摘要：WRITING CENTER ADMINISTRATORS and scholars have long struggled with the problem of providing useful writing support for students in disciplinary courses, when the tutors who staff writing centers are usually not experts in those disciplines. Writing Across the Curriculum (WAC)/Writing in the Disciplines (WID) programs, for their part, have not always been focused on the specific design of student support, especially for upper-level courses in the disciplines. In this article, we discuss a new approach that we have developed on our campus for providing access to disciplinary knowledge for tutors and students that we call the Discipline- and Assignment-specific Tutoring Tools (DATT). This project has evolved out of collaborations between individuals in our college’s Writing Across the Curriculum Program, writing center tutors and faculty members from across the campus, and is designed to help writing center tutors go beyond working on seemingly generic issues in their tutoring sessions to providing directed support for tutor-student collaborations on discipline-specific writing projects. The DATTs address a number of issues identified by tutors, students and instructors, such as the need for concrete models of writing and learning tasks that help students produce writing that conforms to the disciplinary requirements of the field, as well as the need for appropriate interpretation of the assignments and terminology of a discipline or course
