Argues that one productive approach to writing tutorials is to conceive them as performances and to encourage tutors to analyze them in this way. Analyzes tape-recorded narratives from tutors about conference experiences, which raise questions about the very nature of peer tutoring and help tutors clarify their roles. (SR)

Examines the assumption that instruction in writing centers is what it is because it is different from classroom instruction. Proposes studying the discourse of writing centers as another route to writing center self-definition. (RS)