Week 11

Authority isn't something I like to think about a lot in the Writing Center because it makes me uncomfortable. I don't like to think of myself as having authority over writers and I don't like to think of writers having authority over me. After reading Peter Carino's "Power and Authority in Peer Tutoring," I've been thinking about authority in the Writing Center more this week. I've come to realize that it's not about me having authority over anyone or them having authority over me; authority in the Writing Center is about having authority over different bodies of information. Oftentimes, the writer brings the authority over the content of the paper and I have more authority over the writing methods to express that content. This is a great way to have authority naturally split up because it forces both consultant and writer to be engaged in the session. One person cannot control the paper on their own, they need the other's input.

Speaking of control, this also brings up the directive/non-directive conundrum again. I'm glad that we looked at this issue again because there is no simple answer to the question of whether directive or non-directive methods are more effective and true to what we want to achieve in the Center. I think the best answer is, like with everything else, it depends. It depends on the student's level of expertise with writing, their knowledge of the content, personality factors, which issues are present in the paper... Sometimes directive methods are necessary to teach a writer how to cite a source or explain what goes in an introduction. Sometimes non-directive methods are more appropriate because the writer is brainstorming topics or revising for content. It seems like directive methods are most useful when the question is about the technicalities of writing and there is a genuine lack of knowledge on the writer's part. Otherwise, non-directive methods should be used so the student remains in control and in ownership of their paper.

The most important thing to remember is that consultants need to be flexible and willing to adapt based on the writer's needs. Remaining non-directive when a more directive approach is called for will not only result in an unhelpful session, it will also frustrate everyone involved. It was great to hear "trust your instincts" with the appropriate level of directiveness. I sometimes worry about being too directive with writers, but I feel better knowing that scholars, directors, and other consultants agree that there are many situations when a more directive approach is necessary. As long as the student remains in control of the text and is learning something, I can feel confident that I haven't crossed any lines.