This 83-item bibliography contains articles published in 1987 and 1988 of interest to administrators, staff, and users of writing centers. (RS)

Presents a bibliography of 76 newsletter contributions and journal articles of writing center scholarship published between April 1991 and March 1992. (PRA)

Presents a 90-item bibliography of journal articles published between November 1993 and October 1994 in "The Writing Center Journal,""Writing Lab Newsletter," and "Focuses." (SR)

Provides a comprehensive bibliography of recent articles and monographs related to the general issues of writing centers. (HB)

Examines the oral interactions between four different undergraduate writers and four different graduate student tutors. Results indicate that the interactions have characteristics of peer and classroom interaction, that they are less clearly oriented than teacher-student conferences, and that they cannot really be considered peer group talk. (RS)

Provides a critique of two recent monographs related to the general issues of writing centers: "Writing Centers in Context: Twelve Case Studies," edited by Joyce A. Kinkead and Jeanette Harris, and "Dynamics of the Writing Conference: Social and Cognitive Interaction," edited by Thomas Flynn and Mary King. (HB)

Uses the metaphor of an ecosystem to describe the interactions, as revealed in a series of writing assignments, between an undergraduate being tutored at the writing center and an undergraduate writing tutor and participant in a writing workshop. (MM)

Examines two West Virginia writing centers and finds no significant difference in the writing quality growth of students taught by individualized instruction in writing centers and those taught by conventional classroom instruction. Finds that the writing center programs achieved the same gain at one-half the instructional cost. (RS)

Lists scholarly works published during the past year that would be of particular interest to those who administer, work in, or make use of writing centers. Includes only works directly connected to writing center theory and practice. (HTH)

Examines a writing conference between a tutor and a student, both feminists. Discusses the conflicts expressed by the tutor and the student as they attempt to espouse feminist values within a patriarchal system. Concludes that feminism (and good tutoring) will have a chance only if students have options and the power to choose. (RS)

Considers the importance of having writing center tutors with specific knowledge of disciplines. Examines videotapes of tutors with students in specialized fields such as engineering and business. Concludes that the "ignorant" or generalist tutor sometimes has limitations as a writing tutor. (HB)

Presents the concept of directiveness (regarding the behavior of a consultant/tutor in a writing conference) as a continuum that can be defined in terms of particular characteristics. Examines students' and tutors' attitudes regarding the directiveness of tutors. Finds perceptions between consultants and students differed considerably on a number…

Uses case studies of intensive writing courses in government, history, and computer science to explain the differences between the disciplinary contexts for writing, and to help tutors in their work with students from those disciplines. (RS)

Reports on a study of writing apprehension in writing center tutors, results of which indicated a strong correspondence between various dimensions of writing apprehension and specific teaching behaviors that do not aid the student in problem detection or writing improvement. (HTH)

Critiques Robert Kaplan's version of contrastive rhetoric as delineated in his 1966 diagram of five cultural traditions. Shows how subsequent contrastive rhetorical studies have eliminated many of the flaws of Kaplan's research. Provides results from a writing center pilot study that demonstrate differences in students' native language writing…