After having the pleasure of reading two fabulous articles about writing centers and writing consultations I must confess I was feeling much more confident about beginning work this week. At this point, after reading Corbett's article, I am grateful we have more readings and training before we dive into the fray.
Corbett's article rose many questions in my mind. After feeling so strongly that the student needed to be the one doing the work, as Brooks said, it was quite a shift to see more dominant approaches discussed and even recommended here.
I can see how these ideas of directing or pushing the student towards the desired goal is necessary. Given that some students do feel at a loss when it comes to knowing even where to begin when writing, it would be comforting for us as the consultant to give them a direction. Indicating how to begin reading and understanding what their assignment is asking for should be one of the tools that we use to make us better consultants. Then walking with them as they discover what it is that they think of as they digest the assignment and determine for themselves what it is that they would like to write about from there. This would definitely not be the moment to say "I don't know it's not my grade".
This is why I feel the first few moments of a consultation is essential. Establishing that you are here to listen, that you are here to help them express themselves, that you are here to guide them towards improvement overall and not just on this paper, these are the things that the client needs to know up front. The rest can be determined upon a case by case scenario. Both direct and non-direct tools need to be used to make the consultation work.
Overall my takeaway was this. Because people are all unique, students and teachers are all unique. Because students and teachers are all unique, each writing consultation will be unique. The assignments that the teachers give, the processes that the students use or don't use and the stage that the paper is at all dictate whether a more direct or non-direct approach would work the best. We must focus on the first five or ten minutes and tune ourselves to what the student wants and needs and then go from there. In my opinion, neither approach should be used exclusively.
I completely agree and stand by the fact that the students should be the one doing all the work, but I would also sympathize with Corbett's opinion that would argue that some students need more instruction than others. For example, if a student does not how to use MLA format, we can not "talk our way" through that, we have to show them directly, which might mean opening the paper on the computer, and showing them exactly how to fix it. I think that kind of instruction is also important.
ReplyDeleteDefinitely! I agree that a mixture of the methods is the best way to go. Tailoring the session to the needs of the individual is ideal. How are we supposed to know where to take the session without asking for some basic information about the student and the assignment? It's a theme I'm noticing throughout all of my experiences since we started. The emails, the live sessions, and this article point to asking questions first and giving advice later. I think you're right on with your observations. :)
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