Writing Centre Development
A WORKING ALLIANCE: FRAMING THE TUTORTUTEE RELATIONSHIP
1 2 Monica Broido and Harriet Rubin
1
Tel Aviv University, Tel Aviv, Israel Tel Aviv University, Tel Aviv, Israel
2
The writing center tutortutee relationship is a delicate one. On one hand, in a short time, the tutor must analyze the writing sample, and give the tutee guidelines and guidance for becoming a better, independent writer. On the other hand, the tutee has to trust the peer, internalize the advice, and implement changes. What makes this possible? How can this process be managed for it to be most effective? We believe, that as in any helping relationship, a certain level of trust and connection is crucial for change to take place. We propose framing the tutortutee relationship as a Working Alliance, a concept borrowed from psychology, which according to Larose, et al. (2010) is "likely to facilitate interpersonal engagement and collaboration” and is composed of three key elements: (1) a respectful and friendly partnership between tutors and tutees; (2) an agreement on the goals or expected outcomes, and (3) an agreement on the activities and responsibilities designed to achieve these goals. To determine whether this model can be applied to writing center relationships, we conducted indepth, semistructured interviews with tutors and tutees at the English Writing Center at Tel Aviv University. We found that all three components must be present for the interaction to be effective; should one be missing, the whole enterprise failed. Additionally, we suggest that this framework can serve not only as a diagnostic tool for understanding the dynamics of the relationship, but as a powerful pedagogical tool for training prospective tutors.
References
Larose, S., Chaloux, N., Monaghan, D. & Tarabulsy G.M. (2010) Working Alliance as a Moderator of the Impact of Mentoring Relationships Among Academically AtRisk Students. Journal of Applied Social Psychology. 40 (10). pp. 2656–2686.