The+Session

= The Session = No doubt you’re most concerned with how to conduct an actual consulting session. There are no hard-and-fast rules as to how to do this; just like every consultant is different, every consultant’s sessions will be different. This section will give you a brief overview and some general advice about best practices, but when you’ve had some practice, you’ll find yourself adapting examples and advice to suit your style of consulting.

Objectives for the Session Elements of a Session Forming a Silent Hypothesis Attending: Noticing Nonverbal Signals
 * The Beginning: First Impressions Count
 * During the Session: Getting Things Done
 * Wrapping Up: Ending the Session

**Objectives for the Session**

 * Set goals for the session //together//
 * Foster critical thinking
 * Enhance learning
 * Help students learn to ask questions
 * Promote active learning
 * Help students learn how to learn

**Elements of a Session**
 Just like a story, every session has three elements in common: the beginning, middle and end. Each element is equally important and each requires slightly different tactics or skills.

**//The Beginning: First Impressions Count//**
You’re likely aware of the importance of first impressions when you meet someone. A writing consultation is no different. In the first five minutes, you should take the time to establish a rapport with the writer. This rapport will make the session much more enjoyable and productive. Nobody wants to work with a stranger!
 * **Introduce yourself.** This is the single most important (and most often forgotten) point. Knowing someone by name creates an instant level of familiarity and comfort. If you’re sitting at your table, stand up and shake the writer’s hand. If you’re up at the reception desk, stop and shake the writer’s hand before you go back to the table.
 * **Be curious.** Ask the writer what he/she has brought in to work on. Ask him/her how the paper is going. Ask him/her about the class the paper is for. Exchange pleasantries. This will help the writer feel more at ease rather than simply jumping into the work, and this part of the conversation will provide you with important information about the writer and the writing.
 * **Have a seat.** If you have a table you prefer, this is fine; otherwise, you can let the writer choose where to sit.
 * Sitting next to the writer will reinforce the idea that you are a peer instead of a commanding figure—it’s no coincidence that during job interviews, you sit across the table from the interviewer, after all!
 * Keep the paper close to the writer. If you’re working on a computer, let the writer have the keyboard.
 * Keep your tools, such as pencils and paper, nearby. If you know you’ll need specific books, such as the APA or MLA manual, bring those to the table as well.
 * **Set the agenda together.** The first several minutes of the session is most often spent in conversation, rather than looking at the paper. Engage the writer in the session.
 * Ask him/her what he/she would like to work on, and set specific goals for the session. If it helps, write these goals down.
 * Look at the assignment sheet, if provided, and read it carefully. If no assignment sheet is available, ask the writer if the instructor gave any assignment guidelines. Either way, try to get as much information as possible as to the parameters of the assignment and any specific limitations about length, style, content, etc.
 * Ask questions, such as
 * “Is this your first draft? How long have you been working on this project?”
 * [[image:file:///C:/Users/fox27/AppData/Local/Temp/msohtmlclip1/01/clip_image003.jpg width="624" height="477"]] “How long do you have before this assignment is due?”
 * “What are you writing about?”
 * “Who is your audience?”
 * “Could you tell me how you set up your argument?”
 * Never underestimate the value of asking the writer to summarize his/her paper (and asking questions as to the content or subject) //before// you read it. What he/she tells you and what he/she has written may have a different message or tone. This will allow you to get an idea of what the writer is trying to do with the paper so you have a lens through which to read it, and a goal to work toward.
 * **If the writer asks you for grammar help,** explain that you can’t correct every grammar error in one session, but that you can help him/her spot patterns of error so he/she can proofread him/herself.

