PeerCentered

As tutors, we want to do our best to help other students improve their writing. And normally, we expect a client to come in with one piece of writing they want to focus on – but what do you do if they have too many? I once had a client that initially told me she wanted to work on a short story for her creative writing  class.  Since I didn’t see creative writing come through  very often, I was excited to help her with her story . Until, that is, three  paragraphs into reading it together,  she  stopped reading and  pulled up an unfinished poem. I was a little confused at first, but allowed her to explain what the poem was about ,  and just as I asked her what she wanted help with, she pulled up yet another poem . T his continued a few times before I realized she was just pitching story ideas to me and we weren’t  actually talking  about her writing.  She seemed so excited, and I wanted to h elp her with whatever she needed  help with, but it’s hard to help when the writing in questio

As a student manager of the writing center, I assist in leading training meetings. At the beginning of the year, I had to run a quick errand as the meeting started. By myself, I couldn’t stop thinking about standing before all my peers, especially without the support from the prior year’s managers. The concept of having forty-some eyes on me was so nerve-wracking that my hands shook. When I joined the other managers at the front of the room, speaking clearly and confidently, I calmed down, proving to myself that I was capable. Peer tutoring fosters growth, and not just for those being tutored. I’ve been friendly but shy my whole life, making few friends and keeping my head down. I came into the writing center as that person, quiet and insecure. Part of the writing center training was how to interact with the client, how to ask questions instead of answering, minimalist versus directive consulting, the delicate ratio of listening and speaking. However, the real training was the on