Addressing Vulnerability in the Writing Center

When approaching any new environment, especially while seeking help, the concept of vulnerability is a powerful emotion. Though it’s easy to forget, there are certain power dynamics and imposed assumptions going into the Writing Center that may push a writer off balance. As Psychology majors who are new peer tutors, we wanted to explore a writer’s vulnerability – specifically, how they may feel while booking and going into an appointment. We are curious about people’s feelings and motives. It helps us be more compassionate and understanding towards others, as we can see things that may be beyond the surface. We noted that during our first times as writers going into an appointment, we felt anxious, and now being peer tutors, we are interested in finding ways to help writers through these anxieties. 

We believe that by addressing the vulnerability factor, we can better anticipate and help writers during appointments. Our goal is to not only encourage them within the Writing Center, but outside of it as well, creating a better work and school environment at Depaul overall. 

What is Vulnerability?

In the Writing Center, many different types of vulnerabilities show up for both tutors and writers. It’s essential to be aware of these vulnerabilities and conditions, as they affect how people show up to each appointment. While growing up I (Jae) wasn’t fluent in English, as my household spoke primarily Korean, and this heavily affected my ability to understand the unwritten rules of English. Subsequently, English had become my most hated subject for a good while, to the point where I would adamantly refuse to write essays or even participate in class, further pushing my ability to write backward. My personal adversity towards English would have definitely made me avoid the Writing Center had I not gotten help from a teacher prepared to meet my specific vulnerability. 

Different vulnerabilities include things like personal experiences and backgrounds. For example, as outlined in Salem’s article about Decisions to use the Writing Center, things such as gender, parental experience with higher education, race, etc., affect one’s use of the Writing Center. In her study, she found that women, EAL writers, first-generation college students, and POC were more likely to use the writing center (Salem, 2016). 

Apart from one’s unique identity and background, one major vulnerability that everyone experiences is the act of sharing writing with another person. In this way, everyone is vulnerable coming into the Writing Center. When I (Lucy) first used the Writing Center, it was not solely my choice, and I remember being very nervous to share my writing. It’s difficult to offer a piece of yourself for another to critique. You have to be open to wearing your heart on your sleeve. This mindset connects to Murphy’s points about the act of therapy relating to the act of sharing writing (Murphy, 1989). In both situations, someone is asking for help at an intervenable point in one’s process. Both situations require sensitivity when navigating.

How Does it Affect Writers?

What must be taken into account when approaching any sort of writing is that it’s an act of communication, it’s intrinsically personal to the writer and any criticism given has a direct effect on the writer, whether it be positive or negative. 

Heightened vulnerability can have effects of both avoidance and dismissal, which can both inhibit a writer’s ability and confidence. A common presentation of dismissal in a writer is downplaying their skill as a writer. This may present as stating that they’re a bad writer before the appointment or making self-deprecating jokes about their draft. Avoidance can be something more along the lines of hostility and refusing to listen. With either writer, their attitudes towards their writing and the tutor hampers the productivity of the appointment. It also creates a negative experience for the writer, conditioning them into seeing the Writing Center as a place for bad experiences (Pemberton, 1994). Vulnerability is unique to the individual, which is what makes it so important to address. 

What Can Peer Tutors Do to Help?

One of the most important things to remember as tutors at the Writing Center is that everyone is coming from a different, unique place. We need to be aware of these differences, as it is what makes our writing memorable and different, and can also influence us to reach our full potential. Tutors at the Writing Center should integrate motivational scaffolding and empowering techniques with writers to help them feel more comfortable. This includes adopting a mindset that fosters unconditional positive regard. Additionally, tutors should be open with new writers at the Writing Center and be clear about what our goals and methods are. This should help to challenge writers’ false negative perceptions about the writing center.

Our goal as peer tutors is to create a productive environment during our appointment. We do this by meeting writers where they are and offering them support so that they can leave feeling more confident and capable as students. 

References 

Hayward, M. (1983). Assessing Attitudes Towards The Writing Center. The Writing Center Journal, 3(2), 1–10. http://www.jstor.org/stable/43444105

Murphy, C. (1989). Freud in the Writing Center: The Psychoanalytical of Tutoring Well. The Writing Center Journal, 10(1), 13–18. http://www.jstor.org/stable/43444112 

Pemberton, M. A. (1994). Dependency in the Writing Center: Psychological Profiles and Tutorial Strategies. Research and Teaching in Developmental Education, 10(2), 63–70. http://www.jstor.org/stable/42802466 

Salem, L. (2016). Decisions…Decisions: Who Chooses to Use the Writing Center? The Writing Center Journal, 35(2), 147–171. http://www.jstor.org/stable/43824060

Thompson, I., Whyte, A., Shannon, D., Muse, A., Miller, K., Chappell, M., & Whigham, A. (2009). Examining Our Lore: A Survey of Students’ and Tutors’ Satisfaction with Writing Center Conferences. The Writing Center Journal, 29(1), 78–105. http://www.jstor.org/stable/43442315