“Thirty-Something” Students
I liked how this article identified the diverse needs of individuals in relation to their age, however, my question is this,:
Is this really a relevant topic here at the University of Richmond? Yes, we do have a few grad students, but they do not tend to be significantly older, and most have just come from an undergraduate college where writing skills are still present in their mind.
“Writing Center Ethics and “Non-Traditional Students”
Thee has been a lot of discussion surrounding whether or not “non-traditional students” should be treated different. I don’t believe that they should be.
Do you think an effective approach to older students, or really just students in general, could be to ask upfront what they are hoping to get out of going to the writing center? This could help gauge where they are in the writing process and help us to adapt to their needs.
“Not-Traditional Students in the Writing Center: Bridging the Gap from a Process-Oriented World to a Product-Oriented One”
Many non-traditional students choose to be paired with non-traditional peers as they feel more comfortable with them. However,
Can being paired with this non-traditional tutor lead the student to become dependent on the tutor for helping them create the perfect paper without going through the correct process?
“In Defense of Conference Summaries: Widening the Reach of Writing Center Work”
After reading this article I reflected on UR’s Writing Center. As far as I know, the student doesn’t get a choice in whether or not a writing report is sent.
Do you think students should have that choice? Should there be a student comment section on this form? Also, should the summaries be completed with the student?
**Note: No post has been made regarding shadowing as there was no student signed up for the spot I shadow this week...
Final Shadowing
16 years ago
To answer your first question, all but one of the tutees I've shadowed have been from either the Continuing Studies school or Law school. Granted, these students weren't all that different from the typical Richmond student, in my opinion -- they had the same amount of drive and commitment to improving their work, if not more of those qualities than the usual UR student. So I guess my answer is that it's semi-relevant -- we do have non-traditional students, but none of the ones I've encountered so far have really necessitated any of those tactics. That's not to say such tutees aren't out there, but all the articles that discussed non-traditional students seemed a bit extreme for the examples I've encountered here so far.
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