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**//During the Session: Getting Things Done//**
You only have 45 minutes with each client. He or she may come back to you in the future (we certainly hope so!), but each session is a very limited time slot, and it’s important to remember that while you should make the most of that 45 minutes, you can’t produce a perfect paper in that time. Always encourage the writer to return to the Writing Center for subsequent sessions, either on the current paper or future papers.
 * **Read the paper.** Some consultants prefer to make verbal comments or ask questions while reading, and some prefer to read the whole paper and then make comments. Whatever your method, always remember that the writer is sitting there in silence, waiting for your response. It might be a good idea to give the writer something to do while you read, such as making a list of concerns he/she has about the paper or even checking email on the computer. (If you are not at a station with a computer, remember that you’ll want to have the writer nearby to answer questions, so don’t let him/her get too far away.)
 * **Try not to make too many marks on the paper.** Ideally, the writer will hold the pen or type on the keyboard. Most of the time, you should let the writer make the marks and corrections. If you do make marks, make sure you explain them to the writer and make sure he/she can remember what the marks mean when he/she comes back to the paper.
 * **Listen actively**. Give the writer your full attention; turn fully toward him/her and make eye contact. Affirm that you’ve heard him/her; nod, ask for clarification (e.g., “When you say, do you mean…?”), paraphrase (e.g., “So you’re saying…” or “What I hear you saying is…”), ask open-ended questions regarding the subject (“Oh, that sounds interesting. Can you tell me more about…”), etc.
 * [[image:file:///C:/Users/fox27/AppData/Local/Temp/msohtmlclip1/01/clip_image004.jpg width="624" height="477"]] **If the writer speaks to you while you are reading, //drop everything// to pay attention to him/her!** Nothing is ruder than not paying attention to someone who is talking to you.
 * **Facilitate**. React as a reader. Tell the writer when you are confused; ask clarifying questions; paraphrase the writing, too.
 * **Request information**. “Can you tell me more about…?” is one of the most useful questions you’ll ask. You will often find that the writer will develop ideas further by talking about them. You can encourage him/her to do so by saying, “That’s great! Write that down.”
 * **Request clarification.** When writers’ answers or writing are vague, encourage them to clarify points by asking questions like, “What is your idea here?” “What are you thinking?” “What do you want your reader to know in this paragraph?” “How does this idea connect with what you said before?” Again, you can paraphrase. “What I’m reading here is….Do I have that right?”
 * **Help the writer develop critical awareness.** Experienced writers know to answer the question, “So what?” We can help writers develop this sense. Ask questions like, “Can you give me an example?” “This point seems important. Can you tell me more about it?” “Why would that be so?”
 * **Help the writer develop audience awareness.** This is possibly the most important thing you can do for any writer. Ask questions like, “Why does your audience want or need to know about this?” “What are you trying to tell your audience here?” “What does your audience need to know from this sentence/paragraph?” Help the writer remember that an actual person will be reading his/her essay, and that because writing is a medium that doesn’t require face-to-face communication, he/she needs to anticipate answer potential audience questions so the audience is not confused.
 * **Refocusing.** If the writer’s ideas seem scattered, or if he/she has trouble developing ideas, try to get them to relate his/her approach to another idea. Ask questions like how would someone who disagrees with you respond to your argument?” “How is that related to…?” “What would happen if…?”
 * **Prompting.** These questions can also help if a writer is having trouble with idea development: “What happens after that?” “If that’s so, then what happens?”
 * **Allow silence and wait time.** Though it can seem awkward at times, allow writers silence with which to consider your question. Some writers need to think before they respond. You’ll develop a natural sense of when to pause and when to go on, but until then, read the writer’s nonverbal signals carefully. If he/she seems confused, you might want to clarify your question. If he/she merely seems thoughtful, wait.

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**//Wrapping Up: Ending the Session//**
Most of the time, you’ll be able to tell when a session has come to an end. You’ll come to the end of the paper, or a stopping point, and you’ll have taught the writer the one thing he or she needs to take away from the session. Here are some things you can do to wrap up:
 * [[image:file:///C:/Users/fox27/AppData/Local/Temp/msohtmlclip1/01/clip_image003.jpg width="624" height="477"]] **Ask**, “Do you have any more questions?” or, “Is there anything else I can help you with?”
 * **If you’re running out of time,** announce that you have (five, ten) minutes before your next session arrives and ask what else you can help the writer with in that time.
 * **Summarize (briefly) what you feel you’ve accomplished during the session.** If it seems helpful, write a “list of things to keep in mind” when the writer revises.
 * **Give the writer a “mini-assignment.”** Mention, “For next time, you can try…” or, “As you revise, try this…” This works especially well for regulars, but it doesn’t hurt to treat everyone like a regular. Assume the writer will come back to you. (He or she often will!)
 * **Continue to express interest in the writer and the writer’s project.** Don’t just brush him/her off. Wish him/her good luck.
 * **Invite the writer to come back for future sessions with you.** Give the writer a bookmark and explain that he/she can book appointments online or call the reception desk.
 * **THANK the writer!**

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**Forming a Silent Hypothesis**
After gathering information, create a silent hypothesis about the student. Hypothesize about the following questions:


 * What is this student’s dominant learning style: auditory, visual, or tactile?
 * What is the student’s Myers-Briggs personality type?
 * What is the student’s attitude about writing at this moment?
 * Which of the following methods should I use with this student?

//Auditory:// talk through the writing process, read the paper aloud. //Visual:// eliminate distractions, use colored markers, focus one step at a time. //Tactile:// use movement, and plan activities that force the student to participate.

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**Attending: Noticing Nonverbal Signals**
 As Gerald Egan explains, attending is “…truly paying attention to someone who is speaking to you” (109). Consider how you feel if you believe no one is listening to you. Do you continue to speak? Are you discouraged? How can you tell someone is not listening? Use the SOLER technique to listen, as follows:


 * S:** sit **S**quarely toward the writer.
 * O:** adopt an **O**pen posture.
 * L:** **L**ean toward the writer.
 * E:** maintain good **E**ye contact with the writer.
 * R:** stay **R**elaxed and comfortable during the session

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//Adapted in part from://

Egan, Gerard. //You and Me. Monterey, CA: Brooks/Cole, 1977. Print. // Ryan, Leigh and Lisa Zimmerelli. //The Bedford Guide for Writing Tutors.// 4th ed. New York: Bedford/St. Martin’s, 2005. Print.