ABSTRACT
This chapter discusses the findings in relation to these two goals. Such as, In relation to the first goal, we set out to develop and validate a framework for coding and classifying tutoring strategies that other writing researchers can modify and use in their own research on conferences between tutors and student writers. A second important finding about instruction was that only two tutors, T1 and T8, ensured that student writers had explicitly stated goals to follow when the conference ended. In any case, future research on writing center talk should more carefully examine the reciprocal nature of tutoring interactions. As the number of writing centers outside North America increases, so too does the need for writing center scholarship to keep pace. Writing center scholars such as Pemberton and composition scholars such as Haswell have issued a call for more empirical, particularly quantitative, writing studies research that others can replicate and extend.
