In the latest Writing Lab Newsletter "Tutor's Column" (February, 2005; Volume 29, Number 6), Paula Braun, Courtney Patterson, and Sarah Abst of the University of Toledo write about their experience "post-processing" a session they lead at the last NCPTW/IWCA conference entitled "Talking back to Training Manuals: Real Tutoring in a Post-Process Writing Cetner." The trio's main question of concern was "'How do you determine the line between directivenes and non-directiveness? When do you cross it'" (10)? The answers participants in the workshop provide are frank and explore the problems that non-directive theory can present in a writing center setting. Braun, Patterson, and Abst in presenting the explorations from their workshop hope that it sparks "as lively an exploration in your setting" (10).
In a bonus "Tutor's Column," Kelly Wisecup of the College of the Ozarks reports on an interesting experiment in writing center outreach. The program, entitled "Tutors in the Classroom" (TIC) (11), allowed the tutors to work with students in their classroom setting. The program not only allowed Wisecup to learn about instructor expectations but seemed to allow the tutors to model the benefits of individual consultations to the instructor.
While I admit I was once intrigued by the prostitute-consultant analogy, not by what Scott Russell had to say about it but by some of the id...