W.C. Reactions

Yesterday I observed a session in the Writing Center, and afterward I had the opportunity to discuss the session with the conducting consultant. I should preface my commentary with a confession: I had never been to the Writing Center before. I hadn’t even known where it was located, prior to taking this course. I was under the misconception that the Writing Center was only there to help students who were “struggling” with “special problems,” as it were. Our readings and discussions thus far have thoroughly disabused me of this notion.

Even though my work wasn’t going to be evaluated, nor was I expected to advise the student seeking assistance, I was still strangely nervous. Without any previous experience in this area, I had no idea what to expect, and that’s always an unsettling feeling. Fortunately, the open, relaxed environment in the Writing Center did a lot to dispel those feelings of uneasiness.

Any remaining anxiety I felt was erased by the courteous, easy-going attitude of the consultant. He started out by asking the student to explain the assignment. This seemed like a good idea for two reasons. First, it gave the consultant an idea as to what the professor’s expectations might be. Second, it forced the student to think critically about what the requirements were, and to what degree her work satisfied those requirements.

From there, the two of them went over the assignment section by section. The consultant asked the student to read her writing aloud. This not only kept her an active participant in the reviewing process, but also helped her identify problematic sections of the text on her own. When a passage sounded awkward, he asked what sounded “off” about it, and what she might do to improve it. Most of his corrections were framed in the form of questions, helping her think about why something wasn’t working.

I also noticed that he usually began by pointing out something that was working, before pointing out what wasn’t. This method of combining praise with criticism seems like the most effective way to help someone genuinely improve. If they feel like they aren’t being punished or put down, they might be more open to the critique being offered. It’s important that it’s clear that the writing is what being critiqued, not the writer. If the writer feels uncomfortable or unhappy with their experience, they aren’t likely to come back.

Our goal at the Writing Center should be to provide a supportive environment that encourages return visits, to help writers continue to improve. The student whose session I observed seemed to have a positive experience, and didn’t give any indication that she wouldn’t want to return for a future visit. After this experience, I feel better about working at the Writing Center, and going there for help.