KEYWORDS

writing center theory; in-person tutoring; motivational feedback; tutor ethos/persona

abstract

A prime job of directors is to help consultants understand the nature of the work carried out in centers.  A historical figure provides a way to encourage consultants to grasp what their assistance to clients entails. Winston Churchill (1897/2000), in his “The Scaffolding of Rhetoric,” stresses that a vivid, valid method to understand one’s world is through crafting an analogy: “Analogies can translate an established truth into simple language” and “can aspire to reveal the unknown.” Thus, an apt analogy brings together what seems to be different or even unknown in order to reveal a new truth. This lesson asks consultants to explore their work by constructing analogies, by comparing their perceptions to those expressed by other consultants, and by determining how accurately or inaccurately their analogy describes the center. By encouraging the process of crafting analogies and by reflecting on those analogies, the lesson reveals that consultants can learn from each other about what their jobs encompass.

CONTENTS

TRAINING DETAILS

LESSON OVERVIEW

This lesson helps consultants understand their valuable service to clients, tap into their creative nature as consultants, foster discussion among consultants about their jobs, and engage in far transfer so vital to the cognitive work they do with clients.

Winston Churchill provides a way to let consultants understand how they assist clients. In his “The Scaffolding of Rhetoric” (1897/2000), Churchill stresses a vivid, valid method to understand one’s world is through an analogy: “Analogies can translate an established truth into simple language” and “can aspire to reveal the unknown.”  Thus, an apt analogy or comparison synthesizes seemingly independent concepts to reveal a new truth or to improve understanding.  

Analogies have been valuable for conceptualizing the work of centers: a fix-it-shop (dispelled by North, 1984, p. 435), the “Burkean parlor” (Lunsford, 1991, p. 7), the “laundry” (Boquet, 1999, p. 464), “lab, clinic, and center” (Carino, 1992, pp. 34, 35, 37). and a homely locale (McKinney, 2013). 

However, because these are primarily space-based analogies, this lesson encourages consultants to examine the “human experience in the use of space and objects” (McKinney, 2005, pp. 10-11, emphasis added). So, consultants construct analogies and compare these analogies to those expressed by other consultants (Ryan & Zimmerelli, 2016, pp. 128-129). 

But there is more. By providing only exposition, not proof (Corbett & Connors, 1999), analogies “leak” (Nordquist, 2003). Thus, after crafting their analogies, consultants also explain how accurately and inaccurately their comparisons describe their work.  Consultants submit analogies near the conclusion of a spring term as part of “The Writing Center’s Analogy Contest.” Conducting the contest at this time allows consultants newly hired in the fall to acquire enough experience to formulate their analogies.

The lesson also encourages far transfer where consultants “make connections to contexts that intuitively seem vastly different from the context of learning” (Perkins & Salomon, 1989, p. 2), a valuable cognitive exercise because consultants are always helping clients by relating writing concepts from one course to another (Devet, 2015).  

Another benefit: consultants compare their own analogies with their colleagues’, thus learning from each other about what their work entails. All consultants (from first to third year) can participate. And ending the spring term on a light note through a contest with swag prizes (water bottles, lunch bags, t-shirts) for “winners” also helps to bring the center’s work to a joyful close.

REFERENCES

LEARNING OUTCOMES/OBJECTIVES

In this lesson, consultants will:

• Call upon their own creative processes to formulate an analogy.
• Engage in transfer of learning (Devet, 2015; Perkins & Salomon, 1998), linking one concept to another to form their analogies.
• Understand the rhetorical impact of analogies as persuasive devices, seeing that no analogy completely links one concept to another.
• Recognize each consultant stresses different features of the center.
• Gain insight into the nature of their work as consultants.
• Determine how to use analogies in their consultations (Shanitiz & Stypeck, 2015; Thomnus & Hewett, 2016).

INSTRUCTIONAL PLAN

Introductory Context for Meeting 1

In a staff training session three or four weeks prior to the actual analogies lesson, the director explains to consultants the context of the upcoming lesson by acknowledging that consultants are asked all the time, “What does a writing center do?” Consultants can explain their actions in the center by comparing their work to something else, that is, by crafting an analogy. 

The director explains that each consultant will be submitting one analogy. Rather than examining the scholarly discussion like a “fix-it shop” (North, 1984, p. 435), consultants are encouraged to create their own imaginative comparisons based on their insights as workers in the center.

Pre-Lesson Worksheet

The director previews what consultants will be doing, asking them to complete two statements: 

Next, the director explains that analogies are only “exposition” not proof (Corbett & Connors, 1999, p. 94), so they “leak” (Nordquist, 2003). Then, the director asks consultants to explain the "leak" in their analogy by completing a final statement:

Meeting 1: Preparing Consultants to Write Their Analogies

During this staff meeting that is three or four weeks prior to the meeting when the consultants’ analogies are revealed, directors should do the following:

