The article “Writing center ethics and “non-traditional” students” offers a conversation amongst writers and tutors involved in writing centers. What the three people in the discussion, Gardner, McLean, and Lyman, work to do is find what exactly is ethical when helping the “non-traditional” student (in this example, a divorced mother of two). While at first the three seem to have varying opinons on the validity of “ethics” and “morals,” the three agree that each tutor faces a “slippery slope” (9) but must “look at the individual, ” (10) and not as someone other than a typical teenage student.
While I agree that this is a wonderful idea, it seems too optimistic. And oh well, maybe I am pessimistic but it does not seem realistic. There is no way that if a balding man with seven kids came in I would be able to see him as just a “typical student” – and I don’t think he would want me to think of him as a teenager either. Then again, every single person is different and I agree with the authors’ claim that “each and every student is an individual with specific expectations, agendas, and goals” (8), but this man is much different that what I probably would have come to find up until this point.
Instead of college distractions, like parties or roommates keeping the student away from papers, this man has jobs, kids, and wife—completely different stressors. And even more so, this man has not been in school for a while. Unlike the normal student, he might not remember what a thesis statement is or even what a body paragraph is. This would require some more explanation from me as the tutor and less time spent on something else.
On the opposite spectrum, perhaps this person who comes in is extremely well knowledged on the subject; perhaps I would feel uncomfortable telling this person that a point of theirs is wrong. I believe that with each person, there is a different story, and whether that person is a student or an adult, each person needs a different kind of attention. One thing that I would keep in mind when helping out one of these “non-traditional” students: be aware of what they expect from you, and try to be as fair and helpful as possible. It is not ethical to create ideas for them, nor is it ethical to jip them by ignoring basic needs. Take time and remember to be courteous to each student (or “non-traditional” student)—you never know the exact stressors and background of each person to stereotype them.
I think the point you make about the individuallity of each student's writing technique is important in the debate about how to deal with non-traditional students is important. Being aware of a student's specific needs will help a consultant provide the best advice possible. Though most students would feel uncomfortable critiquing the work of an older student, I think by maintaining respect and courtesy balanced with helpful commentary will allow consultants to edit effectively.
ReplyDeleteSometimes I think we need to throw logical ethics out the window. It may be a form of prejudice, although not necessarily negative prejudice, to treat adult students differently--but honestly, I don't see a way to overcome that. Obviously there's no blanket approach to consulting adult students, but to deny fundamental differences is quite reductive.
ReplyDeletei think you make a very interesting point about our reading here. I agree with you that it doesn't make sense that we view all our students as "teenage students" because that is unrealistic and not beneficial to the student being helped. I think it is more important to view each person who comes to you as a writer and understand their perspective. Just like we view a text written after WWII differently than a text written before or Shakespeare's work vs a contemporary piece, all writers bring something to the table and I think any tutor who does not acknowledge that might end up working a little blindly.
ReplyDeleteI laughed when I read "normal student" because The Bubble of UR-land has warped your thinking :)
ReplyDeleteAt many campuses, "normal" means non-traditional as much as it does "18-22-year-old student who does not work aside from doing school work."
Treating an older person with respect, but not fear, won't get you into trouble. That respect can lead the writer to retain some authority in the conference that might otherwise give way to insecurity.
The writing is, however, writing. You'll forget where you are and with whom you work as you dig deeply into a project with an engaged writer.