Describes ways to help students improve their spelling ability. (MKM)

Recommends that tutoring instruction offered in writing centers be at the same level of professional standards and competence as other instruction offered at the two-year college. (AEA)

Discusses current research on behavior in organizations as it relates to building group cohesiveness in a writing lab staff and describes the operation of the writing lab at the University of Central Arkansas. (AEA)

Describes a peer method of teaching writing at Nassau Community College in Garden City, New York. (RB)

Urges the use of writing models in content area instruction to demonstrate to students exactly what they are asked to produce and suggests that content area faculty join forces with English faculty in the teaching of composition. (AEA)

Focuses on how writing center directors can use the resource of peer tutors and discusses the rationale for, the selection of, and the evaluation of tutor applicants. (AEA)

Argues that, as the major point of contact with the student writer, an articulate and properly trained peer tutor can transmit valuable insights into the complex process of learning how to write well. (AEA)

Describes several diagnostic tools used to determine specific problems of students referred to a writing lab, including structured interviews, protocols (asking a student to compose aloud for 15 to 20 minutes on a short topic), and back-pedaling (questioning what a student already knows about a given topic). (AEA)

Rejects the notion that peer tutors must have well-developed interpersonal skills and suggests instead that their knowledge of and facility with the composing process is a far more important attribute for effective peer tutors. (AEA)

Advocates individualizing remedial writing courses at the college level and describes three programs that emphasize individual placement, focus on student writing rather than on workbook materials, and offer peer tutoring. (MKM)