From the editor.

Harris, Muriel

This issue of WLN begins with Joe Essid's account of confronting a very real and growing problem of how changing priorities of institutions can threaten the writing center's existence. Essid's response was to consider--and act on--the need for curricular change and integration of the writing center he directs into the new programs. He concludes with a close look at their programmatic assessment.

To lighten the mood and stave off misunderstandings, Steve Sherwood and Pam Childers suggest that we consider the advantages of encouraging humor and laughter in the writing center.

Also included in this issue are two book reviews, the first a review by Suzan Aiken of Dawn Fels and Jennifer Wells' book on high school writing centers. Emphasizing the importance of context, Aiken also calls attention to chapters that are appropriate for college-level writing centers. In Daniel Lawson's review of an essay collection on supporting faculty writing, he focuses most closely on the chapters particularly relevant for writing centers--how centers can and should be involved with facilitating faculty writing.

Our Tutor's Column essay in this issue, by Ashley Moore, reflects on a student response most tutors will recognize: the writer's sense of "early closure," of being done once there's a draft in hand.

Finally, for those of us journeying to the CCCC conference in Indianapolis, in March, I look forward to continuing these conversations at the IWCA Collaborative. See you there, and safe travels!

Muriel Harris, editor