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The Writing Center Director's Resource Book has been developed to serve as a guide to writing center professionals in carrying out their various roles, duties, and responsibilities. It is a resource for those whose jobs not only encompass a wide range of tasks but also require a broad knowledge of multiple issues. The volume provides information on the most significant areas of writing center work that writing center professionals--both new and seasoned--are likely to encounter. It is structured for use in diverse institutional settings, providing both current knowledge as well as case studies of specific settings that represent the types of challenges and possible outcomes writing center professionals may experience. This blend of theory with actual practice provides a multi-dimensional view of writing center work. In the end, this book serves not only as a resource but also as a guide to future directions for the writing center, which will continue to evolve in response to a myriad of new challenges that will lie ahead. Contents: Preface. Introduction. Part I: Writing Centers and Institutional Change. Section I: What Writing Center History Can Tell Us About Writing Center Practice. N. Lerner, Time Warp: Historical Representations of Writing Center Directors. C. Glover, Kairos and the Writing Center: Modern Perspectives on an Ancient Idea. S. Ferruci, S. DeRosa, Writing a Sustainable History: Mapping Writing Center Ethos. P. Gillespie, B. Hughes, N. Lerner, A.E. Geller, The Writing Center Summer Institute: Backgrounds, Development, Vision. R. Wallace, S.L. Wallace, Growing Our Own: Writing Centers as Historically Fertile Fields for Professional Development. Section II: Managing the Writing Center. P.B. Childers, Designing a Strategic Plan for a Writing Center. K. Lowe, \"If You Fail to Plan, You Plan to Fail\": Strategic Planning and Management for Writing Center Directors. M. Weaver, A Call for Racial Diversity in the Writing Center. M. Mattison, Managing the Center: The Director as Coach. B. Peters, Documentation Strategies and the Institutional Socialization of Writing Centers. L. Fitzgerald, D. Stephenson, Directors at the Center: Relationships Across Campus. Section III: Responding to Institutional Settings/Demands. A.W. Martin, The Center Has Two Faces: Developing a Writing Center in a Multicampus University Setting. C. Gardner, T. Rousculp, Open Doors: The Community College Writing Center. B.L. Stay, Writing Centers in the Small College. H. Snively, T. Freeman, C. Prentice, Writing Centers for Graduate Students. D. Paoli, Tutoring in a Remedial/Developmental Learning Context. K. Dvorak, B. Rafoth, Examining Writing Center Director-Assistant Director Relationships. A.C. DeCiccio, There's Something Happening Here: The Writing Center and Core Writing. Section IV: Writing Centers in the Administration. J. Simpson, Managing Encounters With Central Administration. B.W. Speck, Managing Up: Philosophical and Financial Perspectives for Administrative Success. J. Mullin, P. Carino, J. Nelson, K. Evertz, Administrative (Chaos) Theory: The Politics and Practices of Writing Center Location. J. Hawthorne, Approaching Assessment as if It Matters. Part II: Writing Centers and Praxis. Section I: Ethics in the Writing Center. R.M. Howard, T.H. Carrick, Activist Strategies for Textual Multiplicity: Writing Center Leadership on Plagiarism and Authorship. M.A. Pemberton, Critique or Conformity?: Ethics and Advocacy in the Writing Center. C. Murphy, On Not \"Bowling Alone\" in the Writing Center, or Why Peer Tutoring Is an Essential Community for Writers and for Higher Education. D. Bringhurst, Identifying Our Ethical Responsibility: A Criterion-Based Approach. Section II: Tutor Training in the Writing Center. S. Strang, Staffing a Writing Center With Professional Tutors. M. Harris, Using Tutorial Principles to Train Tutors: Practicing Our Praxis. C.P. Haviland, M. Trianosky, Tutors Speak: What Do We Want From Our Writing Center Directors? P. Gillespie, H. Kail, Crossing Thresholds: Starting a Peer Tutoring Program. B. Devet, The Good, the Bad, the Ugly of Certifying a Tutoring Program Through CRLA. Section III: Writing Centers and Electronic Instruction. D.M. Sheridan, Words, Images, Sounds: Writing Centers as Multiliteracy Centers. L.E. Bell, Preserving the Rhetorical Nature of Tutoring When Going Online. B. Click, S. Magruder, Implementing Electronic Portfolios as Part of the Writing Center: Connections, Benefits, Cautions, and Strategies. L. Hawkes, When Compassion Isn't Enough: Providing Fair and Equivalent Access to Writing Help for Students With Disabilities. Section IV: Writing Center Case Studies. P.B. Childers, Bottom Up or Top Down: A Case Study of Two Secondary School Writing Centers. K.T. Abels, The Writing Center at the University of North Carolina at Chapel Hill: A Site and Story Under Construction. M.A. Pemberton, Working With Faculty Consultants in the Writing Center: Three Guidelines and a Case History. E. Schreiber, Funding a Writing Center Through a University Line.

Provides an analysis of conflict arising out of creative writing students' attempts at coauthorship. Gives insight into the kinds of conflict underlying collaborative writing projects. Considers conflict in coauthorship within the context of current knowledge regarding conflict in larger collaborative contexts. (HB)

Hawthorne's fiction is predicated on the tension inherent in his perception of the self as simultaneously private and public. This duality is evident in his letters, journals, and other autobiographical writing as well as in his fictional characters. On the one hand, Hawthorne saw himself as an artist--private, antisocial and intuitive. On the other hand, he longed to be a valued and active member of the community--to be public, social and rational. While his autobiographical writings reveal a deep split within Hawthorne the man, Hawthorne's fiction reveals an attempt to objectify and resolve these polarities and mollify their destructive impact upon the psyche. This need to objectify and resolve inner conflict is particularly evident in Hawthorne's use of history. He forges a link between past and present by recreating an experience of history in his fiction, and by allowing such an experience to transcend the distinctions between private experience and public responsibility. Hawthorne's short works possess virtually all the themes of self-disintegration common to his longer romances. But his full length romances afford the most continuity in this examination and demonstrate most clearly Hawthorne's increasing doubt that such a quest can have a positive outcome. In The Scarlet Letter and The House of the Seven Gables he retains much of the optimism of his early tales. But beginning with The Blithedale Romance and to a greater extent in The Marble Faun, Hawthorne's disillusionment is evident. As the disillusion becomes stronger his center of self slowly disintegrates and ultimately prevents him from re-establishing a corresponding center in his fiction.