Describes magnet high school which was created in California to meet desegregation requirements and emphasizes computer technology. Highlights include local computer networks that connect science and music labs, the library/media center, business computer lab, writing lab, language arts skills lab, and social studies classrooms; software; teacher…

Describes how elementary educators in Michigan have integrated the concept of literacy centers into a comprehensive assessment system designed to drive literacy instruction in the classroom. The Michigan Literacy Language Profile is the state's effort to closely align a wide range of literacy assessments with meaningful and purposeful literacy…

The question of where the line is often arises as tutors attempt to confine their tutoring within ethical boundaries suggested by the line image. On the surface, some issues look easy. To the question of whether tutors should offer advice on take-home test writing assignments, most writing center personnel would probably respond with…

Sketches a series of design decisions made at Utica College for a computer-supported writing facility, and their implications for the facility. Urges departments in similar situations to first of all establish instructional and operational goals to guide subsequent decisions, and suggests such goals. (SR)

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)

The writing center at Central-Hower High School in Akron, Ohio, provides all students access to and assistance in computerized word processing. This article describes the writing center's purpose, goals, hardware, and software, and outlines the processes used to train teachers and students in using the system. (PGD)

Discusses the role that feminist issues played in a summer institute at the Literature Institute for Teachers and the role of feminist theory in teacher education. Shares thoughts about the role of feminist theory in the classroom. (MG)

Argues for the value of humor in writing center instruction. Shows how writing center tutors can use humor effectively in tutoring settings. Relates personal experiences as a writing tutor in which humor proved useful and effective. (HB)

Describes various writing center issues and how they were foregrounded through the institution of a campuswide portfolio evaluation in the first-year writing program at the University of Southern California in fall of 1990. Shows the effect of the adoption of portfolio evaluation on the writing center's activities. (HB)

Since 1984, the Language Arts Lab at Irmo High School (Columbia, South Carolina) has provided: (1) remediation in reading and writing to students with low standardized test scores; and (2) assistance to other students in the areas of study skills, college entrance exam preparation, term papers, reading and reading assignments, grammar, and…

Every spring there is a great exodus: graduating consultants depart from the writing lab, taking with them semesters and semesters of experience, and leaving a gap in the ranks of the staff. This paper discusses a way lab directors can learn from them: departing consultants wrote short essays entitled "Advice to the Future" which…

This paper reports on the myriad difficulties in getting rid of an unsatisfactory writing examination in place at Western Washington University. First, the paper provides background information on how and why the exam (the Junior Writing Exam) came to be adopted in the 1980s (as a diagnostic test only) and explains what the exam was meant to…

Describes how a parent, in cooperation with other volunteers, organized a writing center on a high school campus. Explains how they secured funding, found a room out of which to operate, and worked their way into the culture of the high school. Outlines the development of the writing center over its first four years. (TB)

Discusses work the authors did together addressing racial diversity in a writing center. Foregrounds their differences as well as their mutual vision, creating a bumpy ride for readers and interfering with modernist expectation of oherence, yet exposing the seams they think their readers need to see in order to understand how the fabrics of their…

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)