This thesis presents a case study of one tutor in two tutoring sessions using electronic drafts in the Ball State Writing Center, focusing on the sessions' power dynamics. Writing centers have developed nondirective tutoring pedagogies in order to help tutors navigate the power dynamics of sessions with paper drafts. While these pedagogies have recently been adapted for tutoring online, attention has not yet been focused on face-to-face sessions using a computer. Using conversational, textual, and user interface analysis, this study provides thick descriptions of the power dynamics of each tutoring session, analyzing the interactions between tutor, student and computer. The descriptions of both sessions show them to be vastly unique and complex, undermining strict dichotomies between directive and nondirective tutoring. The use of the computer reflects the overall dynamics of each tutorial and raises questions about the ways in which tutors and students prefer to use computers in tutoring sessions. / Department of English