Writing Center Observation
While observing this tutoring session in the Writing Center, many concepts we have discussed in class were exemplified and represented. For this writer, it was her first time coming to the Writing Center. When it was a few minutes after her session had been scheduled and she was not in the tutoring room, the tutor had to look her up to figure out what she looked like in order to find her. She was actually sitting right outside the room; she was just unsure where to go. The tutor made her feel very comfortable by informally introducing himself after joking around about the situation. She did not seem embarrassed at all. She actually seemed to be less nervous after the tutor joked around with her. To begin the session, the tutor asked the writer questions to set the agenda. He asked her what he could help her with, what the assignment was, and what her general outline of the paper was. The writer seemed unsure about what she wanted to work on because she simply handed him her computer and explained the assignment. She told the tutor she wanted to work on concepts but then asked questions that were separate from concepts. The tutor did a great job adapting to her goals for the session, even though she asked many random questions. The tutor adapted to her goals
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effortlessly by doing his best and being very helpful. However, when he asked when the paper was due and she told him tomorrow, he was slightly concerned. At that point, he redirected his attention to areas in which she had time to revise and edit. We discussed this predicament in class so I was not surprised with the writer. The tutor managed to contain his shock and did not show any sense of disappointment or concern. After his initial shock passed, he did not show any emotions that would concern the writer. This was an effective way of handling the situation because he did not give up on her and he still did his best to help in manageable areas. The tutor also had to wear multiple hats throughout the session. At one point, he had to be the ally. The writer was struggling to complete a final draft of her paper and the tutor did an excellent job encouraging her, while still being honest with his thoughts about her paper. He complimented areas that he appreciated, which built up her self-confidence. He was also the counselor when she needed to vent about her frustrations. She did not have many, but he addressed each one of them. She was struggling to understand her professor so he listened and tried to help solve the problem. At another point, he was the writing expert. She mentioned her peer editing and the feedback she received from it; however, she wanted his opinion because she “figured he would know the right answer.” The tutor gave his opinion; nonetheless, he acknowledged that he is still not her professor, so he does not entirely know what she will prefer.
Finally, he was also the coach. He did not write and edit the paper for her. Instead, he asked questions to prompt the writer to think about solutions on her own. This allowed the writer to remain in control of her own paper, which gave her a sense of respect. When he was not coaching, he was the collaborator. Together, they discussed ways to make her paper better. He even wrote down notes they discussed for her to reference if she needed. The combination of all of these hats created a safe environment for the writer to express her ideas and improve her writing.
It was a great learning experience to see many of the concepts we discussed in class exemplified in an actual tutoring session.
I was able to broaden my understanding of the reality of each concept. I was also able to experience the perspectives of the writer and the tutor simultaneously by observing from the outside perspective. Observing the session gave me a broader understanding of how tutoring sessions are conducted in the Writing Center. I noticed how simple some parts of the session can be for the tutor but also how difficult other parts can be. Adapting to each situation is crucial to the success of tutors and writers individually, but also to the success of the Writing Center as a
whole.
effortlessly by doing his best and being very helpful. However, when he asked when the paper was due and she told him tomorrow, he was slightly concerned. At that point, he redirected his attention to areas in which she had time to revise and edit. We discussed this predicament in class so I was not surprised with the writer. The tutor managed to contain his shock and did not show any sense of disappointment or concern. After his initial shock passed, he did not show any emotions that would concern the writer. This was an effective way of handling the situation because he did not give up on her and he still did his best to help in manageable areas. The tutor also had to wear multiple hats throughout the session. At one point, he had to be the ally. The writer was struggling to complete a final draft of her paper and the tutor did an excellent job encouraging her, while still being honest with his thoughts about her paper. He complimented areas that he appreciated, which built up her self-confidence. He was also the counselor when she needed to vent about her frustrations. She did not have many, but he addressed each one of them. She was struggling to understand her professor so he listened and tried to help solve the problem. At another point, he was the writing expert. She mentioned her peer editing and the feedback she received from it; however, she wanted his opinion because she “figured he would know the right answer.” The tutor gave his opinion; nonetheless, he acknowledged that he is still not her professor, so he does not entirely know what she will prefer.
Finally, he was also the coach. He did not write and edit the paper for her. Instead, he asked questions to prompt the writer to think about solutions on her own. This allowed the writer to remain in control of her own paper, which gave her a sense of respect. When he was not coaching, he was the collaborator. Together, they discussed ways to make her paper better. He even wrote down notes they discussed for her to reference if she needed. The combination of all of these hats created a safe environment for the writer to express her ideas and improve her writing.
It was a great learning experience to see many of the concepts we discussed in class exemplified in an actual tutoring session.
I was able to broaden my understanding of the reality of each concept. I was also able to experience the perspectives of the writer and the tutor simultaneously by observing from the outside perspective. Observing the session gave me a broader understanding of how tutoring sessions are conducted in the Writing Center. I noticed how simple some parts of the session can be for the tutor but also how difficult other parts can be. Adapting to each situation is crucial to the success of tutors and writers individually, but also to the success of the Writing Center as a
whole.