The College Writing Center 2
Eric Moberg
Several key components are common in most writing center designs. The most
important component in the success of a writing tutoring program is the methods
employed by the tutors in the sessions. With current technology, most any method
available in a face-to-face service delivery model is also available online Modeling,
Socratic dialogue, collaboration, presentation, and even lecture are all available options
online as well as in person. The online format is only a medium, not the curriculum itself.
The curriculum, the service delivery model, and the methods are most successful when
tailored to each individual student’s strengths and needs.
Keeping the person, or student, foremost in the tutoring process, many long time
tutors recommend beginning the relationship by allowing the student to set the agenda (S.
Grogan, personal communication, March 1, 2010). Reflection and goal setting are key
threshold activities for adult learners beginning a course of study (Merriam et al. 176).
This introspection is fundamental to improvement in the writing process. Tutors do well
to encourage students to consider their goals before during and after the tutoring session
and throughout the tutoring program (Jordan 53). The organization of a model tutoring
program should include at least the following: (a) organized tutoring sessions, (b)
understanding the complexity of the reading process, (c) development of reading and
writing, (d) oral reading by tutor and student, (e) ongoing assessment of competency and
comprehension, and (f) planning beyond the tutoring session and beyond the tutoring
series (Roller and Newark). Roller and Newark further stress that tutors of writing should
understand the process of reading and the teaching of reading to better understand the
process of writing and the teaching of writing (11).
Shared writing is a process of collaboration for adult literacy students in which
tutors and students each read their writing aloud to each other. This method is part of the
writing as a “life skill” school of thought that is currently popular with Canadian
educators (Fahy and Morgan). This oral presentation is not new, though; shared writing
harkens back millennia to the traditions of the bards and their oral presentations. Homer,
as a blind man, could neither read nor write, but composed several classic epics still
revered today. Sharing writing with a small and supportive audience is a safe way for
developing writers to gain confidence in their skills.
Students and tutors can develop as writers by sharing their works online as well as
in person, or both. The use of both online and brick and mortar service delivery models
allows programs and institutions to accentuate the advantages of each and accommodate
for the weaknesses. This “blended” approach achieves better outcomes for a wide range
of students in various stages, situations, or locations (MacDonald). The advantages of
online tutoring with respect to cost and convenience are obvious. Some students,
however, still prefer or require at least initial face-to-face consultation in writing
instruction. Writing centers that can offer both in person and online services can
capitalize on the opportunities and qualities of each to provide a comprehensive and