As peer writing tutors, we’re often taught how to best help our authors with growing into their skills and cultivating their truest vision for a draft or for their style. In stressing so, we can forget that behind most texts reviewed in a Writing Center there’s a grading rubric.
We talk about the authors’ audience—offering tips on persuasion, tone, and emotional reaction from the readers—but it’s crucial to also remind writers and ourselves too that, sometimes, the audience is just one person: a professor. As such, in certain cases practical concerns benefit the writer more than abstract, overarching feedback. They also help tackle beginner’s work without feeling overwhelmed and without providing advice that might confuse them rather than aid them.
How can peer writing tutors best assist authors with writing within academic context?
Ask For the Prompt
A lot of scheduling websites allow the writer to attach the assignment’s prompt to the draft itself. Writing Centers and tutors themselves can also encourage their authors to share any rubric, guiding questions, or professor’s notes that might help with understanding the full context of an essay (or a personal statement, a research paper, etc.).
When reviewing the essay, tutors can refer to the prompt as an instructor would, tick-marking all that the writer has accomplished and highlighting points, responses, or evidence that instead they might have missed. Quote the assignment itself when needed, so that the author can have a clear point of reference as to what to work on and how.
Focus on the Thesis
If an assignment has a thesis, peer writing tutors should focus on making sure that the statement’s clearly phrased, it’s supported with evidence, and, most importantly, it pertains the topic and/or assignment provided. Sometimes essays arrive to Writing Center beautifully written, polished, and needing little feedback, but their thesis may not align with the required topic.
In that case, suggest to writers how they can adjust their thesis statement to the prompt or brainstorm with them how they can transfer arguments and evidence to another topic, making sure that they receive full marks where possible.
Prioritize the Instructor over General Audience
Some instructors may prefer a style of writing or references over others. If provided with the draft, make sure to check the assignment’s description and ensure that the writer meets those preferences when possible.
It seems a contradiction, to adhere to a certain standard of writing rather than explore a writer’s creative vision, but because of the expectations of context and audience, peer writing tutors should prioritize what they can do for the single assignment before providing helpful and constructive feedback for future writerly endeavors.
Be Honest
This might seem like an over-preached pillar within Writing Centers; but if you don’t know the answer to a writer’s question regarding the prompt they received, let them know that it’s best to contact the instructor in those situations. At the end of the day, peer writing tutors are also students, and in most situations they’re not privy to a professor’s syllabus.
Moreover, if you see something that the writer does well but not within the scope of the assignment, or they have related questions, remind them to check in with their professor, as to make sure that they can deviate slightly from the prompt without penalty.
In conclusion
Writing Centers are not guarantees for a good grade. Peer writing tutors are not evaluators, instructors, or copyeditors. They review submitted work for potential, vision, and helpful constructive feedback. However, keeping in mind the academic context—and when possible, an instructor’s requirements—will benefit the writer in the short-term as much as in the long-term.