It all works so well in theory....

Almost every tutor out there would agree that in theory a tutor's responsibility is to "tutor" writing and help a writer become more skilled and confident. But as several of the other posts have pointed out, sessions do not always work the way that they should in theory. When the writer is already a good writer then all they really need is someone else's opinion and a few tips on what could have made the paper even better. When the writer is...how do we say this...lost and confused as to how to form a complete sentence, frame an argument, or express their point in the English language, while everyone would agree that a tutor should help that person become a better writer, that paper is like a dying man on a road calling out for help before judgment day. That paper, while in theory should take the backburner as the tutor explains how to go about writing a good paper, desperately needs attention before the student turns it in and says that "but the writing center looked at it!" when he gets his grade.

Ideally, as a tutor works on a paper both the paper and the writer should improve. But when push comes to shove, which comes first? For me, it definitely depends on the situation. When a good paper comes in it is easy to help that writer become just a little bit better, and it is easy to do it while helping them fix their paper. When a mediocre paper comes in the job gets a little harder and a tutor needs to be able to divide their time between making the paper better and helping the writer understand what they could do in the future on this paper and the many more to come. But the fact remains that a tutor only has a short time with the writer, and that writer came in with a specific project that they wanted help with. Perhaps someday some writer will come in without a due date and ask for a writing tutor session just on some project of their own. Then the tutor will be able to spend their time helping only the writer. But as it now remains the writer and their paper have asked for help, and we need to help both of them. Again, ideally this should be simple, as you help the paper you help the writer and as you help the writer you help the paper. In reality, when an indifferent learner comes in asking for a grammar/flow check, a tutor might just need to point out a few necessary revisions and hope the writer learned something.

No paper will ever leave the writing center perfect. But no paper should ever leave the writing center as bad as it came in. When a student comes in with a specific project that project needs to be looked at, worked with, and improved. Just as any other tutor would help with a math, chemistry, or Spanish assignment, we try to help the writer understand they whys and whats. But we work with the material they bring us, and we do our part to make it better.