Chapter 3: Getting Situated

Before you learn applicable strategies for conducting effective consultations, it’s important to get situated. You might have questions about what we mean by consultant versus tutor, or what “professionalism” looks like in a role primarily filled by students. It also helps to know the different types of appointments we offer. While in-person and video consultations follow the same general approach, asynchronous sessions require a different set of strategies. Having a basic knowledge of these formats will set you up for success in Chapter 4 and beyond.

Why does the University of Wyoming Writing Center say ‘consultant’ rather than ‘tutor’?

At the UW Writing Center, we choose the title ‘consultant’ over ‘tutor’ because of the different expectations each term conveys. The word ‘tutor’ might imply a more directive approach, suggesting that there’s one correct answer or method that an expert will impart to a learner. In contrast, ‘consultant’ conveys a collaborative dynamic, where the consultant offers expert guidance but approaches the session as a partnership with the writer. The focus is on helping writers develop their own ideas and voice rather than hierarchical instruction.

The screenshot below is taken from the Writing Center Research Project survey results (2022-23) which is conducted by Purdue OWL. 122 Writing Centers responded.

On the Facebook page, when discussing the titles of Writing Center employees some directors said:

• We are not allowed to use the word tutor or tutoring at all, because it is seen as negative.
• We use Writing Consultants because they get extensive training and are professionals.
• We use Writing Consultants. That term conveys well to professional writing work.
• We use Writing Consultant as well—the students seem to think it conveys collaboration better than Writing Tutor.
• We use Tutor because that category exists in our union contact and has a set pay scale. Consultant means something different and HR won’t let us use it. We use Writing Assistant informally, though.
• We use “Tutor” and we have an assistant director from the group with administrative duties.
• Every few years I propose a change to “tutor,” and every time the tutors roll their eyes and say students see through any other name as a euphemism. (I kinda dig “consultant,” personally. But I’m also completely fine with “tutor.”)

What are the different appointment formats at the University of Wyoming Writing Center?

At the University of Wyoming Writing Center, we offer three different formats of appointments: in-person, video, and asynchronous (known on our scheduling platform as ‘Review and Return’). In-person consultations consistently make up the highest percentage of appointments, followed by Review and Return. Video is the least used service, but still accounts for approximately 10% of all appointments. Below, you will read three consultants’ opinions on the two leading kinds of appointments.

Virginia H., in-person appointments

“When it comes to appointment styles, I always prefer that my clients come in person. In-person appointments can be really helpful in ways that other appointments cannot. Consultants can read the body language of clients, assess their pauses, and get real-time feedback to see how the client is engaging, if they are confused, or if something needs to be explained differently. In addition, we as consultants get the unparalleled joy of seeing students’ faces when they finally understand a difficult concept. I once had a client that was so nervous to come to the Writing Center that she came in with her professor who was a friend of mine. We sat through a lovely collaborative session where I could smile, encourage her, and help her to understand that the Writing Center is a friendly, helpful place. It was so fulfilling when, at the end of the appointment, she asked if she could make a few appointments with me the following week by herself because she trusted me with her writing. After that, we had collaborative and fun sessions where she felt safe to share her thoughts because she came in person.”

Hailey M., in-person appointments

“Working one-on-one with students is incredibly rewarding. In-person consultations provide an opportunity to address a student’s knowledge gaps (sometimes even ones they might not even know they had) in a personalized, and usually more casual, setting. I find that a lot of my work is finding helpful ways to translate how properly using writing conventions, structure, and word choice can actually increase the credibility of an argument, add feeling to a story, or convey their ideas more clearly in any setting. One of the most fulfilling aspects of these sessions is getting to see a student’s perspective or confidence shift as they learn these skills and feel empowered to write.”

Gregory B., Review and Return appointments

“One thing that I love about asynchronous appointments is that it allows me to jump quickly from issue to issue without having to guide my client through my thought process. This flow state allows me to articulate several problem-spots in the writing in a quick and efficient manner. I find that asynchronous appointments are best when the client has a completed or nearly completed draft. Brainstorming is difficult to do in this type of appointment as it usually requires more mutual collaboration.

When conducting an asynchronous appointment, I am usually able to check the citation style and general format of the paper by reading any headers and topic sentences. I also look at references’ pages, title pages, and footnotes to make sure I do not see any significant or recurring errors. I am then able to address smaller issues by starting at the beginning and reading the essay all the way through. I find it helpful to have a note full of some general feedback that I can copy and paste into a textbox for my client. This allows my asynchronous appointments to move quickly while still facilitating quality feedback for my client.

For example, I frequently run into issues with citation style. Therefore, I will copy and paste a suggestion to the effect of “please use the Purdue OWL website for [MLA, APA, Chicago] to review this [Works Cited, References, Bibliography] page, keeping in mind that you will need to alphabetize your entries and format them with a hanging indent.””

“Professionalism” in the University of Wyoming Writing Center

What does it mean to act “professionally” in a peer-to-peer writing consultation? How can we create a collaborative and comfortable space for students without sacrificing our own credibility?

Below, two consultants from the University of Wyoming Writing Center—Virginia H. and Gregory B.—offer their perspectives on navigating the interpersonal aspects of Writing Center work, including balancing approachability and professionalism, and empathy and academic purpose. Think of these perspectives as real-world advice to help you situate yourself in the role of a consultant.

For formal policies on professionalism, be sure to consult the University of Wyoming Writing Center Policies and Procedures manual.

Virginia H.

“I typically relate to my clients by getting to know them a little before we start an appointment. It doesn’t have to be extensive, but you’d be shocked how far you can get by asking someone their major and how they’re liking it so far. I try to find connections or a shred of common ground to let them know that I relate to them in some way. Even though the appointments are undoubtedly professional, they are also a space of collaboration, so it’s helpful to establish your position as a supporter that can relate to the student in addition to a consultant. Clients enjoy feeling like they can relate to you as a peer who has shared experiences rather than someone who knows more than them and tells them so. Everyone enjoys feeling comfortable and calm, which can be difficult to achieve in a stressful collegiate environment. Therefore, my biggest piece of advice is to make your client feel comfortable! And you don’t have to sacrifice professionalism to do so. You simply can balance making sure the client feels seen and understood with productivity and staying on track within the session.”

Gregory B.

“Often, I have experienced clients who come into the Writing Center feeling frustrated with the ways their assignments have been configured or the manner in which the professor has elected to teach a topic. While these frustrations may be warranted, we as consultants must present a united front with the professors. Therefore, it is essential to honor the students’ feelings without denigrating the professor’s standing as an expert in their field. I often find it useful to acknowledge the feelings of the client while maintaining a solution focused mentality. For example, if a client comes in complaining about an unclear rubric I would say “I am sorry to hear you’re having difficulty with this rubric. A huge part of college is learning how to tailor our writing to the preferences and desires of multiple different professors. Let’s take a look at this rubric together and see if we can’t figure out a way to make your paper align with it more clearly”. This does not throw the professor under the metaphorical bus, and it also enables the student to engage with the problem in a clear and meaningful way.”