As a student studying to be a high school English teacher, I was searching for an opportunity at DePaul that would help me grow into the educator I hope to become. When I heard about the opportunity to be a Peer Writing Tutor at the University Center for Writing-based Learning (UCWbL), it did not take long before I was applying, interviewing, and getting offered the position. From the beginning, I knew this job would benefit me in many ways: I would gain communication skills, I would learn more about how to delicately correct people’s errors, and so much more. Though I have only officially been employed at the UCWbL for one academic year, I can see myself starting to develop the traits needed to succeed in my desired field.
I did not realize, however, that by looking at the work of my peers, my work would change, too. In my writing classes, professors are big believers in peer revision; as a student, I used to hate it. I didn’t see the purpose and it was uncomfortable for someone else to read my work, so I used to write papers and turn them in without a second glance. But with observing returning tutors and writers, and seeing writers leave with a better paper in their hands, I have seen the purpose of collaboration and revision. They are important.
Before these few weeks at the UCWbL, I would keep to myself with my writing. I thought my writing was already good enough, so it didn’t need to be looked at again. I wouldn’t bounce ideas off anyone, and when a friend asked, “What are you planning to write about?” my answer would always be some variation of, “I have no clue.” Now, I am willing to share my ideas because the person I am talking to can probably add something better. Seeing others gain knowledge from sharing ideas has inspired me to do the same.
“The people around you are your best resource” is a quote I have heard at the UCWbL time and time again. But what I have realize is that people being my best resource also goes for the people around me in my day-to-day life, not just when I’m clocked in at the Writing Center. Though my peers may not all be English majors or they may not be able to tell me specifics about how I can expand my paper, getting another set of eyes to review what I have worked so hard on is always beneficial. Someone who is willing will always be able to add to what I have started.
So when thinking how looking at others’ writing effects my own, I think it has changed how I think about my own writing. I now know my writing is not perfect and encourage myself to collaborate and revise, because it can make a world of difference. This personal experience will not only help me for the rest of my time at DePaul, but it will help me to guide my students in peer revision and force them to see the importance of looking at their work twice.