Hello, Eric here from the 303 tutoring class at Boise State. We have read many essays in the 303 class about methods and practices in tutoring writing. Although they all provide useful insight, I also find they can be inhibiting. Allow me to explain:
I have just begun to conduct my own consultations, and I sometimes find myself getting lost in the vague web of whatever "dos" and "don'ts" I might be reminded of from the essays as I sit down to consult with a writer. For example, I may reach for my pencil and a voice speaks up inside: "You're not going to write on his paper are you? You're not an editor, you're a collaborator!" I find myself second-guessing myself a lot in consultations, wondering if I am violating the rules that have been set forth in the Murphy and Sherwood text. This kind of hesitation can be stifling for a number of reasons. First of all, there is not a lot of time for hesitation in a half-hour session. And further, the writer is here seeking my assistance, so it's not likely to put him or her at ease to see any uncertainty in the writing tutor.
Some situations feel like they are testing my unspoken 'code of conduct' as a writing tutor. What if somebody comes in only wanting assistance with grammar and punctuation? Is it wrong to tell her that a colon would work better here, or that the use of a certain word is confusing and another one would work better? I wonder about trying to find a way to lead students to this information on their own, but it's not always easy in situations like this. Does anyone else feel uncertain about how far to go in assisting a student, especially when there is an expressed concern to revise grammar, punctuation and spelling? I'd love to hear what you have to say.
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...
I have posted a poll in the IWCA forums: IWCA Forum: Peer Tutor => What do we call ourselves: the poll! It is a part of an earlier disc...