Reading Stephen North’s essay “The Idea of the Writing Center ” caused me to review some of my more unique and, possibly, memorable sessions in the writing center. One of his points dealt with a consultant’s role in regards to teachers. He said, “we [should] never evaluate or second-guess and teacher’s syllabus, assignments, comments, or grades.” While this is true, there is a flip side to that: How do consultants adequately offer writers support if consultants don’t, at the very least, comment on what their teacher has said? Granted, most of the time the teacher is spot on—or at least in the ballpark—and there isn’t a problem, but there are times when teachers don’t do their job. While I don’t want to say I have all the answers—I don’t—I want to offer one of my personal experiences as an example. I’d like to think I handled the situation well, but I’d love to hear any comments or suggestions for the next time this happens. Working with a frustrated or confused writer is diffic