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Chapter 15 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William J. Macauley Jr. and Nicholas Mauriello is presented. It explores the selection of tutors for a writing across the curriculum (WAC) program which will meet the disciplinary conventions of students. It discusses the interview style made in hiring tutors and the need for briefing them on the writing center practices.

Chapter 14 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William J. Macauley Jr. and Nicholas Mauriello is presented. It discusses students' response to writing center activities as part of their academic life and intellectual development. However, the increase in student usage of writing centers was also seen an increase in cases of cheating. The potential of assessing student participation in writing center activities is explored.

Chapter 13 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William J. Macauley Jr. and Nicholas Mauriello is presented. It describes the process for creating the identity of a writing center at Swarthmore College in Swarthmore, Pennsylvania which greatly influenced the schools' writing culture. It explains the drop-in system wherein students learn writing through writing associates and interns.

Chapter 11 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William Macauley Jr. and Nicolas Mauriello is presented. It discusses the value of writing centers similar to other entities within a university. It also explores the strategy on how to maintain relationships between writing center staff and clients in all walks of life. Further, it explains the importance of establishing dialogues to parties involved.

Chapter 12 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William Macauley Jr. and Nicolas Mauriello is presented. It discusses the importance of various forms of writing center documents in mentoring students and foster strategic interaction. It also cites the use of a memo and self-assessment form in figuring out complex identities of writing students.

Chapter 10 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William Macauley Jr. and Nicolas Mauriello is presented. It discusses how writing centers may institutionalize the collaborative interaction among students and tutors. It also emphasizes the importance of transforming interpersonal dynamics of peer-tutoring to create opportunities for addressing social differences.

Chapter 9 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William Macauley Jr. and Nicolas Mauriello is presented. It discusses the approach how writing centers may focus their teaching to help critical and creative students become more productive in their writing tasks. It also suggests the possibility to examine the architectural, social, geographical, and curricular aspects to broaden the delivery of service to students.

Chapter 8 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William Macauley Jr. and Nicolas Mauriello is presented. It discusses a program of promoting tutor accomplishments at Nichols College in Boston, Massachusetts. It describes the importance of the collaborative effort between the tutor, faculty member, the director and the students in fostering faculty/tutor relationships and resolving common issues.

Chapter 7 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William Macauley Jr. and Nicolas Mauriello is presented. It describes the program called Southern Illinois University-Carbondale's (SIUC's) Outreach Project where tutors enter classrooms and teach their writings. It identifies the problems encountered by the project such as the disruption of student expectations and the shift in power and traditional roles.

Chapter 6 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William J. Macauley Jr. and Nicholas Mauriello is presented. It explores the effectiveness of faculty-based model, a model which constitutes a cluster of related disciplines in improving students' writing problems. It also highlights the advantages of faculty-based model in reducing social distance and developing collegial working relationships.

Chapter 5 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William J. Macauley Jr. and Nicholas Mauriello is presented. It explores the struggles encountered by a writing center to be acknowledged as a significant discipline in an academic institution. It also provides reasons why a writing center tutorial can be of great help to student writers as well as to other school members.

Chapter 4 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William J. Macauley Jr. and Nicholas Mauriello is presented. It highlights the utilization of situated learning theory which allows writing centers to demonstrate how learning takes place in the academic institutions. It also explores the benefits of apprenticeship in achieving a better teaching-learning environment.

Chapter 3 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William J. Macauley Jr. and Nicholas Mauriello is presented. It explores the role of peer tutoring in making writing center as fundamental venue in the academic institution. It highlights collaborative learning which benefits the peer tutors and student writers respectively.

Chapter 2 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William J. Macauley Jr. and Nicholas Mauriello is presented. It explores the creation of the Writing Fellows Program, a plan which aims to promote the philosophy and practices of the writing center at the University of Iowa, Iowa. It offers information on how the program works and how it serves its purpose to both students and faculty.

Chapter 1 of the book "Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers," edited by William J. Macauley Jr. and Nicholas Mauriello is presented. It explores the author's experiences on storytelling as a strategy of associating the abstract and practical concepts. It also highlights the feminist interpretation of classic fairy tales to perceive the marginalization of writing centers in the academic institution.