Key Terms

1. Process: the actual act of writing; how one understands writing. In this class, we've often discussed being process- rather than product-oriented, because, as writing tutors, it is not our job to simply throw a Band-Aid on a student's paper and call it fixed. Instead, we focus on improving the student's writing process, in order for them to become a better writer, thus producing better writing themselves. This is definitely key in understanding what our role is as writing tutors.
2. Community: the writer's peers and colleagues, and the tutors at the RWC. The RWC is a unique community on campus, as it provides students with a place they can turn to for help with schoolwork, without the fear of being graded or judged. The act of peer tutoring is inherently community-based, because, being peers, both the tutors and the writers are students; therefore, many writers feel more comfortable asking fellow students for help, as they are on the same academic level.
3. Expectations: this term has multiple meanings as far as writing tutoring goes. First, there are the expectations the student has coming into the tutoring session, regarding what the tutor will be doing with their paper. Then, there are the expectations the tutor has of how the session will go and how the student will interact with them. Finally, there are the expectations the student has of what their professor or instructor wants for their paper. It is important to manage all of these expectations in order to maintain a good flow throughout a tutoring session.
4. Point of Departure: how the student sees self as a writer when beginning college composition. This is extremely important for both the student and the tutor to understand. It serves as a primary point of reference for students and tutors, allowing students to begin their growth as a writer and allowing tutors to see how much tutoring the student needs.
5. Language: it is extremely important that the tutor has a very well-developed sense of language, because most students will not have any idea of how to talk about writing. If a tutor cannot communicate with the student about writing, how can the tutor expect the student to communicate their thoughts onto paper?