The Writing Conference, as practiced by classroom teachers and writing tutors Individualized learning as a vital tool for writing pedagogy Classroom teachers and writing tutors handle writing conferences differently.

Dr. Deborah Scott Adjunct Professor First Year Writing Program, Rowan University Formerly taught composition, Intellectual Heritage and English at other institutions (college & high school) Writing and English Tutor www.theenglishclinicnj.com Formerly tutored in writing centers at St. Joseph’s University Drexel University U of Pennsylvania

Emergence of writing centers during the 1980s Writing centers developed in response to the recognition, in rhetoric and composition theory as well as in Writing Across the University programs, that writing is a social act a recursive process

Evolving theoretical models of the writing center Early writing center theory conceptualized the writing center as a site for: Peer tutoring Nondirective collaboration between tutor and tutee

Shift in writing center theory to model of “asymmetrical collaboration” Tutor may be directive Students may be more comfortable when tutor offers instruction Tutor’s directiveness facilitates tutee’s trust in him or her, expecting that s/he can help. (Thompson, et. al.)

Tutoring Strategies in Asymmetrical Collaboration Instruction Scaffolding (both cognitive and motivational) (Mackiewicz and Thompson)

Triangulation Classroom teacher Tutor Tutee Classroom teacher as the third person in the tutorial relationship, absent, a “silent participant” (Thonus 61)

Tutoring as a continuum “`[T]utor is not a sharply-defined role but rather a continuum of roles stretching from teacher to peer, negotiated anew in each tutorial” (Thonus 61). Tutor may feel greater peer connection with the classroom teacher than with the tutee (Thonus 68).

Tutor as generalist? Initial writing center scholarship favored model of tutor as generalist. Student can “teach” the tutor what s/he needs to know about the topic. This assures that student communicates effectively. However, this can be problematic: Tutor unfamiliar with the discipline does not know its discourse conventions. Consequently, tutor is more likely to focus on local rather than global issues in the writing. (Kiedaisch and Dinitz)

Contrast writing conference strategies With classroom teacher Student may be passive Directive Authority Power to grade Adult Expert in discipline Acquainted with student Understands the assignment (probably wrote it) (Harris) With writing tutor Student should be active Collaborative Peer No power to grade Contemporary Generalist May be a stranger Not sure what teacher “wants”

In light of the theoretical model, examine my own conferencing strategies Conferences with my own classroom students: Conferencing is required, or at least strongly encouraged, in many college writing programs. I guide students through the invention stage. I focus on higher order issues in the papers as well as reading comprehension (Intellectual Heritage). Conferencing is logistically difficult, if not impossible, when instructor has a heavy course load and/or large classes.

Ways in which my tutoring strategies draw on writing center theory: Encourage student to do much of the talking (student should “control” the agenda). Ask pointed questions. Refrain from rewriting student’s paper. Aware that it’s not my place to “grade” this paper. Not always sure what the teacher “wants.” Function as “generalist” (I may not have read the book).

My strategies differ from writing center tutors: As a private tutor working in the community, I promote my “authority” (Dr. Scott, with Ph.D. in English from the University of Pennsylvania, professor) I am getting paid, so I am expected to “instruct,” not collaborate. The writing tutorial fits into the context of a broader working relationship, in which I “teach” the student (reading comprehension, grammar, SAT prep, drafting college application and scholarship essays, etc.) In the context of this kind of tutoring relationship I cannot—and should not—assume the role of peer collaborator when tutoring them on a writing assignment.