Ideally, a writing center is staffed by consultants trained through a semester-long course in the teaching of writing.  Such a course would  provide practice in peer tutoring and familiarize potential consultants with the daily, logistical aspects of writing center operations. Unlike other schools, UAH provides its paid consultants with no prerequisite coursework. Instead, a training manual attempts to cover succinctly all three areas of concern—theory, practice, and logistics—while also providing a written set of guidelines to consult in the future.

The UAH Writing Center’s Director, Dr. Diana C. Bell, and directors of other centers have stated that the only consistent audience for such a manual—from semester to semester—is themselves. The consultants and their combined tutoring experience can change as often as every semester. This dynamic audience needs a manual malleable enough to provide both new and experienced consultants with a concise set of guidelines to which they can refer, use as an example, or reinforce their role with their clients. Though the specific organization varies from school to school, there are some common concerns that most post-secondary writing centers will encounter. Likewise, there are certain expectations and conventions for training manuals in these situations that should be implemented.

Analysis of sample manuals from other university writing centers demonstrated a wide range of forms. Most tend to present material in large blocks of body text. Graphics are either superfluous clip-art or repetitive, bulleted lists of suggestions and guidelines. The strongest pages focus on single subjects, presenting information in simple text form with a graphic example or heuristic. The more useful manuals include theory, practice, and examples of specific topics grouped together under clearly defined, easily referenced headings.

The UAH manual has several problems.  Although divided into two sections, it does not follow any hierarchical structure or clear logical progression. Each topic has its own page, an equally weighted heading, a block of text, and perhaps a graphic device (chart, picture, or bullets). The majority of the pages mainly consist of white space with floating blocks of text in the center. Ideas are presented in a tone and style clearly mismatched with the manual’s audience. The overly friendly tone, the excessive use of "cute" visuals in headings, and the rounded, oversized font employed throughout would be more suitable for an elementary school. Those few visuals that do manage to relate to the topic at hand tend to lean toward the decorative rather than the informative.

The conclusion is that new UAH Writing Center Peer Tutor Training Manual should follow these recommended guidelines:

TABLE OF CONTENTS
main headings match key words
in abstract

INTRODUCTION

CONCLUSIONS AND RECOMMENDATIONS  

REFERENCES