Madeline Kriegel

19 June 2016
Summer Internship
Abstract #1

Ryan, Leigh & Zimmerelli, Lisa. The Bedford Guide for Writing Tutors. 6th Ed., Bedford/St.
Martins, Boston: 2016.
Leigh Ryan and Lisa Zimmerelli lay down a succinct guideline for writing centers
through this book, providing a single source for writing tutors to learn from. They begin by
addressing the professionalism that should accompany a writing center. This professionalism, as
in any work place, extends to the co-workers, clients, and any superiors, or in this case,
professors. There are many roles that a writing tutor may fill, allowing encouragement and
constructive criticism to work side by side.
The Bedford Guide walks the reader through the beginning of a tutoring session,
reminding them that the tutor ought to be friendly in both appearance and body language. Ryan
and Zimmerelli suggest that tutors have four tools at their disposal: asking questions, listening,
responding as a reader, and allowing the writer to think (15). Since each writer is unique, it is
essential to allow their ideas to flow. Depending on where the writer is in their writing process,
the tutor can prompt brainstorming, clustering, revision, or anything the writer requests.
Sometimes merely lending a second pair of eyes can make all the difference in a writers paper
or confidence.
Despite the fact that all the writers entering the center are different, the goal remains the
same: helping a writer improve. The Bedford Guide encourages all tutors to view the pieces of
writing they come across as rough drafts as this will keep the door to potential ideas open.
Chapter four offers several strategies for working with students with different methods of
learning (visual, aural, kinesthetic), or for those students who struggle with anxiety, basic writing
skills, language barriers, learning disabilities, physical challenges, or who are older.
The tutors job is not simply to read essays for a Comp I style course but any piece of
writing for any class that any writer asks the tutor to read. This means always starting with the
thesis, and learning as much as possible about the subject from the paper while still being able to
critique. A tutor needs to be well versed in all areas of writing essays, resumes, presentations,
etc. in order to adequately help the writer. Giving feedback can be challenging when the
tutoring is occurring online. Online tutoring should be given the same amount of professionalism
as face-to-face tutoring, providing the same detail and advice as there would be for a walk-in
appointment.
Towards the end of the book, Ryan and Zimmerelli address various tutoring situations
and how these ought to be dealt with. There are the last minute writing crises, those who refuse
to think for themselves, those who are simply angry, those who are inappropriate in any number

of ways, and those who have never heard of rough drafts. The key in every situation is to begin
by being patient and polite. They are the writer coming to the tutor for help, regardless of how
horrible their attitude is. Thus they ought to be treated with respect.
The last two chapters deal with research on writing centers and how the writing center is
a community. This implies that the reader is now joining the community of all other writing
tutors within the world, taking up the noble cause of tutoring. This book prepares potential tutors
for the job that lies ahead, preparing them for the bumps in the road as well as the rewards.