Why we tutor

Longman Guide to Peer Tutoring

Author Information

  • Authors: Paula Gillespie, Neal Lerner

  • Edition: Second Edition

  • Series: Longman Professional Development Series in Composition

Chapter 1: Why We Tutor

  • This chapter serves as an introduction to the concepts of tutoring writing, covering the techniques, theoretical and practical foundations, and the unique challenges and rewards of working in writing centers.

The Foundation of Tutoring

  • The fundamental question guiding this text is, "Why do we tutor?"

  • The authors reference their experiences and insights as tutors and writing center directors.

  • They emphasize learning from the experiences of peer tutoring trainees at Marquette University, showcasing that understanding tutoring begins with personal insights and experiences.

Training Reflections from Trainees
Responses from Trainees:

  • Jessi:

    • Remembers her early experience in fourth grade tutoring a classmate named Peter.

    • Questions her selection as a tutor, contemplating motivations (e.g., ability in English, teacher convenience).

    • Emphasizes the importance of a fulfilling tutoring experience where both tutor and tutee can learn.

  • Paul:

    • Reflects on high school perceptions of tutoring, equating it with spelling and grammar checking.

    • Learns through personal experience that effective tutoring is about understanding the flow of writing, not just correcting mistakes.

    • Highlights that tutoring is about exploration rather than adherence to rigid formats.

  • Aesha:

    • Describes her motivations as a student wanting to please teachers.

    • Shares the revelation that not all feedback diminishes her worth as a writer.

    • Aims to ensure her suggestions as a tutor are constructive and not judgmental, aiming for tutees to feel in control.

  • Megan:

    • Describes her experience getting tutored in high school physics, where rote memorization took precedence over understanding.

    • As a tutor, aims to avoid the “Mr. Martinson Syndrome” of simply completing assignments for students.

  • Adele:

    • Conveys early negative tutoring experiences shaping her perception of writing.

    • Finds her voice as a writer during college, learning the value of tutoring as a constructive dialogue about writing.

  • Sara:

    • Discusses negative connotations associated with her tutoring experiences in high school.

    • Wants her tutoring to inspire independent problem-solving rather than just providing answers.

Common Themes in Trainee Reflections

  • Most trainees’ expectations of tutoring stem from prior tutoring experiences or being placed in teacher-like roles.

  • Successful tutoring emphasizes fostering understanding, rather than merely correcting or editing.

  • The goal is to help tutees develop strategies for thinking about their writing, empowering them instead of solving problems for them.

Contrasting Concepts in Tutoring

  • The authors introduce contrasted concepts that frame tutoring practices:

    • Tutor vs. Editor

    • Novice vs. Expert

    • Process vs. Product

    • Control vs. Flexibility

    • Tutor vs. Teacher

  • Experienced tutors do not reject one concept but instead adjust to fit the context and needs of the writer.

  • Emphasis on understanding that each contrast exists on a continuum.

  • Example: The color scale analogy illustrates how different elements can blend to create a more balanced approach to tutoring.

Prescriptive vs. Descriptive Approaches

  • The authors encourage readers to avoid prescriptive, one-size-fits-all approaches to tutoring, advocating a descriptive approach that captures various tutoring experiences.

  • The aim is to help tutors become strategic in their methods, drawing from personal insights and experiences.

The Role of the Writing Center in the Writing Process

  • The writing center serves to facilitate the writing process by assisting students at various stages:

    1. Clarifying assignments.

    2. Brainstorming ideas.

    3. Discussing drafts and structuring ideas.

    4. Focusing on higher-order concerns during revisions.

    5. Encouraging detailed self-editing before final submission.

  • Writers may have varying levels of readiness to utilize the writing center, driving home the importance of the tutor's role.

Trust in the Writing Process

  • The chapter underscores the importance of trust in the writing process, involving:

    • The writer's trust in their abilities and ideas.

    • Trust between the tutor and the writer.

  • Effective tutors create an environment of trust that facilitates open discussions about writing.

Conclusion to Chapter 1: Why Do We Tutor?

  • The authors posit that tutoring is a process of connection—connecting with ideas, the struggles of writers, and fellow learners.

  • They encourage readers to embrace their journey into tutoring, promising profound experiences through thoughtful engagement with writing and writers.

  • The expectation is that through this exploration of tutoring, one gains a deeper understanding of the writing process, develops strategies, and navigates challenges that arise when assisting student writers.