A Little Help

Two articles, “Talking in the Middle: Why Writers Need Writing Tutors” by Muriel Harris and, “Examining Our Lore: A Survey of Students’ and Tutors’ Satisfaction with Writing Center Conferences” by Thompson, et al. are scholarly attempts to discern the purposes of tutoring. While seeming, at first glance, to take very different stances about tutoring, I think we actually find that the empirical evidence provided by Thompson, in many ways supporting the ideas presented by Harris.

Thompson’s article uses finding from empirical evidence to show the different elements that may (or may not) have been directly related to a satisfaction with tutoring. With these findings, “Examining” ended up with conclusions determining that tutors should be more direct when developing the agendas for students. The overall tone of how “Examining” seems to view tutoring is top-down from the tutors guidance over the students.

Meanwhile, Harris takes a completely different tone in viewing tutoring. The article, “Talking” lists the responsibilities for tutors in more general terms. With “reducing stress” in students, helping students “overcome hurdles”, and to “provide more knowledge about writing” as the goals for tutors in the writing conference, I cannot help but see an entirely different attitude presented in “Talking”. If I were being honest about my reading of these materials, it would be hard for me to deny the huge appeal with Harris’ arguments. They touch a nerve in me that is directly connected to my passion and goals for teaching. So how do we reconcile the evidence presented in Thompson’s article with Harris’ goals?

First, I see some serious issues with the research done in Thompson’s article. To focus the findings of success in tutoring based on satisfaction is seriously flawed. Secondly, the findings seem to suggest a disconnect between Harris’ own assertions, and yet there was more “success” when “student ownership of their essays” was emphasized during the tutoring session. Also, the items described as most relevant to success was an environment that was described as “caring”, “comfortable”, one with “positive feedback”, and their answers questioned.

Clearly, both articles see the purpose of tutoring as more than a set of directions, but as a relationship with students that encourages and supports their individual needs. We need to see students as more than a set of writing issues, but as individuals who are writers. They come in with a set of their own skills and accomplishments, but they also have their own concerns. As a writing teacher, I know I have my own concerns with my own writing and I think what I get out most from both of these articles is that we can all use a little guidance, a little help.