The literature about writing centres is dominated by research into the American experience, but although this literature provides a rich bank of insights, it is of questionable relevance to current developments in Russia. Much of it concerns tutoring undergraduates who are not aiming at publication, and the majority of whom are native English speakers. By contrast, a principal aim of the Project 5-100 modernisation programme in Russia is to secure increased publication rates in English by non-native speakers who are faculty members. The aim of this paper is to consider which lessons of the existing literature are most applicable to the Russian case, and which questions will have to be re-examined. As a stimulus to opening up this debate, the author surveyed and held discussions with candidates wishing to become professional writing tutors at South Ural State University, Chelyabinsk. The paper identifies practical challenges and directions for future research.