Spigelman (writing, Penn State Berks-Lehigh Valley College) and Grobman (English, Penn State University) assemble 13 essays on the practice of on-location writing programs, which are provided in the classroom during actual instruction in the form of tutoring, workshops, and presentations. US contributors in the fields of writing, English, and education offer essays that incorporate their specific programs and experiences with peer tutors, general readers, peer response groups, community learning, and developing trust. Pedagogical considerations explored are combining classroom and tutoring environments, peer power and authority, and revision in peer groups. Authors also consider authority issues such as power and supervision, tutor identity, peer consultants, democratic learning sites, and institutional change. Annotation ©2006 Book News, Inc., Portland, OR (booknews.com)