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Recognize that their educational trauma is real, that they have been made to feel inadequate; apologize for the teachers who have created a system where their words and ideas are devalued; ask them how I can help them feel that their writing has merit; ask them to tell me about their ideas in the paper; engage genuinely with them in conversation; talk about linguistic choices and goals for the paper/class/professor; offer an open door, open mind, and a willingness to learn from their experiences to help them have a more positive engagement with the writing center

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I think I'd start by asking them why they feel that way.

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Affirm that writing is hard, We feel vulnerable.

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I learned about Padlet from you in another workshop

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I learned about Padlet from you in another workshop

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By making sure students feel confident about their contributions.

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By making sure students feel confident about their contributions.

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Encouraging them to see the excellent content that already exists in their work

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Connect first. The student needs to have an authentic connection with a helping person. It's important to establish a space of trust. The tutor should first just listen to the student's experiences to determine what the basis is for the student's lack of confidence. Everything good begins by listening.

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I would ask "why is that?" so we can begin to unpack what they mean when they say "bad at writing." Where does this trauma come from? Who told them this, and why? Who are they comparing themselves to, and how has that comparison been rooted in anti-Blackness or anti-womanhood, and how can we move the needle on their confidence?

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Our tutors need to explicitly acknowledge the harmful messages that our higher education institutions send about Black Language and in extension Blackness itself. We need to openly say that those messages are wrong and not accepted in our writing center. Whenever it's relevant, we need to say it over and over.

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Ask if any element of writing--or expression--has made them feel empowered and go from there. Have a conversation. Be non-judgemental and empathetic. 

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Ask if any element of writing--or expression--has made them feel empowered and go from there. Have a conversation. Be non-judgemental and empathetic. 

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Definitely a good time to not jump into the text immediately. Welcome the writer. Tell them you're glad they're here and then listen to them talk about why they feel that way and past experiences with writing. 

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Definitely a good time to not jump into the text immediately. Welcome the writer. Tell them you're glad they're here and then listen to them talk about why they feel that way and past experiences with writing. 

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I would point out the things that are “good” about her paper, helping her realize she may be a “good” writer. But also challenging the thought of what it means to be a “good writer” b/c there are many definitions of that 

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I would point out the things that are “good” about her paper, helping her realize she may be a “good” writer. But also challenging the thought of what it means to be a “good writer” b/c there are many definitions of that 

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decenter whiteness and give  orature (rap, dance,riddles, calls responses, music etc...) equal value

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decenter whiteness and give  orature (rap, dance,riddles, calls responses, music etc...) equal value

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Agree that writing is hard. Agree that in school we are often told that the way we write is not appropriate or not good. Affirm that our writing center respects all ways of writing.Then talk about the paper--without looking at the draft--first. 

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Agree that writing is hard. Agree that in school we are often told that the way we write is not appropriate or not good. Affirm that our writing center respects all ways of writing.Then talk about the paper--without looking at the draft--first. 

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I sometimes explain to students/tutors that not all teachers are good at teaching writing and try to open up the possibility that that/those teacher/s were just wrong. There's an attempt to complicate that authority of the teacher.

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Promote Existing Ways of Knowing and Speaking 

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Promote Existing Ways of Knowing and Speaking 

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"Thank you for sharing your work with me - it takes courage to share writing because it can be so personal. I'm not sure who told you you're not good at it, but let's take a look together. Is there anything you're especially interested in

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respectful, thoughtful Questions and then listen

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respectful, thoughtful Questions and then listen

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Listening is key... affirmation is key

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help them know what our writing center does: follow their lead. What are their goals? What do they want? offer some possible (stage-based) goals and dig deeper to see how they feel about their class, their faculty, their writing in general. If it goes to the place of "not a good writer" help them think through examples of when they are fabulous writers. Then tell them we can help th em write in whatever style they want to--we don't work for the faculty ;) But it's always their choice

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help them know what our writing center does: follow their lead. What are their goals? What do they want? offer some possible (stage-based) goals and dig deeper to see how they feel about their class, their faculty, their writing in general. If it goes to the place of "not a good writer" help them think through examples of when they are fabulous writers. Then tell them we can help th em write in whatever style they want to--we don't work for the faculty ;) But it's always their choice

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One of my tutors has a great approach, to begin by saying, "what if we imagine language that doesn't include good or bad, or judgements. Can you tell me more about your writing experiences?"

