The objective of this paper is to develop a theory of Socratic tutoring in the form of pattern-action (or production) rules for a computer program. These pattern action rules are being programmed on a computer system for tutoring causal knowledge and reasoning. The production rules were derived from analysis of a variety of tutorial dialogues. The analysis accounts for the specific teaching strategies used by the tutors in the dialogues within a content-independent formalism. The paper includes twenty-three production rules derived from the data analyzed.