Writing Center: Week Three

The student was a student athlete, but not an international student. She said going to the writing center "helps her" and she wasn't looking to work on anything in particular. They started out by reading the prompt. Then the writing consultant addressed the issue of the writer not having a clear thesis. She read the introduction paragraph aloud. The consultant then wanted to get the writer's ideas without even looking at the paper. They discussed the two different classifications Aristotle had between two types of people. Then she asked the writer what her opinion was on the text to continue getting her ideas out. The consultant was writing down what the writer was saying and told her she could keep the notes. The writer had very long paragraphs so that was one thing they were going to focus on while the consultant read the paper out loud. Then the consultant and the writer were looking for a word for something and the other consultant in the room that did not have a student thought of one that would work. This shows how people have such different ideas, that collaborating always helps. The consultant was writing directly on the paper when going through the paper. The consultant is pointing out to the writer where she strays from her original ideas in each paragraph. The writer was going off onto tangents that the paper is not supposed to be about. This consultation seemed to me like it would be difficult because the paragraphs were so long and the consultant had to dig through the student's writing to find her main ideas. As the consultation went along the consultant started to understand more and helped the writer greatly in figuring out her thesis. From there they formed a small outline of where the paper could go and the transitions between each point. There was another interjection from the other writing consultant in the room, but this time it was not a help to the paper. It was an attempt, but it ended up interrupting the consultation. The consultant then pointed out some points in the paper where a textual citation would enhance the student's argument. As she was reading silently, the consultant then found a good spot to break apart one long paragraph into two different ones. The writer then also had another idea as they went along. This showed how the writing center can spark ideas and make the writer think more in depth about the particular prompt they are given than they would had they not come to the center. The consultant then pointed out a reoccurring problem the writer had with commas. She got her some Writer's Web worksheets on commas and also incorporating quotes since she needs to do that after leaving the writing center. They also get into a discussion of what the professor wants. It is a philosophy paper so "I" is very acceptable and the professor even encouraged it. This was a good example of how writing for different purposes is very different and its good to always ask and not just assume one thing or another. The writer left with a lot to think about and some great ways to improve her paper.