Andrea and all -- Well, we're right into the discussion of W.C. issues, and Andrea has helped with a number of them. The Ohio practice of allocating a limited number of hours and then deducting no-shows does make practical sense -- but along with calling to remind people, it depends on a precise record-keeping system and people to staff it. At U of T, the various small decentralized writing centres rarely have that kind of system or person. Is that a problem elsewhere too? (Anybody have to make their own appointments, interrupting tutoring sessions? A few of us still have to do that here.) One disadvantage would be that some students need more times than others do; and the system might encourage a flurry of "fake" appointments towards the end of the year, to be cancelled with impunity. (Is it fair to impute intention to this practice? Lack of clear planning seems to be the main cause of it, in my experience. Though we can encourage it by having a weak system, I guess.) And of course you're right, Andrea, about the "proofread this" syndrome coming from faculty just as much as from students. I've bearded a few profs about that kind of referral too, not always with the effects I wanted (one stopped referring: proofreading was all he saw room for). So it's back to more efforts to educate the faculty (!), as well as to clarify publicity without sounding too stern or unwelcoming. And in fact students often _do_ need to learn editing practices by seeing it done well. Sometimes I think the main effect of WAC initiatives is on faculty: they become more aware of the functions and processes of writing, at least, even besides what students may learn. Has anyone made real headway in changing the culture on this one (i.e. the immediate question of whether writing teachers should focus on editing, as well as the big question of what learning to write means), either among students or among faculty colleagues? Do writing courses make a difference, at least in clarifying students' expectations about writing-centre work? Do WAC programs help change things? And if one practice or another helps, how do you know? Regards, Margaret. -- (Dr.) Margaret Procter Room 216, 15 King's College Circle Coordinator, Writing Support Toronto, Ontario M5S 3H7 University of Toronto (416) 978-8109; FAX (416) 971-2027 www.library.utoronto.ca/www/writing/ [log in to unmask]