While writing centers and writing fellows programs have been integral components of many colleges and universities in North America, these models of student-to-student learning are starting to develop in postsecondary institutions in other parts of the world, particularly in the Arabian Gulf. In particular, there are growing number of…

Presents the concept of directiveness (regarding the behavior of a consultant/tutor in a writing conference) as a continuum that can be defined in terms of particular characteristics. Examines students' and tutors' attitudes regarding the directiveness of tutors. Finds perceptions between consultants and students differed considerably on a number…

Investigates how participant expectations are enacted in tutorial conversations and in self-reported role perceptions. Considers how tutors, tutees, and course instructors perceived the tutor's role. Examines the tensions implicit in expectations they hold of the tutor's role(s), especially as they compare to those of the course instructor. (SG)

Presents a correlation study of student satisfaction with Writing Center services based on the number of visits students made to the Center during two different semesters. Tells a story of how the writing center staff learned to stop fearing numbers and love the interpretation of them. Finds no statistically significant correlation between number…

Suggests that the conference summary (the record of a tutor's interaction with a student) offers one of the few ways to extend the discussion of one-to-one work beyond the writing center on a weekly basis. Discusses its uses; gives sample summaries. Finds that a faculty survey confirmed the value of weekly reports. (PA)

Examines two studies: one that shows that competent to highly competent writers find writing centers beneficial, and the other that shows that faculty continue to think of writing centers as suited to remedial students and surface level corrections. Attempts to glean from these studies important information that could act as a corrective to all…

Acknowledges the value in a reciprocal interaction of work and play in the writing center. Discusses some pedagogic and academic attitudes associated with play and observes the historical development of the writing center as a place for spontaneity and playfulness within the university. (HTH)

Examines the dynamics of 12 student-teacher writing center conferences to determine: (1) if conferencing models based on professional writers' practices occur in the writing center context; (2) if content focuses on discourse- or surface-level issues; and (3) tutors' perceptions of conference effectiveness. (MM)

Presents a short history of collaboration as a pedagogical technique in composition. Concludes with some assumptions about collaboration that might be useful to those in writing centers as they theorize, teach, confer, tutor, conduct faculty workshops, and reflect on their educational and political purposes for teaching writing. (PRA)

Surveys faculty attitudes toward the writing center at the Indiana University of Pennsylvania to identify ways the writing center could mediate opposing perspectives about priorities and practices in teaching writing. Finds that the writing center is satisfying most instructors' expectations and that its approach to teaching writing is congruent…