Tutor and Student Assessments of Academic Writing Tutorials: What is "Success"?

Abstract

The university writing center provides a key support service within the institution, and as such must find ways to evaluate the impact of the instruction they provide. However, many studies of tutorial effectiveness lack adequate analyses of tutorial talk and of both student and tutor interpretations of behavior and outcomes. This study characterizes successful writing tutorials by employing a hybrid mnethodology, interactional sociolinguistics, combining conversation-analytic and ethnographic techniques. Twelve tutorials, six with native speakers of English (NSs) and six with nonnative speakers (NNSs), were analyzed for features such as topic introduction, type and frequency of directives and their mitigation, volubility, overlaps, backchannels, and laughter. By triangulating this analysis with participant interpretations compiled from interview data, a profile of a "successful" tutorial emerged. Associated with perceived success were conversational turn structure, tutor mitigation of directives, simultaneous laughter, affiliative overlaps, and small talk. In addition, symmetrical interpretations of directive forcefulness and tutor "helpfulness" characterized successful tutorials. Implications of the study are both theoretical and practical. Recommendations are made that tutor preparation and in-service training emphasize less idealized, more pragmatic conceptualizations of tutor roles and actions and focus on behaviors demonstrated as constitutive of success.