Because writing centers have long been viewed as fix-it shops, mentioning the word "grammar" can spark a heated debate over the writing center's role. A brief history of the most recent grammar wars begins with researchers in the 1960s who found that "formal grammar has a negligible or, because it usually displaces some instruction and practice in actual composition, even a harmful effect on the improvement of writing." Researching grammar issues for a class paper, the author found wide-ranging perspectives on how to teach academic writing more effectively but none that included writing center voices. This realization prompted the author to design her own study to examine current views on academic writing instruction by surveying university and community college writing instructors and writing tutors. Whereas other studies focused on specific error pattern changes, the author investigated more generally how current instruction incorporates three major components: grammar, stylistics, and content. Though hoping to include several institutions, given the IRB approval window, the author was limited to two: Salt Lake Community College (SLCC) and the University of Utah (U). (Contains 2 figures and 1 table.)