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Recognize the vulnerability in them showing up and sharing

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Recognize the vulnerability in them showing up and sharing

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Thank them for coming to the writing center. Ask if they're up for talking more about that feeling. If so, listen to understand. Respond by acknowledging the pain and trauma they have expressed.

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Thank them for sharing that. It's not easy to admit to our (perceived) flaws. 

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Thank them for sharing that. It's not easy to admit to our (perceived) flaws. 

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Letting them know what they have in their work is not wrong, and providing asking questions that invites them to consider how they want to move forward with writing. Considering their responses in revisions and work. 

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Letting them know what they have in their work is not wrong, and providing asking questions that invites them to consider how they want to move forward with writing. Considering their responses in revisions and work. 

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As administrators, we need to be having these conversations with other institutional stakeholders so we don't build up students in our writing center only to see that work not supported in other contexts: classrooms, programs, other campus partners

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I ask them about here relationship/ history with writing. I then affirm that everyone is a shitty writer and that we all benefit from feedback. then i move on to affirm the beauty in our black ness, culture and language.

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I ask them about here relationship/ history with writing. I then affirm that everyone is a shitty writer and that we all benefit from feedback. then i move on to affirm the beauty in our black ness, culture and language.

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Bringing in the whole student approach as noted -- not just working with who students are in the classroom but who they are in their lives

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Advocate for the students who are docked points for having "grammatically incorrect" writing or writing that doesn't fit the stands of SWE.

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Give students space to talk about their relationship with language and institutional expectations. Support their decisions. Reach out to colleagues to advocate for recognition of all students' right to their language and challenge so-called "standards"

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Give students space to talk about their relationship with language and institutional expectations. Support their decisions. Reach out to colleagues to advocate for recognition of all students' right to their language and challenge so-called "standards"

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Ask them why they feel that way and what experiences fueled their opinion of themselves.

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Ask them why they feel that way and what experiences fueled their opinion of themselves.

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take a moment to imagine audiences together - what if they choose to write to/ with someone who they trust and want to explore ideas with?

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take a moment to imagine audiences together - what if they choose to write to/ with someone who they trust and want to explore ideas with?

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keep learning, honoring different Englishes, means of expression.

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Welcome them to the writing center first, affirm their decision to come to the center, and let them know that the center is a place for them to realize their own writing goals. Learn more about the context and the student. Hold space for their experience.

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Remind them that the majority of linguistic change comes from young Black Women-- this is a documented FACT. She is part of a group of people who are builders of language. She built this thing. It's hers.

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I try to share writers who make these moves in their own work (I'm thinking hooks, Lorde) and show them that breaking the rules can be done.

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Work with tutors to help them develop critical skills to identify the white supremacist linguistic expectations at our institution. Support tutors as they support students and each other and advocate for themselves.

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definitely engage in conversation, be supportive, encouraging, break down academic writing as one type of writing/communication, build on what they come with both in terms of ideas and language/communication skills

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Share that I often feel the same way. Connect on that experiential level when you can.

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Share that I often feel the same way. Connect on that experiential level when you can.

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Highlighting other Black writers and speakers and uplifting their contributions. 

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Highlighting other Black writers and speakers and uplifting their contributions. 

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Ask about their intent and what they are trying  get across. Try to find ways to affirm those rhetorical features in more effective stylistic ways.

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I no longer have my courses dediciated specifically for English Learners, so I try to collaborate often with the Writing Studio professionals - staff, student tutors, teachers alike.

