From the editor.

Harris, Muriel

This issue of WLN focuses on the work of tutors--both their tutoring abilities and their scholarship. One important tutoring skill, as reported on in a study by Pamela Bromley, Eliana Schonberg, and Kara Northway, is that most tutors engage students intellectually when working together on the students' writing. Because such engagement is integral to determining student learning, tutoring is not just a student "service." It is, as demonstrated by the study, an essential part of students' intellectual growth.

Tutors are also scholars, as we know. One such scholarly project undertaken by a tutor is described by Claire Lutkewitte. A tutor in her writing center, Kamila Albert, spent a semester learning about and conducting archival research. That research resulted in uncovering knowledge about the Southeastern Writing Center Association's history that became part of the SWCA website. Kelly Elmore, another scholar/tutor, demonstrates her ability to transfer knowledge from one field (gymnastics) to another (tutoring) to help other tutors improve their scaffolding abilities. Working from a different perspective, Mahala Lettvin expands on the oftrepeated goal of tutors to help writers improve to show that a tutor can also help herself improve.

Also in this issue: Lisa Zimmerelli's call for proposals for a special WLN issue on religion in the writing center (p. 11); the WLNs project, WcORD, a searchable database of online resources for writing centers that we invite you to use and add to by sharing resources you've developed (p. 9); and an article (or two?) for you to reflect on (p. 5).

Muriel Harris, editor