Addressing a variety of concerns of writing center directors and staff, directors of freshman composition, and English department chairs, the papers in this collection discuss writing center research and evaluation, writing center tutors, and computers in the writing center. The titles of the essays and their authors are as follows: (1) "Narrative as a Paradigm for Organization in Student Essays; Experimental Research in a Writing Center" (Lee Schweninger); (2) "Research in the Writing Center: The Environment and Some Findings" (Patrick Bizzaro, James W. Kirkland, Nina Diaz, Hope Toler); (3) "What's Going on in There? Paradigms and Problems in Measuring Writing Center Effectiveness" (David H. Roberts); (4) "Common Sense and Hard Work: Doing Research to Help Students Write Better" (Andrew L. Kelley); (5) "The Effectiveness of Sentence Combining in Writing Center Classes" (Willa Wolcott); (6) "The Effect of Developmental English Students' Perceptions about the Importance of Writing on Their Performance in Composition Class" (Willa Wolcott); (7) "A Teaching Learning Center: Writing, Peer Tutoring, and Self-Directed Learning" (Mary E. Willingham); (8) "The Joys and Rewards of Recruiting and Implementing a Volunteer Tutorial Staff" (Ina H. Steinberg); (9) "The Peer Tutor as Principal Benefactor in the Writing Center, or It Isn't Just for Teaching English Anymore" (Elizabeth S. Bell); (10) "The Perry Model Applied to the Training of Tutors: Caveats and Implications" (Lois More Overbeck); (11) "Training Peer Tutors to Work in the Ideal Writing Lab" (Teri S. Haas); (12)"Options for Active Learning: Using 'Bulletin Board' Software" (John S. Wallace); and (13) "Revision and Reading Benefit: Tutoring Students of Practical Writing with the Computer" (Part One--Melissa E. Barth, Part Two--William C. Wolff). (HTH)