The Importance of Writing Center Reports as a Means of Transparency

I completely agree with Jane Cogie that Writing Center Reports (or Conference Summaries) are a valuable part of the process that takes place in a tutoring session and an equally valuable component of the student-tutor-professor relationship. An open and transparent writing process, which includes sessions at the Writing Center, benefits all parties involved. It allows the professor to understand the student's writing beyond just what they see in the finished paper, which can indicate to them where a student is making progress and where they might need additional help. This will allow the professor to address a student's needs more specifically. The student will also benefit because they will receive more personalized help from their professor. Furthermore, the report can show the professor that although a student may not have turned in A work they are trying to improve rather than that they tried to write the paper at the last minute or simply do not care. In these ways Writing Center Reports may foster a more productive and open relationship between the student and their professor.
The tutor will not experience such direct advantages but it is still important to be able to communicate clearly with the professor so that they know how the tutor assisted the student. This can benefit the Writing Center by showing the professor how it works and perhaps a tutor will receive feedback that can help him or her develop more effective strategies for working with other students in the future.
In her article Cogie also addresses some of the possible drawbacks of Writing Center Reports. One issue she raises is that sending a report may reinforce the idea that tutors are subservient to professors, but this is not the case. The report is simply a method of open communication that can help both the tutor and the professor understand how to more effectively assist the student. Also, the tutor does not actually answer to the professor he or she answers to the Writing Center Director. Thus, the professor and tutor are more like peers with the same goal and if there is an issue the Director can mediate.
Cogie also raises the issue of confidentiality for the student. The advantages a student gains from the report are far greater than any concerns for confidentiality. However, if this became a serious issue perhaps the Writing Center should adopt a policy that allows students to opt out of sending the report.
Another potential complaint is that tutors put time into writing the reports but professors do not fully put them to use. Cogie responds to this problem and sufficiently refutes it and I agree with her. While there may be some professors who do not use the reports effectively or extensively, it seems that the majority of professors value the additional reflection. The reports can help a professor further consider their own assignments, see more clearly where students are struggling, and provide them with additional information that they can use for grading and commenting upon student work.
Writing Center Reports add to the collaborative process of writing and promote open communication for the involved parties which makes it easier to help the student.


works cited: "In Defense of Conference Summaries: Widening the Reach of Writing Center Work" by Jane Cogie