Library Observations

Today I had my first satellite observation. It was a lot different than Bessey. There are fewer resources in the library in terms of copiers, reference books (Well, technically there aren't. But there is no easily accessible shelf of tutoring books like the main center). After the session, the tutor expressed the concern that the satellites are more disorganized in terms of appointments, receptionists, etc.

So the biographies available online are extremely helpful when scheduling a session, as I saw today. It was a very isolated case, or so the tutor insisted. She began by asking the client her purpose in coming to the center. The student wanted help coming up with new ideas to write about or brainstorm in her paper. I just thought the tutor would help with the general pre-writing process. They explored the paper's guidelines in more detail to make sure that they were addressing its concerns. But the guidelines were really general; the student could talk about any aspect of feminism that she wanted.

So she wanted brainstorming help. She had made a list of more topics to talk about, but all of them were politically centered. I could literally see the tutor's mind turning amidst her decision to give the student ideas instead of helping her draw off of her list. Was it too directive? Should she just have followed the student's list?

I watched, dumbfounded, as the tutor revealed 20+ more topics of feminism, including specific people, places, and different doctrines. She urged the student to get away from the political side of feminism, and provided many examples of how to do so. I naturally figured this must be a tutor with an impressive feminist background. But the rhythm of the session was being dictated by this soft-spoken tutor who knew so much about feminism it left the tutee speechless. Not good!

The student took a few notes, but was otherwise looking around the library (it was quite loud). Her concentration was not aided by a conversation held by Writing Center employees at the next table. The tutor also gave advice concerning the use of rhetorical questions. She said that professors sometimes have negative views of introductions that begin with rhetorical questions because it makes the writer seem doubtable, or unsure of their position in the paper. It seems like they let the reader narrow the topic down themselves. I thought this was a very legitimate area of advice. She was scrambling for things to work on in the paper, though. The client had another session scheduled for the following week, as well. Parting advice was issued: the student should specify the type of citations needed in the paper when asking for formatting help. All in all, this session lasted ten minutes!

The tutor was incredulous. "Usually," she said, "They're not that short."