Describes how college writing instructors can make use of resource files of handouts, articles, bibliographies, and books located in the writing lab. (DD)

College faculty members will welcome a writing lab when they think it will help students perform at an acceptable level in their classes. For this reason, a major task of the writing lab is to convince the faculty that teaching writing is everyone's job. However, even when other faculty members concede this, they are often hampered by three common…

Describes the training program for new tutors which is employed by the Student Learning Center at the University of California at Berkeley. (DD)

A two-credit course for students who wish to tutor in a writing lab focuses on helping students objectively evaluate compositions and respond appropriately to them. (DD)

Describes the advantages and disadvantages of required v drop-in tutoring at a writing lab and advises the training of peer tutors through peer criticism in a credit-bearing course. (DD)

Describes a credit-bearing course at Brooklyn College which trains undergraduates to be peer-tutors in writing. (DD)

Deals with such matters as evaluation of the effect of peer tutoring, tutor training through counseling programs, and the effect of peer tutoring on retention in college. (DD)

Describes ways to help students improve their spelling ability. (MKM)

Recommends that tutoring instruction offered in writing centers be at the same level of professional standards and competence as other instruction offered at the two-year college. (AEA)

A workship program, designed as a noncredit adjunct to composition classes, was developed in order to serve the individual needs of college students. Close communication between regular course instructors and workshop staff was maintained, and the attempt was made to substitute a developmental philosophy of learning for the usual connotation of…

Provides the rationale for an open composition laboratory, such as the one at Auburn University, within a remedial freshman English program. Suggests guidelines for the design and implementation of such a laboratory. (RL)

Discusses current research on behavior in organizations as it relates to building group cohesiveness in a writing lab staff and describes the operation of the writing lab at the University of Central Arkansas. (AEA)

A seven-point philosophy for operating a writing laboratory has achieved positive results, both in the form of student test scores and grades and in the form of student gratitude. The first philosophical point is a sincere, unswaying belief that "everyone" can learn to write and that only a poorly written paper is hopeless, not the…