Got Guilt? Consultant Guilt in the Writing Center Community

Nicklay, Jennifer A.

doi:10.7771/2832-9414.1851

Cited by 3 publications

(2 citation statements)

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“…Although acquiring a theoretical orientation to practice was experienced as a challenging process, the consultants described how the tools have enabled them to work in more flexible ways with a diverse student population (Archer 2010;Nicklay 2012) Veneshley explained that she is, constantly still going back to [the conceptual framework]. It doesn't mean that I don't understand it, but it's because I'm trying to use it as a guide.…”

Section: Using a Conceptual Framework Enables Flexibilitymentioning

confidence: 99%

“…Furthermore, as each student represents a dynamic and unique intersection of knowledge, identities and proficiencies (Archer 2010), consultants cannot be taught a pre-determined set of practices (Nicklay 2012) that will allow them to effectively meet all students' needs. Thus, the challenge for the WL has been in finding flexible ways to equip and train consultants to maintain sight of and address both the immediate and long-term needs of a diverse student population in a manner that affirms and empowers students to take conscious ownership of their writing as a representation of themselves and to use their own knowledges and literacies to engage with and reshape academic 'norms'.…”

Section: Writing Centres As Transformative Learning Spacesmentioning

confidence: 99%

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Reimagining Writing Centres Practices: A South African Perspective

Hotson,

Bell,

Rambiritch

et al. 2023

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In light of the changing face and internationalisation of our student body and their concomitant needs, this book attempts to foreground both the strides made in the field, as well as the important questions and debates confronting writing centre practitioners in the South African higher education arena. The latter demands that we review and reimagine the support we currently provide. Reimaging, however, forces us to wrestle with the challenges that are inherent in work of this nature and to be vocal about the difficult questions that must be asked and answered if we want to provide socially just solutions to our students’ writing challenges. The onset of COVID-19 also imposed on our daily practices and required a hasty re-evaluation of our service provision. The aim of this volume is to further conversations and research on the notion of the internationalisation of writing centres and the necessity to focus on the key issues of multilingualism, discipline-based writing, social justice, the impact of the COVID-19 pandemic, as well as specialised consultant/tutor training. Writing centres at South African universities have established themselves as fundamental to the support and development of our students. Thus, the time is ripe for us as writing centre practitioners in the South African context to continue writing our own writing centre narrative, grapple with context-specific issues and questions, and provide context-specific answers and solutions that speak to the lived realities of our students. We hope to achieve this through this book.

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Section: Using a Conceptual Framework Enables Flexibilitymentioning

confidence: 99%

Section: Writing Centres As Transformative Learning Spacesmentioning

confidence: 99%

Reimagining Writing Centres Practices: A South African Perspective

Hotson,

Bell,

Rambiritch

et al. 2023

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Writing centre conferences: tutors’ perceptions and practices

Aldohon

2020

Educational Studies

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Understandings of the Role of the One-to-One Writing Tutor in a U.K. University Writing Centre: Multiple Perspectives

Chang

Harwood

2022

Written Communication

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This article presents findings from a study of a U.K. university writing centre regarding understandings of tutor roles, involving 33 Chinese international students, 11 writing tutors, and the centre director. The research used interviews and audio-recorded consultations as data to analyze and explore participants’ beliefs and understandings. The most common roles associated with tutors were proofreader, coach, commentator, counsellor, ally, and teacher. Mismatches were found in understandings of the proofreader role and counsellor role when comparing students’ views, tutors’ views, and the writing centre policy. Policy recommendations are made in light of the findings regarding how writing centres frame the tutor’s role and the function of writing consultations, in terms of (1) interrogating traditional conceptualizations of tutor role, (2) disseminating the centre’s aims to the student population and to the wider university, (3) expanding the centre’s activity across the university, and (4) strengthening tutor training and development.

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Got Guilt? Consultant Guilt in the Writing Center Community

Cited by 3 publications

References 0 publications

Reimagining Writing Centres Practices: A South African Perspective

Reimagining Writing Centres Practices: A South African Perspective

Writing centre conferences: tutors’ perceptions and practices

Understandings of the Role of the One-to-One Writing Tutor in a U.K. University Writing Centre: Multiple Perspectives

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