The importance of writing centers as places where process-centered, student-centered teaching takes place is emphasized in this paper. To illustrate this point, the paper provides profiles of four tutors--two males and two females--and discusses ways to improve tutor-student conferences, including having the tutor focus the conference on the student, thus eliciting more active involvement from the student. The major portion of the paper contains transcripts of tape recorded conversations between tutors and students. A questionnaire for evaluating tutors is included. (DF)