Non-Traditional Students in the WC:
The article's main reason non-traditional students should have non-traditional tutors is that then the students will not feel scared of the tutor or what the tutor thinks about them. What other problems would a tutor have that would lead the session to being unsuccessful and how could they be overcome?
WC ethics: Although it is ethical to not think of "non-traditional" students as any different than typical students, is this a practical strategy? Couldn't knowing some of the "non-traditional" students common flaws or knowing strategies that work best for an older age group help a session run smoothly?
Defense of Conference Summaries: Why do the writers feel it necessary to include the writer in writing the conference summary? Doesn't the writer already know what was discussed and shouldn't tutors be responsible enough to write the summary accurately?
Response to "Thirty something" question:
ReplyDeleteAs recent entrants to the University and the WAC program, we have a unique view on the writing process which is fresh in our minds from the 383 course we are currently enrolled in. Sharing some of our experiences with the writing process (failure and triumphs), especially with courses like English 103, could help us to relate to older students who might feel skeptical about the helpfulness of younger students or less confident about their abilities. As we've talked about before, creating a positive report with writers is the first step to a successful consultation.