Shares observations about the philosophy and services secondary level writing centers can provide. Suggests secondary writing centers provide miniclinics, study skills information, opportunities for instructors to work with the center staff, and effective writing to learn activities. Suggests that writing center personnel become involved in…

Discusses why writing centers are the best "home" for writing across the curriculum. Suggests that writing centers (1) provide a definable space for expertise, with identifiable goals and services; (2) encourage the dialogue between diverse rhetorical communities; and (3) offer a rhetorically neutral ground on which to carry out the program. (RS)

This paper addresses the culture of writing in higher education from a multicultural perspective of those within the "monolith." The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving…

Outlines the benefits of writing center-writing across the curriculum programs in high schools. Notes the value of inservice workshops and collaboration. (SR)

States that, at first glance, it is difficult to find two writing programs that seem to work better together than Writing across the Curriculum (WAC) and writing centers. Proposes, however, that the nature of the relationship between these two programs be reconsidered because their underlying epistemologies and textual features remain strikingly…

States that, in most writing centers, graduate teaching assistants and undergraduate peer tutors conduct student-centered, one-on-one tutoring sessions. Raises concerns over the orthodoxy of this system in light of personal experiences with WAC workshops. Concludes that alternative tutoring practices are provocative for the writing center, and the…

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)

Considers the "marginality" of the situation of writing centers and their directors. Explores a possible reinvention for writing centers' history and mentality, with the help of concepts from anthropology. Finds that the writing center is not a space, a pedagogy, or an academic department; it crosses all disciplines. Surveys cultural…

Takes a "critical" look at the relationship between Writing across the Curriculum and the Writing Center at Dickinson College, which is typical of many institutions. Explains how Writing across the Curriculum principles have prompted the Writing Center to rethink its role and to examine its tutoring practices. (TB)

Describes two models of interaction between the writing center and entire classes (required attendance and tutor assignments) which led to practical, pedagogical, and philosophical problems. Describes a peer group critique model which overcomes such problems and helps large numbers of students learn the value of discussing ideas and drafts with…

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…

Details the facts of power for administrators or writing programs. Discusses positions of power within writing programs; enemies of writing programs; wielding power in relation to the writing staff, the English department, and the administration; and how to become of aware of the power relationships and to use this power for the good of the…

Describes the implementation of a writing across the curriculum program at one university's writing center. Discusses solutions to counter the strains placed on the center by this additional program. (MM)

Argues that writing centers can unintentionally emphasize writing-for-evaluation at the expense of writing-for-learning. Proposes that writing centers help students write productive journal entries; coach students in freewriting; appeal directly to students in writing-for-learning courses; and sponsor ongoing faculty education in…

What happens in a writing center is always directly linked to a particular curriculum. If the "old regime" featured a 2-course writing requirement, the writing center director generally teaches in the English department and the center works closely to support composition and technical writing and advanced composition sections. Student writers may…