PeerCentered

Dear me, It's not about you, but it will affect you, this work. Expect that. Learn to embrace that--the fact that your writing voice isn't in the limelight--it shouldn't  be in the limelight, like some sort of escritorial savior on the lookout for less "experienced" writing that needs a crutch, ready to swoop in and redeem whatever "needs" redeeming. You're not a crutch. You're not even a walking boot. Examples of being a crutch/walking boot: 1. "If I was writing the thesis, I might word it something like this..." 2. "What about using this phrasing for the transition?" 3. "I'll rewrite this part of the paragraph, and you can fill in the rest." Don't get me wrong: It's tempting to say and/or do any of the aforementioned "helpful" actions/statements, and, admittedly, you probably will a few times, when you're crunched for time in a given session or when you're frustrated and fe

In consultations as a tutor, I notice students struggle with their own written language based on the demands of the academy. Many students enter college feeling their writing is inadequate compared to the academic material they read for courses. This anxiety leads to students and clients adopting writing practices that causes them to lose their personal writing voice and to view any mistake they make as a personal failing instead of the process of writing. Worse, clients come in fearing to use their voice in assignments through overly citing materials, believing they cannot possibly offer anything analytically or mechanically to the academic discussion within their assignment. Fear of sounding unintelligent or demonstrating their incompetence shapes this tactic regardless of discipline and rank, instead of the generalization of student laziness. How do we, as writing consultants, address this issue of encouraging clients to value their learning and written voice while also guide them t