Abstract
This study seeks to determine if tutoring others in writing could impact student tutors’ self-concepts as writers. In order to test this, an experimental and control group were used. Both the experimental and control groups consisted of tenth grade students from the same Title I school in Sacramento. The control group took a writing skills survey twice, approximately one month apart. The experimental group took the survey, went through a one-hour tutor training session, conducted three tutoring sessions with eighth grade students, and then took the survey again. Additionally, five students from the experimental group filled out a questionnaire about their experiences as tutors. The data suggests that the intervention had a positive impact on students’ self-concepts as writers.