"We Don't Proofread, So What Do We Do?" by Ellen Schindel is a survey-based essay that asks writing center tutors how they feel about their work and how confident they are in their own level of writing comprehension competence. Schindel was able to interpret many of the tutors' internalized views about their work and make solutions to boost their already challenging duties by asking a series of questions on a questionnaire to a group of writing center tutors domestic and abroad. This article not only provides statistics but also makes recommendations and improvements that should be performed in the near future to ensure that the writing center's efforts are not futile. Schindel's study is not only insightful but groundbreaking in taking a deep look at the frequently disregarded component of the tutor themselves, whether it's about the necessity of confidence or teaching tutors themselves.
"By Bethany, Bringing Balance to the Table: Comprehensive Writing Instruction in the Tutoring Session" Bibb criticizes the idea of the writing center as a repair shop by studying the role that emphasis on grammar plays in enforcing this attitude and, as a result, how it impacts academic writing. Bibb's premise that writing centers mostly dealt with style and substance, low order concerns, and an emphasis on grammar were vindicated by her findings from the study's questionnaire. However, a few of her findings were inconsistent, such as the emphasis on style and substance being inconclusive and both teachers and students liking thorough educational techniques. The essay also discusses what comprehensive instructional modules are and why this form of teaching is beneficial. Overall, Bibb makes a strong case for this type of teaching style by referencing her research.
"Proofreading During the Pandemic" by Peh is an exploration essay about the author's experience as a writing center consultant during the pandemic and the importance of proofreading. The article revealed psychological characteristics of writers who requested proofreadings, such as low confidence, anxiety, and rigid mindsets. Peh not only demonstrates that proofreading is a process that should be welcomed but also incorporates chaos into writing. Her story about being a consultant during the pandemic is an excellent illustration of what an ideal writing center instructor should be: not giving solutions but rather providing criticism and guidance to help participants progress their writing rather than fixing it.
The recommended readings for this blog demonstrate how important writing consultants are to the running of the writing center. This not only provides better insights into how many aspiring tutors can create rapport with their tutees, but it also provides tips and recommendations to assist them with their work. Peh's paper was particularly clever in recognizing the role of proofreading, particularly on a psychological level. My question is whether there are any situations in which repairing a mistake for a tutee is preferable to instruction.
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