Discusses the problems and benefits of teaching technical writing classes in a collaborative computer classroom. Concludes that computers let students write more effectively because computers are compatible with the writing process and that teaching students to write in a collaborative computer environment prepares them for group projects and…

Argues that any writer writes with and against a cacophony of competing voices, thus collaborating with the Otherness of their own words. Studies one student's attempt to write on an issue about which she held multiple views. Considers how the writing center might aid in providing critical distance within such a model. (HB)

Contends that the collaborative learning occurring in a writing center is ethical. Argues that educating young writers is more important than certifying their ability; that research demonstrates the efficacy of collaborative learning; and that inexperienced writers are entitled to the same collaborative help that professional writers expect and…

Examines the differences between peer response groups and writing tutorials. Gives a brief history of each, and discusses them in terms of determining goals, setting the agenda for collaboration, and methods. Offers some cautionary reminders. (SR)

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)

Presents typical problems encountered by tutors at writing centers when they conference with ESL writers. Discusses processes and ways of adapting collaborative conferencing strategies for second-language writers at the University of Wyoming Writing Center, including a need for intervention, that have proven effective in alleviating these…

Discusses the role of talk in the writing center and the general value of conversation for writers at all levels. Considers how writing center talk raises questions about writing and institutions. Shows how such a concept of talk connects to classroom teaching. (HB)

Uses a study of a high school writing center program to illustrate and explain the different forms and skills needed for collaborative writing in both classroom and writing center contexts. (MM)

Although benefits and problems in collaborative learning, as well as techniques for facilitating it, have been extensively discussed in recent publications on composition teaching, few detailed descriptions of actual classroom uses of collaborative learning have been published. In an innovative one-term writing course, taught at the Chinese…

Focuses on the tutorial function of writing centers. Describes the uniqueness of the tutorial relationship. Claims that this relationship makes possible knowledge about writing unavailable in more institutionalized settings. Analyzes extensive excerpts from student comments concerning tutorial experiences. (HB)

Considers the role of the writing center within the context of a large writing program. Describes how the adoption of a portfolio system of grading at the University of Southern California focused attention on this issue. Narrates the changes brought about by the adoption of a portfolio assessment system. (HB)

Organizational stratification and writers' attitudes played an important part in the rejection of a proposed editorial review program at a university computing center. A peer review board, which consisted of four composition instructors, was established by the center director, in cooperation with a composition teacher consultant, to ensure the…