{"id":459,"date":"2010-10-11T23:27:58","date_gmt":"2010-10-12T04:27:58","guid":{"rendered":"http:\/\/writing.wisc.edu\/blog\/?p=459"},"modified":"2010-10-11T23:27:58","modified_gmt":"2010-10-12T04:27:58","slug":"writing-center-tutors-what-kind-of-students-are-we","status":"publish","type":"post","link":"https:\/\/dept.writing.wisc.edu\/blog\/writing-center-tutors-what-kind-of-students-are-we\/","title":{"rendered":"Writing Center Tutors: What Kind of Students Are We?"},"content":{"rendered":"
<\/div>

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Recently, I conducted a quick poll of our 53 graduate student tutors. <\/span>Of the 36 who responded to my informal e-mail, 25 said they visit the Writing Center as students. <\/span>23 of those come sporadically, while two visit regularly. <\/span>Of the 11 who said they don\u2019t use the Center, three expressed shame at this fact (as they should).<\/p>\n

I open with these numbers because they provide a glimpse into the opportunities a Writing Center provides for its own student tutors. <\/span>As the T.A. Assistant Director, I\u2019ve made it my priority to understand the many different ways Writing Center tutors can learn and develop from their experiences. <\/span>At our staff meeting in September, I half-jokingly put forth my guiding philosophy for the year: \u201cWhat\u2019s in it for me?\u201d <\/span>I\u2019m pushing all our tutors to look more closely at the work they do and the service they provide, to look for moments of professional and personal development. <\/span>I want them to gain<\/em> something from all this work, and to actively consider what those things are.<\/p>\n

Along these lines, one question that has occupied my mind is the role of the Writing Center tutor as Writing Center student<\/em>. <\/span>As someone who has worked here for four years and been visiting as a student regularly, I\u2019m coming more and more to reflect on the kind of student I am in a conference. <\/span>Given that I know our underlying philosophy, as well as most of the tricks of the trade, does that affect how I approach my own text with another? <\/span>Do I practice what I preach? <\/span>Do my concerns as a student mirror what I do to address the concerns of my own students?<\/p>\n

In some ways, I\u2019m an excellent student: I almost always have a clear agenda in mind. <\/span>I think about the strengths and weaknesses of my work ahead of time, and try to lay those out clearly to my tutor. <\/span>I know how much we can expect to get through in one session, and how to set goals for the future. <\/span>I try to always be responsive to help.<\/p>\n

In other ways, I\u2019m a truly awful student: I repeatedly ask for directive tutoring, and am actively looking for my tutor to tell me what\u2019s \u201cwrong\u201d with my work that needs to be \u201cfixed.\u201d <\/span>I almost never write anything new during the conference, instead making obscure notes to myself for the future, and then moving quickly on. <\/span>I often expect the kind of content-focused critique that I as a tutor tend to shy away from, because I know my tutor is in my field. <\/span>And as an \u201cinsider\u201d into our practice, I always have a sense that my conferences will be \u201cdifferent\u201d than \u201cnormal\u201d sessions.<\/p>\n

I know I\u2019m not alone in these concerns, either. <\/span>One tutor told me that, while she thought tutors made good students, we might also be more demanding of our peers, or that we might come in with higher expectations. <\/span>Another told me that he often tells himself he\u2019s \u201cgoing to be the worst writing center student possible,\u201d because he\u2019s unfocused or has unreal expectations. <\/span><\/p>\n

Given that so many tutors make use of the centers where they work, I wonder to what extent the unsettlement of being a student can be productive. <\/span>When we enter into conferences as students, we inherently take on the anxieties that our own students face, no matter how well we know the score. <\/span>\u201cIn thinking that I’m the worst writing center student ever,\u201d the above tutor continued, \u201cI think I’m probably pretty typical.\u201d <\/span>In the most basic sense, when we bring our work in, we can better understand the students we meet ourselves. <\/span><\/p>\n

In this regard, I\u2019d challenge our tutors (myself included, obviously) to see sessions not just as places for developing our writing, but places that can help develop our own practice as tutors. <\/span>I\u2019d point out these sessions as sites of unfamiliarity<\/em>, a productive unsettlement. <\/span>We are, in the words of one colleague, \u201cnegotiating a new relationship with someone [we] know.\u201d <\/span>We are taking on a different power dynamic. <\/span>We\u2019re seeing methods that may radically differ from our own, and learning to participate in a conversation that we can only partially control. <\/span>We may even be sitting in a different space entirely. <\/span>(As a tutor, I always sit to the right. <\/span>As a student, I\u2019m more often than not on the left. <\/span>It\u2019s weird.)<\/p>\n

So to wrap up this longish post, I invite my colleagues to look more closely at themselves as students, in order to better understand their roles as tutors. <\/span>How do you<\/em> approach a conference about your work? <\/span>Who do you choose to work with, and why? <\/span>What questions of power, or familiarity, are involved with your choice? <\/span>And how can you keep a focus on both sides of the table, so that these sessions can be productive for you, regardless of which role you\u2019re inhabiting today?<\/p>\n

-Brian Williams, T.A. Assistant Director
\n<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Recently, I conducted a quick poll of our 53 graduate student tutors. Of the 36 who responded to my informal e-mail, 25 said they visit the Writing Center as students. 23 of those come sporadically, while two visit regularly. 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