1. Introduce yourself and do your best to put the client at ease.
2. Never usurp the writer's authority; do not write, re-write, or dictate ideas for a writer (Honor Code necessities).
3. Understand the writing process, its various stages, and the ways that writers frequently revisit stages as their ideas develop; that way you can identify the stage the writer is in and suggest ways s/he can move to the next stage.
4. Stimulate a writer's thinking by posing questions--never by dictating answers.
5. Always have the student show you the actual writing assignment from the professor.
6. If a student presents a draft on which the professor has written comments, use those comments as the starting point; if there are no comments to work from, look over the draft and decide what kinds of problems you see and what sequence will be most effective for addressing these problems. If you must do the prioritizing, start with attention to the problems that, if solved, will grant the greatest gain in increasing the quality of the writing--then work through the other areas in descending order.
7. Make it clear to the students with whom you are working that consultants are not permitted to proofread or "fix" errors on papers; that working with consultants does not guarantee an "A"; that progress in writing comes slowly; that students must use consultants as a part of their personal writing process, leaving ample time to incorporate consultants' suggestions into their revision work (in other words--don't expect much if you see a consultant one hour before a deadline).
8. Help the client understand the progression from "writer-based" prose (not considering what information the audience needs to understand the point) to "reader-based" prose (making the writing as easy to understand for the reader as possible).
9. For all questions regarding grammar, usage, mechanics, and punctuation, refer to the Hacker text or the handbook the instructor has designated. Problems in these areas are best addressed in the following manner:
Identify the problem in the student's writing, turn to Hacker to target the rule, etc. and see examples, return immediately to the student's text to resolve the problem. This procedure ensures the greatest chance that there will be positive transfer from rule to application. Error patterns can often be very persistent and may need many repetitions of attention before the writer sees changes. This is especially true for users of English as a second language.
11. Never give a grade estimate on a paper.
12. Never join in when a student wants to complain about a professor. Be kind and understand that frustrated writers may need to vent, but gently re-direct the student's energy to the writing assignment.
13. Know that students who use consultants display a variety of behavioral patterns: denial and resentment (I'm here because the prof. sent me, but I don't really need this--I have had plenty of other people say they liked my writing); fear (I know I'm not a good writer, I've always been a terrible writer, my third grade teacher told me I was a terrible writer, and I'll probably never get any better); grade-mongering (tell me exactly what I have to do to get an "A"--and if you don't, I'll be angry and tell everyone that tutoring is useless); procrastination (I really meant to see a consultant, but I just got busy, but I will see one today); deflation (I thought I was a pretty good writer, but now my prof says I need a consultant, so I must be remedial). Of course, there are also plenty of students who are very realistic about their proficiencies and their needs. Consultants need to realize that they may spend as much time working through attitudinal issues as they do writing issues.
14. When a student becomes overly reliant, wants to monopolize your time, seeks you out for help, assistance, support in areas that are not related to writing, speak with the professor or me about this.
15. Don't let students take advantage of you. Be businesslike, set down the "ground rules," and then stick to them. We must educate students to use consultants responsibly and with the understanding that consultants are students also.
16. Never feel you have to "go it alone" if you are uncertain about what you should do. Contact me by email (ann.bomberger@allegheny.edu) or call (ext. 4334).
17. Always close a session by summarizing what you have covered and then setting the course for future work. Make it clear what remains to be done, and make arrangements for your next meeting.
18. After the client leaves, record a description of the session in the file on the computer (if there is no current file, create a new one). You should also write your "Consultant Update" while the session is fresh in your memory. Email consultant updates to writing@allegheny.edu.
19. When there are no clients in drop-in, use the free time as an opportunity to expand your knowledge about writing instruction (ex-read one of the books on writing provided or read the writing center website) or work on one of the projects to help the writing center (ex-generate catchy slogans or identify creative strategies to make the Learning Commons a more welcoming place).
