A collection of essays on the changing relationship between Writing Centers and WAC programs. The essays raise many issues: The expanding role of Writing Centers on campuses. The "housing" question - should WAC run the Writing Center? Or be run by it? The Writing Center as a site for uniting disciplinary writing projects. Writing Centers as ambassdors for WAC. Writing Centers and WAC research. "Taking WAC away" from the English Department and housing it in the Writing Center. English faculty's concept of Writing Centers. A Center's role in a school without WAC. High-school Writing Centers.

A landmark article on Brown's WF program. Available now at Academic.Writing Landmark Publications in Writing Studies.

Chapter includes samples of LaSalle's "Program Fact Sheet," forms for faculty nominations, fellow-faculty agreement, letter to potential writing fellows, and program evaluation reports.

Recent advances in computer and computer-network technologies make it possible to consider an alternative to the indirect, top-down pedagogy used in most writing-across-the-curriculum (WAC) programs (e.g., a pedagogy that views faculty as the primary audience for WAC training). Drawing on the results of a 4-year effort to establish a campus-wide, computer-supported writing environment, we suggest that computer networks and specifically designed instructional software (e.g., multimedia instructional materials and interactive writing exercises) can provide the basis for a network-supported writing-center-based WAC program. Our discussion focuses on development of network communication tools and hypermedia courseware to support WAC.

This article describes and analyzes specific institutional impediments to CAC and the solutions that include targeting students rather than faculty as the primary audience of CAC, use of computer technologies, and placement of CAC function in the Writing Center.

What the Writing Tutor Needs to Know is a book for training peer tutors in Writing Centers and Writing Fellows programs. What makes it unique is that it deals more directly with the issues related to tutoring in Writing Fellows Programs than other peer tutoring materials, and it has numerous exercises and student sample papers. It should be equally useful for training tutors in Writing Centers. It is based on my 15 plus years of training writing tutors.

Describes an experiment using a writing assistant (fellow) in an upper-division sociology course, details the benefits and costs of the experience for the assistant and for the faculty educator, as well as the "practicality of the experiment."

Waldo argues for a "discipline-based WAC," housed in the Writing Center and designed with all the disciplines in mind. English should be just one department, or language community, that WAC serves. He says each discipline needs to examine what it expects from writing. WAC programs should join in this discussion and learn from each discipline what it values, then help in program design. Waldo stresses respect for the goals of Biology, Music Theory, Economics, etc. On the other hand, he shows how disciplines can be confused about what they value about writing: sometimes, student writing does not prepare students for the professional writing they will encounter after school. He also calls for an end to assessment tests designed to judge writing from students in all the disciplines.