Blog 18: Research Plan Revised

The Writing Session: The Set-Up of Success

Research Plan:

Purpose: Through my research, I hope to explore the links between agenda setting and student/ tutor perceptions of success.

Research Question: How are agendas set in a writing session? What is the relationship between goal setting and student/tutor perceptions of success?

Sub Questions to Consider:
What methods do students use to set the agenda for the session? Under what conditions do students set the agenda?What methods do tutors use to set the agenda? Under what conditions do tutors set the agenda?Under what conditions do students and tutors negotiate the agenda? What methods do they use?What are the indications that an agenda has been set? What does the shiftbetween "setting up" and "doing the work" look like? What are the verbal/nonverbal cues?
What are the implications of an "unspoken" agenda? How does working with an "implied agenda" impact a writing session?What are some indications of the success of a writing session? What are the verbal/nonverbal cues from both student and tutor?How are the relative levels of student/tutor satisfaction related to the clarity of the agenda and the student and/or tutor’s acceptance of the agenda?



Information needed:

To proceed, I think I will need to gather the following information:

Articles that that speak the ways in which agendas are negotiated during writing sessions.

Articles that explore various aspects of body language and how they are related to confidence, power, control, and comfort/discomfort.

Articles that speak to methods used by tutors to aid in agenda making.

Articles that explore the factors that lead to students' feelings of empowerment during the session.

Articles that seek to measure the success of a writing session.


From the observing the writing sessions, I will need to note the following information:

Whether the student or tutor initiates setting the agenda

If and how student and tutor negotiate the agenda. The cues students use to communicate to the tutor that they wish the tutor to set the agenda. The ways in which students respond. Vice versa

The times and ways in which agenda shifts occur during the session

The body language of both the student and tutor at the start of and during the “wrap-up” of the session, as this will help indicate comfort/confidence level and feelings of success.

The tone of voice used by student and tutor, as this can indicate comfort/confidence level and perception of ability to be understood.

The language used by student and tutor (directives, questions, supportive words, positive and negative politeness, the pronouns used “we, you”). This can indicate the type of approach (collaborative, directive, minimalist) being used by both student and tutor.

The silences at the start of and during “the wrap up” of the session and the apparent functions of these silences.


List of Sources:


Andre, JoAnne D. “Case Study Response: Oh What a Difference a Deadline Makes-or Does It?”Journal of College Reading and Learning 32 no2 (2002): 210-217.

Waring, Hansun Zhang. “Peer Tutoring in a Graduate Writing Centre: Identity, Expertise, and Advice Resisting.” Applied Linguistics, v26 n2 (2005):141-168

Bell, Diana Calhoun. Holly Arnold and Rebecca Haddock. “Linguistic Politeness and Peer Tutoring.” Learning Assistance Review, v14 n1 (2009): 37-54

McKay, Corene and James H. Bell. “Case Study: It’s Due Tomorrow: Tutoring under a Deadline.”Journal of College Reading and Learning 32 no2 (2002): 198-203

Nelson, Gayle L. and Sara Cushing Weigle. “Novice tutors and their ESL tutees: Three case studies of tutor roles and perceptions of tutorial success.” Journal of Second Language Writing 13 (2004) 203–225


Newkirk, Thomas. “The First Five Minutes: Setting the Agenda in a Writing Conference.” The Longman Guide to Writing Center Theory and Practice. Ed. Robert W. Barnett and Jacob S. Blumner. New York: Pearson. 302-315.

Rafoth, Ben. “A Question of Procrastination or Ineptitude (An Analysis of the Case Study ” It's Due Tomorrow: Tutoring Under a Deadline)”” Journal of College Reading and Learning 32 no2 (2002): 204-209.

Thompson, Isabelle. “Scaffolding in the Writing Center: A Microanalysis of an Experienced Tutor's Verbal and Nonverbal Tutoring Strategies.” Written Communication.2009; 26: 417-453


Plan for gathering information:

To gather information, I will observe and participate (as a tutor) in one-on-one tutoring sessions that take place in the writing center at Kean University over a six-week period. These sessions will take place between tutors who are taking a tutor-training course and Kean University students from potentially any major. Tutors and students will not necessarily have had contact before the writing session.I have been observing the interactions between coaches and students during both the initial phases of the writing session and the "wrap-up" phase of the session.

So far, I have noted the contexts in which students set the agenda and have noted the
contexts in which tutors set the agenda.

I have noted the types of cues (politness strategies/ motivational scaffolding) that tutors use to indicate they are shifting the agenda.
I have noted verbal and nonverbal cues that students use to indicate their satisfaction/dissastifaction at the close of the session.

During a brief follow up session immediately after the writing session, I am asking the the tutor to identify the agenda and to explain his/her feelings about the success of the session. When I am the tutor, I am journaling immediately following the session. I am recording the agenda "set up" and detailing my feelings of success.When possible, I will ask tutees to complete a follow-up form, in which they can evaluate the success of the session. After the sessions in which I served as the tutor, I will verbally ask students to tell me the agenda and to share their feelings about the success of the session.