PeerCentered

I make mistakes. I make a lot of mistakes, and I make them often. I make mistakes not only in my personal life or in my writing, but when I’m communicating with other people. In the past, I would go red, and do my absolute best to pretend that nothing had happened. I hadn’t totally just butchered the pronunciation of that foreign phrase. It was fine; it was cool; I wasn’t turning the color of a tomato at all. Nope, not me. Now that I’ve lived a couple more years, I find it funny just how silly I was acting. Everyone makes mistakes, and there was really no reason for me to so adamantly ignore what I’d done or said wrong. Instead, I should have tried to work through it. However, I also work at a writing center. I know that a lot of clients come in expecting me, and my co-workers, to have all the answers and tell them exactly what to say, do, or fix. These students are dependent on me to help them identify and work through the mistakes they are making. It seems to a lot of clients th...

While some students who visit the Writing Center are confident and highly motivated, many other students often come in riddled with anxiety. I recently had a consultation at the Texas A&M University Writing Center where the client seemed very uninterested. He didn’t want to read aloud or talk much at all, and it seemed that the session was going to have no direction. As I tried to get him talking, he clued me in on why he was so quiet: it was his first time at the Writing Center, and he felt uncomfortable with the fact that another student was going to read his writing. He told me that he had negative experiences with peer reviews and was hesitant to even come. Thankfully, I was able to relate to him and use positivity to help him open up; it then became a highly successful session! As a peer tutor, I can sometimes lose focus on the fact that students often come in their most vulnerable states. Letting someone read your writing and offer feedback can be scary and highly uncomf...

Sitting idle in that chair that’s comfortable in that sort of ‘office-comfortable, taupe is soothing’ kind of way, in a wash of overhead and computer fluorescence can certainly induce torpidity. It’s more than easy to slip into a “you need a comma here” type tutoring. So, how do we avoid this debilitating complacency during an online-session-heavy workday? Forcing yourself to be more deliberate with your explanations and questions can definitely help avoid falling into that sentence-level-editing rut, because it will also make you more self-aware of what you are doing in the session. Explain to your client how you read their paper, what you were looking for, and why you said what you said. If you don’t explain this, the client may have many still unanswered questions. If you can’t explain this, you don’t understand what you are doing yourself, and are obviously not fully engaged. Personally, I find online sessions to be my most successful sessions, precisely for their allow...

In life, we all ask questions. Two-year-olds ask the notorious “why” in response to every answer presented to them. You have to eat. Why? You need to clean your toys. Why? The sky is blue. Why? So, looking back, I wonder why I never thought of utilizing a basic question when I was confounded by a client’s paper. Toddlers learn through questions, so why can’t we as writing consultants? There are two main types of questions: clarifying and probing. Clarifying questions are questions that the student can answer with a simple, quick response (Ekey). They allow for the foundation to be built so that the consultant can understand the basics, which can be very helpful in complicated papers. If the consultant does not understand how a horse responds to pressure, then how can they be critical of the content of the paper? Clarifying questions allow the consultant to see if the confusion stems from a grammatical error or a simple lack of knowledge.  Clarifying questions tend to b...