Tales from the Writing Center is a Shitty First Drafts Feature that celebrates the thankless job of staffing a writing center or working as a writing tutor, coping with panicky, half-crazed students and trying to translate incoherent assignment prompts and instructor feedback. You may send your war stories and heartwarming anecdotes to email@example.com and possibly see them included in this feature.
Remember group projects? Yeah, I hated them too. If you are a regular reader of this blog, I am just guessing that you were probably the kid that wound up doing all the work, because everyone else was perfectly willing to allow that to happen and let’s face it, you’re a bit of a control freak. I get that–particularly for engineering and business majors, who are about to enter a workforce in which teamwork is sort of the norm–doing group projects is an important educational experience. To me, it seems like part of the educational experience is figuring out whether you are going to be one of the high functioning employees who routinely covers for your co-workers or one of the sponges. The best group project designs that I have seen have the work already pre-apportioned in some way (Person A does B, Person B does C, etc.) or contain some kind of mechanism for peer evaluation, but those are kind of rare.
You can tell that a group project has been well-designed when the entire group shows up in the writing center at once to talk about their work in a holistic fashion. Less encouraging is when each student comes in separately to have their pieces of the project checked–so you can’t really address continuity or flow. But at least everyone seems to be more or less doing their share. No, the real bummer is when one student is appointed as the “writer/editor” of the group (read: the one who does the majority of the work) and is therefore responsible for having the entire project “checked” (read: copyedited) by the writing center. In cases where students have divvied up sections and paragraphs, I tell The Editor that I will just go over her sections, since I’m really only supposed to address the work of the person in front of me, but it’s truly sad when The Editor can’t really tell me what’s his and what’s everyone else’s, because it’s sort of clear that everyone else decided they were “big picture” people or just did tables or something and let this kid do, you know, most of the project.
I suppose this isn’t a nightmare tutorial situation so much as it is a situation that always gives me sympathy shudders in solidarity with the go-getter in question. However, it also gives me pause to consider the status of writing in the egghead professions, those to which the self-labelled “bad writers” tend to gravitate because it seems unlikely that they will have to deal with comma splices and metaphors in those fields. They aren’t lazy, not by any stretch of the imagination(I know how hard it is to get into business or engineering at my university), they are just occasionally writing-phobic just as many humanities grad students I know get heart palpitations during tax time (despite the fact that most of us qualify for the 1040-EZ form), because MATH. This is where I think our cultural tendency to separate the humanities and language arts into one category and the “hard sciences” into another does a serious disservice to our students. I know many middle aged adults who went into engineering or medicine or computer science because they hated English class only to find out that a good portion of their job consists of writing reports or articles. As one chemical engineer recently said to me, “Given what I do all day, I might as well have been an English major.” That’s not to say that we should be funneling all budding biochemists into English classes, just that in terms of “real skills” that have immediate application to on-the-job situations, writing is way up there on the list of “stuff I ought to be pretty comfortable with before I enter the work-force.” One of the reasons I think that one student winds up in front of me in the writing center, having been delegated total responsibility for writing up the project is because the other four have self-selected into the category of “was terrible at writing in high school and am not comfortable with this stuff.” But I’m generalizing pretty ferociously here, so perhaps that’s not most people’s experience. I just feel a bit bad for the kid that gets stuck with all of that work because he supposedly has a “natural gift” for it.