Document Type

Article

Publication Date

11-2019

First Page

1

Last Page

6

Abstract

Many students come into their writing center appointments and student-teacher conferences with largely negative “writing baggage.” These students often have the expectation that these sessions will be what they were like in high school—the teacher marks what they have done wrong and though there may be positive things said, the students often remember the negative. So how can tutors and teachers create a new environment to help students feel comfortable with their writing while still teaching? This paper explores two potential solutions: beginning sessions and determining a session’s agenda. Through treating students like they matter and letting them help determine an agenda in a session, we can push back against negative writing experiences and create a productive space for students to talk about their writing.

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