A large body of literature on writing center pedagogy suggests that serving multilingual student writers requires approaches different from those developed for native English-speaking students, a difference that may pose unique challenges to tutors. To identify and address these challenges, we elicited tutors' perspectives on their work with…

Writing center scholars have long debated whether writers are best served by "generalist" tutors trained in writing center pedagogy or "specialist" tutors with insider knowledge about a course's content or discipline-specific discourse conventions. A potential compromise that has emerged is training tutors in the purposes and…

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…

Addresses two kinds of writers: (1) writers who seem to want approval more than feedback; and (2) writers who refuse to do all but the bare minimum. Presents several strategies to address these writers and notes that these strategies can help educators critically examine their beliefs about what a Writing Center should accomplish. (SC)

Reports results of a survey of writing center tutors concerning their attitudes toward computer use. Finds that tutors in the writing center are largely confident in using word processing programs for their own writing needs and that tutors assume the students they tutor will use computers for revision of papers. (RS)

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…