Suggests that the ideal relationship between the writing center and an English department's writing program is almost symbiotic, each benefiting the other and both forwarding writing as a powerful tool for writing. Describes the writing centers at Montana State University and University of Nevada, Reno. (RS)

Presents one composition instructor's personal memoir regarding the horrific treatment he was exposed to as a marginalized member of a college English department. Considers the kind of atmosphere and collegiality to which successful college English departments should aspire. (HB)

Presented at a writing center conference by English department faculty members from around the United States--all involved with writing centers--the papers in this collection relate personal experiences and discuss many of the problems faced by writing centers. The ten papers deal with the following topics: (1) the progress and future of writing…

How does a hiring committee define the requisite knowledge essential for a writing program administrator (WPA)? A survey of writing program administrators revealed that typical WPAs begin their academic career by taking a B.A. in English and then proceeding on a more or less predictable course with an M.A. in English and a Ph.D. in English,…

One of the most undemocratic, destructive forces in education today is the tracking of students in high schools, as a great deal of research suggests. Schools that have successfully detracked instruction demonstrate similar characteristics. After careful preparatory efforts were made (including forming a study group), a high school in Long Island…