This is my first year as a Writing Center peer tutor, and all I can say is that I love it. In my academic experience, I never was placed with a tutor or was a tutor. Due to that, tutoring was arguably uncharted waters. It was quite eye-opening as a student to learn about the work done at the Writing Center. Hearing about it from my peers and professors, I was under the impression it was a “fix-it” shop for writing done in my literature classes.
It wasn’t until my winter quarter, last year, that I made an appointment at the Writing Center. The tutor I saw was great and interestingly enough was in my major, Health Sciences. I started to look more into the Writing Center and realized all the incredible opportunities it had to offer. I applied that spring to become a peer writing tutor. When it came to choosing a topic for my tutoring inquiry project, I chose how different individuals may perceive peer tutors and what that means for the tutor.
So let me ask you, how do you perceive a tutor, what is their role to you?
How Professors May Perceive Us
Analyzing a 2001 study on the perceptions of tutors, Thonus states, “In contrast to the perception of the tutor role as instructor surrogate, several of the instructors appear to want the tutor role to differ from their own” (2001). Instructors/professors will likely have varying views on how they expect the tutor to help writers. It is quite common for professors to advertise the writing center as a “fix it” shop. We know this to not be true, and that perception may cause a barrier between the student and the tutor. Still, their willingness to advertise us as a resource indicates they understand we serve a purpose.
A qualitative study was estimated to result in, “The PAL [peer-assisted learning] activity, if successfully accrued, provides additional support to the institution by sharing the workload among the faculty members” (Akbar et al. 2022). In terms of lightening the workload among faculty members, we as tutors are a resource the writers can use. A tutor can help the student brainstorm ideas, give recommendations on revisions, and guidance on certain writing strategies. All of which a professor can do, yet we as tutors allow students to not solely rely on the professor’s help.
How Students May Perceive Us
Regarding that same study, Thonus explains, “Even those tutors and students who decline to engage in the identification of tutor-as-instructor still regard the tutor role as comprehending higher status vis-à-vis the tutee” (2001). Many students (tutees) express a form of vulnerability when bringing their writing. As the tutor, we have a unique perspective or greater understanding of the writing process. This will often tip the scale at which the student and tutor were once equal. It is our job to recognize that and collaborate with the tutor to ideally tip the scale back.
In another study, tutors reported, “Students felt comfortable talking about the class with him [the tutor] in ways they did not feel comfortable communicating directly to the instructor” (Abbott et al. 2018). With us being students ourselves, we offer an unbiased, non-authoritative ear for students. That can give students the freedom to be more vulnerable with us, as tutors, than they would with their professors.
Why Does this Matter?
Abbott, Graf, and Chatfield mention, “The in-between positionality of the tutor helped her [the tutor] to act as a translator between the professor and the student” (2018). One of the beautiful things about being in our position is we have a much broader view of writing. That gives us the ability to guide writers who may be confused by certain assignments. We use that knowledge to infer what the professor may want from the student.
Additionally, we can relate to writers as students. This fosters a different relationship with the writer than the professor may have. That type of relationship may allow the student to vent their frustrations or ask for help on something they’d otherwise feel embarrassed over. We are not here to replace the importance of asking a professor for help when needed. Yet, we are here to support the writer in their process and give them the guidance they may not be able to receive from a professor.
How Do We Fit in the Concept of the Writing Center?
Every writing center functions differently depending on the structure, university, student population, majors offered at said university. In the DePaul Writing Center, we: (“About Us”, n.d.)
- Assist writers at any stage in their writing
- Employ the Writing Center values in every aspect of our work
- Use our personal expertise to give a unique perspective on various forms of writing
- Adhere to DePaul’s Vincentian values as we service our blue demon community
So, Who Am I As a Tutor?
Ultimately… Whoever You Want To Be!
We are expected to help students and use the time they give us to best suit the needs of their writing. Just as there is not one way to write, there is not one way to tutor. As a person, you come with different knowledge and experiences that can give any writer a different point of view. Your practice is unique to you as an individual. It does not have to be fixed, since we as people change to match the people, we are with. It makes sense for you to do the same with different writers. Any feelings of imposter syndrome, or uncertainty in your abilities as a tutor are valid. It is important to remember that you have a community here to support you in your craft.
So, ask yourself, who are you as a tutor?
References
- Abbot, S., Graf, A. J., & Chatfield, B. (2018). Listening to Undergraduate Peer Tutors: Roles, Relationships, and Challenges. International Journal of Teaching and Learning in Higher Education, 30(2), 245-261.
- Akbar, A., Ayub, M. N., Atif, M., Jawad, H., Mumtaz, H., & Iftikhar, T. (2022). Peer assisted learning; the perspective of peer tutors. Annals of PIMS-Shaheed Zulfiqar Ali Bhutto Medical University, 18(3), 201-211.
- DePaul University Writing Center. (n.d.) About Us. https://thehandbookforthewritingcenterdepaul-edker.notaku.site/about-us
- Thonus, T. (2001). Triangulation in the writing center: Tutor, tutee, and instructor perceptions of the tutor’s role. The Writing Center Journal, 22(1), 59-82.Thonus, T. (2001). Triangulation in the writing center: Tutor, tutee, and instructor perceptions of the tutor’s role. The Writing Center Journal, 22(1), 59-82.
