The Tutoring Book - California State University, Sacramento

grade, to allow them to discover and notice their own repetitive mistakes, without providing editorial
focus.
Yet, in direct contrast with this point, Elizabeth H. Boquet suggests that,”by attempting to have
them figure it our for themselves, I end up feeling as though I’ve perpetuated the very notion that I am
attempting to dispel—that there is a body of knowledge ‘out there’ that some people have access to and
other people do not” (Boquet 118). Boquet seems to think that it’s okay to supply the edit for student
writers; indeed, that a tutor withholding such critiques is a figurative “hoarder of knowledge,” leaving the
student writer in the dark.
We see two opposite perspectives here: one in favor of an explorative, non-product focused
tutoring session and the other for a more directive, editorial tutoring session, focused upon improving the
final product. Yet we’re no closer to a final answer—is focusing on improving the grades of student
writers wrong?
Ultimately, I believe the only viable approach is a compromise between the two. If our student
writers come in seeking to improve their grades, it would be wrong to steer them away from this point.
The focus of each tutoring session should always come from the student writer. In the case of my
students, they reported that their grades were improving, and that they were pleased with this
improvement. Though I hinted at the fact that they were still frequently repeating similar mistakes, my
student writers were not daunted. Understanding writing to be a process; it would be unfair of me to
expect my student writers to immediately improve in such areas. It’s okay if they are still making
mistakes; their interest in improving is more important.
Further, whether we agree with it or not, higher grades are interpreted as a sign of success within
our academic setting. By helping to improve their grades, we are simultaneously helping them to excell
within their academic setting. Indeed, it seems a litle unrealistic to completely disregard grading systems
in the way that North promotes. Ultimately, grades are a very influential factor on students, and we should
be willing to address grading concerns within the writing center.
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