Considering our class discussion last week, I have thought quite a bit about the specific role of the writing consultant in the context of working in the university environment. Without doubt, the role is complicated by the fact that the consultant is working with the paper, the writer, and the professor of the assigned work. These three (four counting the consultant) "co-workers" can seem to function as team members or have varying interests, which puts additional pressure on the consultant.
As voiced during class, I feel the use of professorial write-ups to detail the session between consultant and student are a bit limiting for the dialogue between the student being assisted and the assisting party. From the standpoint that we are "peer reviewers," it seems that the threat of telling the professor what the student might say about a class or an assignment that may be unflattering (most students have some such criticisms), censors him or her a great extent. Nevertheless, because we must avoid plagiarism or any semblance of cheating, and because we must recognize the higher authority, limitations must be recognized. I believe that while these limitations might be tedious or seem to curtail our interests, they are certainly not devastating to what our goals must be. Primarily, we must keep in mind that we are consulting with the writer, not the paper. When this level of personality and dialogue are allowed, it seems to me, improvement is most facilitated.
Considering the complex goals of writing consultants, then, I think we must each consider our individual goals after internalizing the common goal to improve student's writing in a conceptual way. As there is no one perfect writer, there is no one perfect writing consultant. Most importantly, we must respect the goals of the student. If he or she wants an "A," we should be able to help him or her get there. But hopefully, along the way, we can demonstrate and improve a skill more important than what can be evaluated on a grading rubric.
With respect to the question about the write-ups for professors, I agree with you that they can be restricting and place us in a position that might hinder a truly free, unhindered dialogue with the student. I wonder if there is a way to form true collaboration between not just the student and writing consultant, but with the professor as well? Or would this merely undermine the hierarchy that is necessary in a classroom, educational setting? Or is this hierarchy even necessary?
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