Presents three Hispanic students' experiences with the writing center. Suggests that the writing center centers students by helping them find a voice in the academy and by empowering them in ways that traditional institutional authority does not. Lists four ways in which the writing center can help Hispanic students. (SG)

Presents three tutors' contributions to writing center theory. Shows how writing center theory can be enriched by including tutor voices and perspectives. Discusses the importance of including tutors in the construction of writing center theory. (SG)

Examines what happens when writing center directors ask tutors to enter conversation, not just with clients, but with other writing center ractitioners--when tutors move beyond advice and into the professional discourse of writing centers. Suggests that writing centers need to consider a dialogic approach that invites tutors and their disparate…

Propose that educators use statistics to show that writing centers help to create a climate where struggling students succeed and successful students excel. Considers how to add "academic culture," something less concrete, to the bottom line. Challenges readers to think about how their writing centers enhance and advance a culture of academic…

Shows that the reality of Robert Moore and his University of Illinois Writing Clinic is far more complex than previously assumed. Offers a history that is a familiar narrative about the politics of writing centers and writing programs designed to meet the needs of under-prepared students. (SG)

Suggests that writing centers should conduct more sophisticated evaluations, and should turn to educational program evaluation and select general types of evaluations most appropriate for writing centers. Presents an evaluation which exemplifies and clarifies what is called for in the first half of the article. (SC)

Suggests that all stakeholders should share a focus on "innovations," referring here simultaneously to technologies and their social, cultural, political, and historical contexts. Introduces a new perspective through which writing center professionals can approach collaborative relationships with other stakeholders in the move towards…

Discusses concerns surrounding the future of writing centers. Claims that although most institutions have writing centers, they are generally underfunded, the staff is comprised of underpaid student workers, and the centers are not institutionally viable. (NH)

Considers the nature of today's changing society in order to determine how writing centers can continue to be viable parts of academia. Discusses issues such as helping students integrate technology into their writing processes, and present and future demographic changes. (NH)

Claims writing centers of the future will be more reliant on technology, need more second-language acquisition specialists, expand beyond the physical boundaries of a single center, and assume a more prominent role in research. (NH)

Draws on experience at Worcester Polytechnic Institute to argue that recent trends in writing center theory and practice see literacy as a multimodal activity in which oral, written, and visual communication intertwine and interact. (NH)

Discusses opportunities available to writing centers involving four potentials for institutional refiguration: (1) institutional space; (2) knowledge production and intellectual property; (3) research paradigms and rewards; (4) and budget allocations. (NH)

Claims that in contrast to the view that attention to genre stifles creativity, genre theory offers useful possibilities for fostering student insight into the nature of academic writing. Argues that knowledge of genre helps students see writing as a social construction. (NH)

Argues that despite the widespread endorsement of peer collaboration in writing center theory, graduate student tutors are an asset because (1) they have excellent tutoring abilities; and (2) they will provide future support for writing centers as professors in all fields. (NH)

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)