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 be my favorite type of question when reading, especially when confronted with scientific dissertations. One evening, while working with a client, I noticed a sentence that read “we compared the total materials, oxygen and nitrogen, to the base model.” I was a bit confused because before oxygen and nitrogen were not mentioned in the materials used for his experiment.
So, I asked, “Are the total materials oxygen and nitrogen or are all three things different items?”
He responded with, “No, the total materials are this items in this diagram, and the oxygen and nitrogen were measured to see if our treatment worked or not.”
After he replied with this, I was able to explain to him that since he had not used the Oxford comma, I was unaware that the total materials were not, in fact, oxygen and nitrogen. He seemed astonished that this was an issue for the reader, and he was grateful that I pointed out this error. Using a clarifying question allowed me to determine what he really meant, which turned out to be different from what he actually wrote.
Clarifying questions can also be used to increase the confidence in the student. If the consultant asks a simple question that the student can answer, they gain some authority in the appointment (Graesser and Person). As consultants, we can set students up for success by giving them authority and confidence. How many of these students have come in to a Writing Center or turned in a paper just to receive it back with numerous red marks? How many of these students feel as if the Writing Center is remedial? Allowing the students to feel successful and confident, changes their attitude and will allow them to be more open.
The other type of question is a probing question, which are more thought-provoking questions. Probing questions also give the student more authority and confidence. When a student can make connections of their own, they gain confidence because they are able to do so. When a probing question is asked, the student is forced to think about what they do or do not know. If they do not know the material, then the paper is probably lacking connections. After responding to probing questions, the student can see if they have a knowledge deficient so that they can fix it.
Popular posts from this blog
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 discussion that kind of petered out about the titles used for writing center workers. Please take a moment and vote! If you don't have an account on the forum, you can register for one by clicking on the "Register" link (next to the rocket icon in the top-right of the page.) Don't forget to state your institutional affiliation when you request and account. (That's how the IWCA Forum keeps out spam accounts.)
By Lori Brock
A Nearly Septuagenarian’s Ad ventures with Purdue Owl January 9, 2023 As a student, the Purdue Owl website was a source of great comfort for me. It seemed almost a tangible, billowy, yet safe and confining space; kind of like those bounce-houses filled with balls for kids. I would flit among MLA and APA and general writing tips: pulling up a sample reference page here, making sure I knew the difference between effect and affect there, and ended up by checking an in-text citation for a quote within a quote. I haven’t perused Purdue Owl’s website in some time, so, it is disconcerting to find it is completely tied into Purdue University’s writing lab. Now, you can also more readily access various sections of the style guide directly from the browser. If, for example, you want to check to cite a poster in APA format, Purdue Owl’s information is listed among the many sites you can choose in your browser. I can see how advantageous this fine-tuning is, and, in fact, I have already ma
As a frightened freshman, I wandered deep in the bowels of the library basement. My eyes darted from room number to room number, looking for the aid my professor promised I could find. At the end of the hall, a golden light shone from an open doorway. My approach was slow and I lingered on the threshold. All uncertainty vanished when I was greeted with a smile and welcomed into the new world of the Tutoring Center. At the time, I did not know I would spend most of my weekdays in that room as a senior or how mundane this new world would become. How could I? I didn’t even know how much insight I would receive from my tutor that day! Being a learner in the writing center is a wholly different experience than being a tutor, yet I know many of my colleagues have not had the same learning experiences that I have. I think this is unfortunate because there is much that a tutor can gain from being a learner. It was my freshman year of college and everything was new. For me, that meant that fear