Considers the evolution of writing-tutor pedagogies, from the job-specific training of tutorial-centered "practical" manuals to the professionalizing approach that establishes awareness of the specialized discourse of writing-center scholarship. Suggests that the latter approach also writes tutors into the field's most painful and…

Develops a comparison between writing tutors and prostitutes. Suggests that the intimate arrangement of people that places one in the position of professional and the other in the position of client works against collaboration. (NH)

Raises the complementary issues of faculty/tutor collaboration and tutor-writing confidentiality at writing centers by relating a serious dilemma involving a student's blatant attempt at plagiarism of an online text. Raises concerns regarding conflicting roles of the writing center in upholding itself as a safe place for students and/or as a place…

Discusses concerns surrounding the future of writing centers. Claims that although most institutions have writing centers, they are generally underfunded, the staff is comprised of underpaid student workers, and the centers are not institutionally viable. (NH)

Describes an adventure-based initial tutor training program designed to promote effective teamwork and enhance organizational ability. Notes that an added advantage of the outdoor activity is that it renews the importance of principles that have always made writing centers effective by metaphorically echoing the mental challenges of writing…

Argues that it is possible and desirable for writing tutors, acting out their role in classroom tutoring programs rather than in writing center programs, to play the dual role of teacher and tutor. Maintains that classroom tutoring projects have the potential to help educators practice the art of translating different philosophies, practices, and…

Describes the five major problems faced by foreign students in traditional composition classes. Presents types of tutorial activities which may prove beneficial when dealing with the major problems that ESL students have in both reading and writing in English. Discusses the effect of such tutorial activities at the University of Kentucky. (HB)