On "Writing Center Pedagogy"

In Eric H. Hobson’s discussion on Writing Center Pedagogy, I mostly connected with writing centers as “sites” for “individualized instruction,” and as being instrumental in providing “equal access to education for all students,” particularly for those who, like many non-traditional students, either didn’t have “the best secondary education,” or who last went to school without the benefit of technology, writing centers, etc. I also found interesting the idea of “knowledge” being “socially constructed,” and as such, the “collaborative learning” aspect of writing centers can motivate students, who may be traditionally on the margin, an opportunity to engage the academic community.

However, with regard to those non-traditional students, I think that the technology aspect of writing centers should be gauged according to individual comfort, and only after they have had the advantage of individual instruction. Online writing centers (OWLS) may be essential for accommodating large numbers of student request for lists of grammar and writing tips, links to other online resources, and perhaps even tutorials or writing exercises; nothing can replace one-on-one, individual, human interaction.

Having been a writing center tutor, I believe that it is most certainly an environment conducive to building a strong foundation for good writing skills, and I would, in all likelihood, suggest, and maybe even insist that composition students attend at least one session. I also agree with Hobson that writing center’s provide a training ground for new teachers, and the role they play as “ sites for on-going educational research” and as “training for college and university graduate teaching assistants”. I think it could also be a place for the collaboration, discussion and practice of pedagogical styles among potential teachers.