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I get very explicit with it in training and we look both at anti-racist practices in concert with whiteliness. (I am a white woman WCD, so I have to address my whiteness.)

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Focus on the student a human, as a person
, clarity of ideas, Relying on students lived and disciplinary perspectives and expertise's.

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I'd gently disagree with them and say that I believe they have a powerful voice. Then, I'd ask them to read their paper aloud, starting taking notes on all the amazing things I'm hearing and reading, and have a discussion with them on what they've created.

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tell students what you dont know, what you wish you knew more about. and that you hope this relationship involve everyone acting as teachers/learners

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At my school, this could lead to a grade deduction for this student. I would hope that the tutor would be an ally and support the student, while spelling out the possible consequences of choosing a different style of presenting. If I were asked, I would encourage the student to reach out to the professor and describe what s/he wants to do and why. That way the professor will at least have to be aware of his or her bias if they give a grade deduction.

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First, I'd go over the prompt/rubric with them, then we'd start brainstorming different expressions for how they'd like to present their speech. After our session, I'll connect them to other tutors and faculty I know would be able to help, then do additional research on resources that I could send to them afterwards.

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Offer to allow your work to be an example of diverse methods to approach the assignment?

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but... with my support. Encourage students to have conversations with their professors. I tell students to practice what they would say to/ask their professors. I even tell them to let the profs know that I personally encouraged them, so they know they have someone supporting that effort. I am willing to risk the potential phone call or email from the profs... it's a chance to start a conversation, even if it begins in a bit of a hostile way

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Open a discussion of what the. models/examples show; ask the student what they would do differently; affirm that the student's ideas and voice are valid and BELONG in the conversation; ask the student what other messages they've received through class discussions (implicitly/explicitly). Have them record themselves doing their presentation EXACTLY as they would like, then ask them where their concerns are; actively listen and reflect back the ideas that are coming through

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Suggest they write an "author's note" for their faculty explaining why they are doing their work in this way and offer to assist with that note

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Suggest they write an "author's note" for their faculty explaining why they are doing their work in this way and offer to assist with that note

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Work with them to review the assignment description and outcomes/requirements then talk about how to achieve that in the style they are pursuing

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Don't tutor students' grammar or language.... Ask them what THEY would like help with. Prioritize their arguments, expressions, and experiences rather than the technicality of SWE. And if they want to focus on grammar and spelling, pay attention to the context of their writing i.e. essay, poetry, etc. to see how their grammar choices add meaning to their work.

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Acknowledge the power structures implicit in academic writing. Encourage our tutors to be self-aware. Reflective training. Research and listening. Forming allyships and partnerships with other groups on campus.

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Acknowledge that many of our consultants have benefitted from their own engagement in these WSLI; change our hiring practices to move away from writing samples; collaborate with our students to write antiracist statements for the center (living documents); give students resources/scholarship from underrepresented scholars; ask consultants to think about what they're elevating in sessions; open a pathway for students to report faculty who engage in oppressive, racist behaviors, then elevate those concerns to DEI deans to hold faculty accountable; hold myself accountable for learning, changing, being proactive

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Perhaps acknowledging in some of our written materials that academic English is a construct and no more worthy than other kinds of Englishes.

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find the faculty across the university who are open to breaking away from dominant language ideologies and make sure people know they're out there -- start to dismantle the idea that all professors are protecting the status quo

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find the faculty across the university who are open to breaking away from dominant language ideologies and make sure people know they're out there -- start to dismantle the idea that all professors are protecting the status quo

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Recognition of World Englishes or Global Englishes.

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Recognition of World Englishes or Global Englishes.

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This chat is inspiring me to consider putting images of a variety of role models on the walls of our Writing Center and talking about our choice to do that in our tutoring onboarding training--that we have writing role models that have broken rules and made change, have been subversive, and have made change by choosing rhetorics that are "expected" as well.