in a theoretical context, building on theories of collaborative learning and theories of writing as a social process. (MM)

Modifies Ned Flanders'"Flanders' Interaction Analysis Categories" (FIAC) so that it becomes an effective, evaluative tool to guide tutors and administrators as they define tutors' roles. (RS)

States that much has been written about whether writing center tutors should be generalists or specialists. Suggests that these arguments should be restructured around tutor-training theory and its relationship to social constructionism. Seeks a middle ground between the generalist and specialist poles through training theory and pedagogy to…

Argues that despite the widespread endorsement of peer collaboration in writing center theory, graduate student tutors are an asset because (1) they have excellent tutoring abilities; and (2) they will provide future support for writing centers as professors in all fields. (NH)

Finds that creating a goals and objectives statement not only works to legitimize curricular positioning of the writing center in the academy but also addresses important political, theoretical, and rhetorical questions pertaining to the top priority--helping students become better writers. Shares experiences as writing center administrator at the…

Shares observations about the philosophy and services secondary level writing centers can provide. Suggests secondary writing centers provide miniclinics, study skills information, opportunities for instructors to work with the center staff, and effective writing to learn activities. Suggests that writing center personnel become involved in…

Suggests that the correlation between writing instruction and the psychoanalytic process is most apparent in the interaction between writing center tutors and their students. Argues that the core of tutoring and psychotherapy is the interactional dynamics of a search for insight involving an intimate transference of trust and vulnerability between…

Argues that writing center tutors (who deal with fragile egos, undeveloped thought, and unfulfilled promises) must not let their opinions interfere with writing instruction. Argues that tutors must also make their students aware of other viewpoints and, if the case warrants it, overstep the bounds of objectivity in expressing those views. (RS)