Introduction
Students come to writing centers for a variety of reasons. They may need help working on their focus, organization, structure or just want help with grammar. Some students come on their own, while other students are sent to the writing center by a professor. Regardless of the reason why they came to the tutoring center, their sessions are influenced by their perception of the tutor whether it is how the tutor looks and how the tutor communicates with the student, both verbally and nonverbally. This essay specifically focuses on who has control in the tutoring session and how is control influenced and shaped through gender, culture, and body language.
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Problem/issues in WC work that your question will answer/provide new ideas about:
One issue is how can new tutors learn about the impact of body language in a tutoring session, such as sitting eye level ? Does it really make a difference ?
Leaning forward or leaning back, does it show who has more control over a tutoring session?
What type of patterns to do I see in effective tutoring sessions? Does mirroring a student’s body language subconsciously invite the student to write more during a session?
What types of body language is common when tutors control of a session?
Importance/relevance of your research to WC work: How will these observations impact tutor training in the writing center?
How can these observations be used in order for tutors to reflect/ or become more aware of their own body language in sessions?
List of the kind of data you will need to study this problem/answer your research question:
I will need more notes, more observations as well as more articles on tutoring and possibly psychology articles on the impact of body language.
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