Academic Support Center

Here are some suggestions for what the "ideal session" would look like. Of course, we must keep in mind that the needs of every student is different, so different strategies will work better for different peers. It is up to the writing consultant to determine which strategies to employ.

One important fact to remember is that we work with writers of all skill levels and from all disciplines, from students writing their first college essay to seniors working on comps. We work with this broad range of writers because no matter how successful a writer is, all writers have blind spots about their own texts. Successful writers know how helpful it can be to work with someone else to find out where the trouble spots are.

We welcome walk-ins when a consultant is available, but we strongly encourage writers to drop by or make an appointment on line to guarantee themselves a slot at a specific time that works best for them. Most conferences last thirty minutes.

The Introduction
Be approachable. Smile. Introduce yourself. Ask the student how he or she is enjoying the class and how the current paper-writing endeavor is going. The initial conversation helps put the student at ease and gives you some baseline information about what the focus of the session should be. Some chatting early on can reveal details like how much time the student has put into the paper or how frustrated the student appears to be. What seems like idle small talk can give you insight on the student's writing process and overall connection to the material.

Dive in and Start Listening and Talking

• Keep the student talking. Whenever possible, phrase your comments as open-ended questions, because many people express themselves more clearly verbally than on paper. Talking through a thesis can help the student clarify his ideas, and also give you a better sense of what the paper is trying to accomplish. Write down helpful comments!
• Raise questions in the first person. Instead of saying, "This paragraph is really confusing," say, "I'm a little confused here. It sounds to me like you are trying to say . . . Is that right?" Remember, you are working together with the writer as equals.
• Tailor your assistance to the writer's place in the process. The direction of the session's conversation will vary based on how far along the student is in the writing process. For example, if the student has no written draft yet, then you might want to serve as a soundboard for ideas and ask the student as many questions about hte paper as possible to help narrow the topic. Likewise, if the student has a prepared draft, you can use the text as a basis for asking questions and bringing out thoughts.
• Have the student read the paper aloud. The read aloud method helps the student to better see issues with her own writing. It's always better for the student to catch her own mistakes than to have you point them out instead. That way, the student maintains ownership of the text.
• Know, and communicate, your limits. If a student asks you to write a part of their paper, predict a grade, or do anything you feel is inappropriate, don't do it. You know what your role is. So should the student.
• Take stock. Don't just say, "It's 7:30, see ya!" Reiterate the two or three main points of the session, so the writer leaves with a clear idea of what was accomplished and what the next step of revision will be.

Refer, Refer, Refer
If a student needs more assistance you can provide, either in terms of time or expertise, remember all the other resources on campus. ESL tutors, writing assistants, one-on-one tutors, subject-specific academic tutors, and professors are all part of Carleton's vast support network. You are not solely responsible for anyone's academic performance except your own. Refer the student to specific resources for more guidance. If you're not sure where to refer the student, chat with Kathy Evertz or Gene Bauer.