By Bridget Swift
The first day of Writing 169, I was greeted with the thought-provoking question of what the mandate, or responsibility, of a writing assistant was. I initially answered with an impersonal response that included “helping another to pass the Subject A Examination” and “aiding in the process of clarity and organization.” I fully comprehend that these are valid aspirations, yet my experiences this quarter have led me to pursue tutoring on a more involved, personal wavelength.
My sessions have forced me to reevaluate my tutoring methods and the extent to which I would like to help my students progress. I have redeveloped my notion of how I consider to define writing progression and advancement, beginning with a basic understanding of the English language and ultimately leading to an enhanced comprehension of using writing as an effective means of communication. I have redefined success simply as a measure of progress, not merely attaining tangible goals.
The role of the writing assistant is essentially an intermediate between the instructor and the student, yet we have the potential to interact with students in a manner that the instructor may not: that of a helpful peer. I have come to realize that comfort is a defining factor in progress, whether in writing or any other occurrence. The writing assistant’s first objective should be to establish an encouraging environment. Both the student and the assistant are far more relaxed in such a setting, and a personal bond may be constructed. An intellectual bond, however, is formed when comfort is simultaneously established and disintegrated. Growth occurs when one’s thoughts and ideas are questioned.
My approach to tutoring has often been one of questioning; probing the student for a more thorough explanation. Greater understanding occurs through explanation, and briefly decreasing the student’s sense of comfort results in more critical thinking and analysis. I have found that when the student is able to reiterate his argument verbally, written clarification may then ensue. Having the ability to clarify one’s thoughts demonstrates understanding, and a sense of comfort is regained and perhaps even strengthened. This is generally accompanied by an increased confidence, a measure of progress that a writing assistant may help to define.
When there has been a sense of comfort established between a writing assistant and a student, the assistant should strive to offer motivation or interest in the writing. What tutoring has caused me to realize, however, is that while an assistant may offer help in this process, the result must ultimately come from within the student. Effective writing is driven by enthusiasm and a personal interest in the subject matter, and a tutor has the potential to help the student identify some aspect of motivating interest.
Being inspired to write is a far greater accomplishment than mindlessly producing uninterested works that tend to be demanded by academic institutions, and if a writing assistant contributes to a student’s inspiration, it will ultimately be reflected in academic performance. If some outlet is identified in which the student might become inspired, the potential for passionate, personal composition is very great. This is made possible by aiding in the critical thinking process.
The ability to write critically is a direct result of the ability to think critically, and this is a skill that is continually developed. I strongly believe, judging by my recent experience, that the critical thinking skills of the writing tutor are exercised and tested as much as, if not more than, those of the student he is working with. This aspect of tutoring certainly illustrates one of the many mutual benefits of such a relationship.
I worked with one student who, to be honest, made me very uneasy at times. In an attempt to engage him, I would pose a question to him regarding his writing. He often would respond the same way, with a question. I would be forced to employ this method of analytical thinking that I was so desperately attempting to encourage him to do, and this role reversal initially frustrated me. What I didn’t realize until later, however, was that it was actually more of a role sharing. Conversation has no meaning unless both parties are critically engaged, and working with him inspired the realization that this tutor-student relationship is actually reciprocal. This was a demonstration of progress for me personally, as I had enhanced my own skills and increased my awareness of the positive intellectual ramifications which arise from being a writing assistant.
Perhaps the greatest progress I have seen in the students with whom I work is the improvement in connecting ideas. There was often a wonderful plethora of factual evidence relating to a societal issue, yet no specific associations stated. It was an incredible challenge to extract explanations from students as to why their circumstantial evidence had any bearing on a particular issue, and this was often a primary focus of our sessions. It is rather frustrating to witness several of the main components necessary in the composition of a well-written essay, yet a weak attempt or no attempt whatsoever to intertwine them and justify why the argument is legitimate in the first place. My patience would often diminish in this redundant scenario, yet it was invaluable to maintain a positive, helpful attitude.
There is virtually always an indirect relation between the student’s contentions and his proposed “problem,” and a writing tutor is responsible for making evident this connection. I repeatedly asked leading questions in an attempt to clarify the associations, and when the student would answer with a reasonable response, it was a step toward enlightening both the reader and the author. When my students were able to identify indirectly related ideas, it demonstrated to me that they were becoming more aware of the true purpose of writing: effective communication and the articulation of thought.
