In this issue on "The Writing Center and the Classroom," our articles overwhelmingly call attention to the hybrid forms emerging from meetings between these two sites of writing instruction.

“Hybrid” is the keyword in our Focus section. In presenting research data from two composition classes featuring writing tutors, Holly Bruland argues that classroom-based tutoring (CBT) is a “hybrid genre,” with tutors moving from tasks traditionally associated with writing centers or classrooms into roles typical of neither traditional context. Steven Corbett’s article on the history of CBT provides helpful background for Bruland’s discussion by outlining the current theoretical and practical conversations about CBT. Melissa Tedrowe, associate director of the Writing Center at the University of Wisconsin-Madison, looks at another kind of “hybrid form” produced when writing centers offer composition classes of their own. This topic gets further treatment in later sections as well, in Lisa Leit, Michelle Lee, and Andrew Jones’ Column discussing classroom presentations offered by the Undergradute Writing Center at the University of Texas at Austin, and in this month’s profile in Consulting of the University of Iowa Writing Center, which holds regular non-fiction and fiction-writing workshops. Rounding out the Focus section is an article on the Purdue Writing Center by Serkan Gorkemli and Tammy Conard-Salvo, who explore various types of professionalization in the writing center, including programs that integrate tutors’ academic pursuits and writing center responsibilities.