Writing center tutors know that improving writing skills requires sustained effort over a long period of time. They also know that motivation--the drive to actively invest in sustained effort toward a goal--is essential for writing improvement. Because motivation can direct attention toward particular tasks and increase both effort and…

Today, nearly forty years after writing centers first began to proliferate, it is worthwhile to reflect on the themes that emerge from empirical material surrounding writing center assessments, for reflecting on these themes may help administrators to refine current assessment practices and scholars to redirect their research. The goal of this…

In the last 15 years, writing center scholars have increasingly called for more evidence to validate writing centers' practices. Work by Paula Gillespie (2002), Neal Lerner (2009), and Isabelle Thompson et al. (2009) underscore this need. Missing from these discussions, however, is a thorough understanding of the past and current research…

Critiques Terrance Riley's "The Uncompromising Future of Writing Centers" and Stephen M. North's "Revisiting 'The Idea of a Writing Center'"--two articles that upset assumptions about writing centers. Suggests that while the vision of these writers may strike some as harsh, readers should turn toward rather than away from the important questions…

Examines instructional approaches to spelling presented in several college-level texts, showing their shortcomings. (FL)

Concentrates on reviewing literature on the use of computers to assist the composing process and the teaching of composing in the writing center. Deals with the following categories of software: (1) general, (2) prewriting, (3) organizing, (4) drafting, (5) revising, and (6) proofreading/copy editing. (SKC)

Provides a brief introduction to recent research in spelling (on the nature of English orthography and the development of spelling ability), and suggestions for further reading. Describes a writing center spelling workshop of four sessions which aims to produce successful writers who have learned to cope with being poor spellers. (SR)

Argues that a writing conference dialogue is as much about the psychosocial relations between the participants, and between them and the larger institution, as it is about the particular writing problem they are negotiating. Sketches four features of family systems theory that best illuminate writing conference dialogue. (RS)

Provides a critique of two recent monographs related to the general issues of writing centers: "Writing Centers in Context: Twelve Case Studies," edited by Joyce A. Kinkead and Jeanette Harris, and "Dynamics of the Writing Conference: Social and Cognitive Interaction," edited by Thomas Flynn and Mary King. (HB)