9/8/2016

Before starting this class, my idea of the writing center was pure and naive at it's best. I have never heard anyone bash the writing center or refer to it as something negative. I reflected on my own experience in the writing centers. I started at Middlesex Community College in Edison, where they also had a writing center. This writing center assisted me with my knowledge as a returning adult student with little to no knowledge about structured writing. The writing center at MCC was ran solely by professors. I went to this writing center at times with nothing but what was in my head. They assisted me in brainstorming, mechanics, editing, composing, and my drafting process. I never felt bad going to the writing center. In North's article, it appalled me to read that professors would cast such a negative stigma on a service provided for students. No student, to me, should ever feel as if going to the writing center is for those who have twenty five errors on one page. I am still struggling to believe that this is the mentality of professors across the nation.

When I transferred to Kean University, I was a little annoyed that the writing center used it's own students in the writing center. I was of course used to the professors themselves assisting me in the writing center. I felt as if I was getting less quality service initially, but actually gained skills in analyzing and composing my own paper. MCC held my hand, and Kean allowed me to think for myself. I found a tutor named John, who was absolutely amazing. Like North implied, you get to know your tutor, and the tutor gets to know your style of writing. John would assist me if I had trouble starting a project, but for the most part I would come in with many ideas, drafts and research information. Most of the most valuable assistance came from John and I speaking about what I already knew, what I wanted to do to reach my said goal or outcome.

I do believe if I heard any of the bad stigma's attached to the writing center as North has indicated in his first essay "The Idea of a Writing Center", Robert Moore's "removing students' deficiencies, " Hairston's "First aid" and "treating symptoms, " North's colleague's "twenty-five errors per page," Hayward's punctuation and grammar referrers, and Walvoord's "carrying the ball for mechanics", were all an indication that the professors implying to their students that if they go seek help at the writing center there is something ultimately wrong with them. (North 437)

I digress with the article in saying that making it mandatory to use the writing center is something that doesn't have a positive outcome. As I read through the articles, I wasn't sold that having a student take their 3rd or final draft to the writing center as part of their requirements would do more harm than good. If the professor attaches positive rewards and also speaks positively about the writing center, more students would go on their own to get the help that is needed.

I never felt the writing center was a "fix-it" shop. I did feel I could go there with my paper and they would help me to help myself. In the revision of North's original essay, he joined his experience with his original essay, and changed some points of view, while maintaining some of his original statements. He elaborated that students go to the writing center to finish their essay, rather than because they are motivated. I believe the student who goes to the writing center has to be motivated at some level initially and it may so be they are motivated to complete their assignment. The final grade is motivating them to go the writing center. The belief that the writing center tutor will help them in some form or fashion is the motivation and they are the benefactor of the entire process. (North 11)

North posed a question about how a professor would use the writing center, and the answer he gave is that you do not, only the writer does. How can the professor help the student use the writing center as an ally? How can he oar she assist the student in learning to help themselves when necessary. Sure the professor teaches, but someone is bound to get loss, it could be simple misunderstanding of terminology. The writing center is a more one on one intimate session where the student can confidently ask questions without fear of being ridiculed.

The final article recites North's article as one of the most used in the Writing Center across the nation. Casually stated that the evidence north provided as discouraging when it came to stating his goal as to the purpose and identity of writing centers. (Bouquet 175) North's idea that hew writing center would have to be accepted on their terms and those alone. So far, from the new feedback I am receiving about the writing center's, changes will have to be made. Issues of funding have been mentioned, bad stigma's being casted on by professors and lack of knowledge of what they do, has been their rut so far.

Every year freshman and transfers enter various universities' around the nation. Many enter without knowledge of what the resources that each school provides, and what is available to them and how to use it. It may seem redundant to say the same speech over and over or go out and seek students who should be seeking help on their own. Yet, there is a need for it. Maybe it is better advertisement, or positive reinforcement from professors such as additional points on a paper or part of their final grade. Maybe the professors need to be more active in the writing center such as with Middlesex Community College. Maybe the writing center needs to have small computerized labs, and at least one printer for the students to use and come to complete their work during their session. At the end of the day, the writing center offers a variety of services that I as a student am happy they offer. North's first article "The Idea of a Writing Center", did not make me second guess the abilities of what the writing center offers, but I can't say if I read that article first, I wouldn't have been as misinformed as some of the professors who had spoken were.