The rudimentary aspiration of a writing assistant is to aid another in his quest for progress. This is what I like to refer to as the “correction with direction” stage of progression, with the ultimate goal of helping a student initiate progress within himself. My strongest motivation has come from witnessing students who were once struggling to attain a sense of direction become more self-sufficient, generating their own ideas and establishing connections. When one is able to identify a margin for improvement in his writing, and then harness such an opportunity, progress occurs that is on a much higher level. Being able to incorporate the help one is offered (from an instructor or tutor) and not be dependent upon it is an indication of growth, both as a writer and as a student in general.
As a writer reaches this stage which every instructor and tutor would like to witness and partake in, a greater understanding of the English language and of the true meaning of writing in general is attained. One begins to fret less over minute compositional details and the “bigger picture” becomes clearer. What exactly is the “bigger picture?” It is the comprehension of the beauty of written articulation, the ability for one to define what exactly constitutes success. This success is measured by one’s progress, or what one considers to be achievement. Progress may or may not be considered tangible; the progress I am referring to with my students is not. I have observed growth and improvement with my students, and it is immeasurable. More importantly, however, is the progress they have witnessed within themselves.
At the beginning of the quarter, I expressed a desire to help students pass the Subject A examination. What was unclear to me at the time was that although progress may be reflected in such an accomplishment, it is not defined by it. If such a requirement is not satisfied, it is not necessarily indicative of a lack of improvement; rather, the student’s improvement may not correspond to conventional expectations. This does not make the growth of the student any less worthwhile, it is simply a discrepancy with what an academic institution deems to be an acceptable level of written articulation and what the student has demonstrated. On the contrary, if a student does satisfy the requirement, it is not necessarily a reflection of recent progress, although it may indeed be.
When a student I worked with informed me that she had satisfied the Subject A requirement, I was congratulatory not because it was a demonstration of her capability, but because the effort she had made to improve her skills yielded a sense of gratification for her. It was an example of an instance in which a student felt that her progress was reflected in her performance, and she acknowledged her improvement as an effective writer. It was not a numerical score that defined her confidence, but a sense of internal accomplishment.
While acknowledging the progress of the students with whom I have worked, my own growth has become apparent. I am more aware now than ever before that instructors and tutors are students themselves, developing their own skills and utilizing the tools they help others to employ. I firmly believe that one does not fully comprehend something until teaching it to another, and I have repeatedly questioned my own knowledge as a result of working with other individuals. I have accomplished my goal of offering a new perspective to others, and likewise, they have returned the favor. My own writing has improved immensely; each tutoring session has demonstrated a new approach to various facets of the writing process. Being a science major has caused me to focus on technical composition, and it is remarkable how the manner in which I write differs from that of the students I work with. I have become more sensitive to the potential in creativity, as opposed to a purely factual stance.
With regard to my emotional progress, it has become painfully apparent how the ability to communicate through written word is a skill that may greatly aid or severely hinder the pursuit of one’s aspirations. At times it has been draining witnessing how many students struggle with something so important. It is difficult for me to fully comprehend a feeling that I have rarely encountered, and yet I know that offering students the knowledge I have acquired is lessening their difficulty in one way or another, even if it is not evident at the time.
In the past I have rarely displayed gratitude toward those who helped me develop as a writer, and now I have never been more thankful. There are some teachers and parents who will do everything in their power to offer resources and extend their knowledge of analysis and composition, and the student must choose to utilize such tools. This is the answer to the question of what the mandate of a writing assistant is: share with others what others have shared with you. This exchange of knowledge must be mutual, however. With regard to writing, it is imperative that conventional roles be interchangeable: teacher becomes student, student becomes teacher. One is morally obligated to offer knowledge and the ability to help another, yet the offering must be met with a desire to progress. Should the student greet the opportunity with a will to succeed, both parties shall reap the benefits. It is absolutely essential to effectively articulate one’s thoughts and ideas, and writing accomplishes such a feat in the most diverse of manners. What is remarkable about writing is that the margin for improvement and progress is virtually immeasurable, and it is extremely gratifying to feel as though one has aided in the pursuit of another.
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