Considers the evolution of writing-tutor pedagogies, from the job-specific training of tutorial-centered "practical" manuals to the professionalizing approach that establishes awareness of the specialized discourse of writing-center scholarship. Suggests that the latter approach also writes tutors into the field's most painful and factious…

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)

Develops a comparison between writing tutors and prostitutes. Suggests that the intimate arrangement of people that places one in the position of professional and the other in the position of client works against collaboration. (NH)

Argues that those who work in and support writing centers must have a sense of how their potential roles are changing if they are to provide institutional leadership. Looks at why the deeply traditional structure of universities is not working well in a postindustrial economy. Describes four things that writing centers should and must do to take a…

Examines the nature of the relationships tutors create with their clients in a writing center. Finds that asking open-ended questions, echoing each other's speech, and using qualifiers are ways tutors worked toward collaboration; and that, in a number of cases, an undue or misdirected emphasis on the collaborative approach resulted in wasting time…

Raises the complementary issues of faculty/tutor collaboration and tutor-writing confidentiality at writing centers by relating a serious dilemma involving a student's blatant attempt at plagiarism of an online text. Raises concerns regarding conflicting roles of the writing center in upholding itself as a safe place for students and/or as a place…

Offers a short history of how one writing center integrated technology into its practices. Relates how the center kept pace with changing times, while maintaining the integrity of its writing-center philosophy of student-directed pedagogy. Describes how its classroom presentations/workshops used technology to extend classroom conversations, to…

Provides a synthesis of what some of the popular and scholarly literature says about spirit. Narrates a writing-center story in which the writer's text served as a vehicle for a transformation of the people involved. Follows this with an analysis of the experience grounded in the literature on writing and spirit. (SR)

Considers the "marginality" of the situation of writing centers and their directors. Explores a possible reinvention for writing centers' history and mentality, with the help of concepts from anthropology. Finds that the writing center is not a space, a pedagogy, or an academic department; it crosses all disciplines. Surveys cultural artifacts…

States that much has been written about whether writing center tutors should be generalists or specialists. Suggests that these arguments should be restructured around tutor-training theory and its relationship to social constructionism. Seeks a middle ground between the generalist and specialist poles through training theory and pedagogy to…

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)

Gives the historical background of land grant universities and the Morrill Act (1862), wherein federal land was ceded to establish colleges which furthered agricultural and professional studies. Uses Michigan State as an example. Discusses the writing center, its peer consultancies, its publications, and its consultative teaching, which integrates…

Describes the University of Texas at Austin's undergraduate writing center and its in-progress "virtual writing center." Discusses the problems and pitfalls of writing online, such as online identity and how face to face conversation turns are arranged. Compares the advent of computer technology with the ancient Hittites' beginnings in literacy.…