Argues that writing instructors must balance the harm students' words might do to themselves and their audiences against respect for their right to hold and express aberrant opinions. Suggests the scales be weighted toward the students' best interests and away from the teachers' political or ideological agendas. (NH)

Talks about the benefits of failure, both to the individual teacher and to the writing center as an institution. Examines the phenomenon of the hard-to-help student and how it leads scholar-teachers to reexamine their approaches and pedagogies. (TB)

Argues for the value of humor in writing center instruction. Shows how writing center tutors can use humor effectively in tutoring settings. Relates personal experiences as a writing tutor in which humor proved useful and effective. (HB)