Tuesday, February 19, 2008
free ticket to copyediting town
Hi Peers. After my last session, I have come to the startling realization that I profile students by the writing they bring to the center. I claim to be all for assisting in making better writers, not better writing. But when a student brings in any sort of application, statement of purpose, or CV-like document to work on, I accidentally throw all of my consultant theory out of the window. I transform into a busy-bodied stage mother, trying to make them as presentable as possible without really embracing the larger idea. These students are going to be applying to things for the rest of their lives, and just as I want to help them learn to strongly revise their papers themselves, I should want them to strongly build their own applications. In reality, I am probably (hopefully) exaggerating my issue of control and favoring product over process in consultations focused on applications. But it is an issue that I just realized could be a problem in my tutoring style--if I'm here to help the student, and the student wants to make his paper adhere to standards that would allow his admittance into a program, and we only have thirty minutes...might the consultation seem more product-based?