Main Points:
Coaches and writers should plan out what they want to get out of the writing session, and where they want the session to go before they really get into the bulk of the work in the session. This should be done collaboratively, with the writer and the coach. Making a visual map of the session can be extremely helpful in many situations.
What I Got:
The map idea intrigues me because it seems like a good idea to work with quieter people as well as visual learners. The way that it works as a visual representation of what’s talked about in a session makes it extremely interesting to me. Also, if a writer feels shy or is just naturally quiet, being able to write it down might be easier than talking, especially for a first session with someone they haven’t worked with before.
Questions:
Ho How do I get students who come in just thinking that the writing center is a proofreading center to work with me on an agenda for the session?
- WWhat about students who legitimately cannot explain or talk about what they want to work on in a way that’s understandable?
- MMost of the students I see in this writing center tend to be what the author of this article refers to as “Tourists” rather than “Travelers,” is there any way I can get this technique to work in those situations?
What a Beginning Coach would Need:
The mapping technique seems like a good way to keep beginning coaches from falling into the trap where they fall back on grammar rather than focusing on higher order concerns. The collaborative nature of the mapping technique also might help a beginning coach to give the writer the control of the session, which can be difficult at times.
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