• • Make sure all consultants are comfortable with the concept of analogies. So, it might be helpful if consultants watch, online, Tolentino Teaching (Resources for English Teachers). (2021, June 18). What is an analogy?Explanation and activity. https://www.YouTube.com/watch?v=vTha_SqdpRE  This link can be e-mailed to all consultants prior to crafting their own analogies and/or shown during a staff meeting. Using the video reminds consultants about the power of this form of comparison. 
  • Bring index cards (3” by 5”/ 7.6 x 12.7 cm or larger) to the meeting. Attached to each, with a paperclip, are the following instructions: 
  • • On the attached card, write an analogy about consulting in the Writing Center by completing the following: “Consulting in the center is like……..”
    • Next, explain, “I believe this analogy is useful for describing the center because……” and “I believe this analogy is not useful for describing the center because….”
    • Provide your name.
  • At the bottom of the instructions, add this enticement: Prizes will be given for the top vote-getters
  • Provide a deadline for returning the cards.
  • Pass out these index cards when consultants write their analogies. 
  • Provide samples of analogies written by previous consultants, reading them aloud or on paper:
• • • Analogy: “Consulting in the Writing Lab is like holding an umbrella for a stranger” This analogy reinforces how important it is for consultants to be respectful, kind, and understanding to clients we may be meeting for the first time. It is not useful [as an analogy] because it might keep consultants from being honest with clients for fear of upsetting them.  Or it might encourage consultants to be overly generous when seeing distressed clients. This analogy also places a major burden on consultants, one that may not be ours to address. As much as we consultants should be adaptive and empathetic towards our clients, some situations are not manageable in the Center. This is stressful for consultants. However, we can point our clients in the right direction for help (Bianca Cedillo Perez).
    • Analogy: “Consulting in the Writing Center is like working at an ice cream shop in a beach town. Every beach town has to have an ice cream shop, and the WC is sweet, not scary, or judgy.” This analogy demonstrates the necessity of our work since every beach town has to have an ice cream shop while also emphasizing that we’re sweet not scary or judgy. An ice cream shop offers a diverse array of flavors and toppings, just like the Writing Center addresses a multitude of writing skills for any discipline. I’m definitely thinking too hard on this, but the flavors are like the higher-ordered concerns we address, and the toppings are the lower-ordered issues. At the Writing Center, you can customize your experience just like you would an ice cream cone! This analogy is not useful for describing the center because while consultants do their best to make a client’s experience as enjoyable as possible, the consultant’s priority is to promote a productive, efficient session. This means that the Writing Center isn’t a carefree, pleasure-only environment (like an ice cream shop) but instead fosters a spirit of hard work, innovation, and diligence. Nonetheless, while this reality isn’t always sweet, the tangible effects of a productive session certainly are (Mary Carr).
    • Analogy: “Working in the Writing Centers is like looking into the maw of a dragon and trying to understand it without using words.” This analogy is useful for describing a center because clients often come into the Writing Center frantic and overwhelmed. Many see their essay as the antagonist and something they must conquer. However, my analogy does not fully account for the ideal model in which the paper is something to be worked with, rather than worked against. The goal is to get the client into the headspace where they can view the assignment as a guide that will help them better understand the concept they are writing about. The consultant must help the client reach this headspace, coaxing them to stop spitting and hissing at the assignment and allowing them to calmly confront it. Perhaps the metaphor could be extended to include the client eventually taming the dragon, rather than slaying it with their sword. Of course, the consultant will stand steadfastly behind them, ready to jump in and assist at any moment (Morgan Kelly). 
  • Stress the deadline when the cards should be returned.

Meeting 2: Tallying the Votes & Prepping the PowerPoint

Preparation

• • Make a paper ballot listing analogies (without the analysis). (Directors with access to Google forms can use this method as well.)
  • Distribute the Official Ballot to consultants, asking them to vote by marking “1” for the top one and “2” for second. Provide a deadline to return the ballot. The ballots can be distributed via e-mail or on paper, placed in the writing center mailboxes.
  • Tabulate votes. 
  • Modify the provided “Writing Center Analogy Contest” PowerPoint presentation explaining the power of analogies as described by Winston Churchill and announcing the “winners” with prizes:
• • Slide 1: Title slide “The Writing Center’s Analogy Contest”
  • Slide 2: “Churchill’s Four Principles for a Speaker”
  • Slide 3: “Winston Churchill: Analogies and Their Power”
  • Slide 4: “More from Churchill…..” (on the nature of analogies)
  • Slide 5: “Churchill’s Words that Apply to WC Consultants” 
  • Slide 6: “The Top Vote-getters……” (insert your center’s top analogies)
  • Slides 7-10: “Consulting in the WC is like….” and “How the Analogy Leaks” (Nordquist, 2003)
  • Slide 11: “The Prizes.”
• • Bring the PowerPoint and swag prizes to the staff meeting.
  • Meeting 2: Sharing the Analogies

Introduction

Remind consultants about the power of analogies, by referencing or even replaying Tolentino Teaching (2021, June 18). What is an analogy? Explanation and activity. YouTube.  https://www.youtube.com/watch?v=vTha_SqdpRE

Body of Lesson 

Conclusion 

After the PowerPoint presentation, the discussion, and the distribution of “swag” prizes, pass out to all consultants a reflection sheet asking, 

After the meeting ends, ask the “winners” of the contest to write down how crafting the analogies helped or did not help them understand their work in the center. (These responses can be models for the next time the director presents this lesson.)

ASSESSING FOR UNDERSTANDING

To close the activity, the director can gauge the depth of insights consultants acquire during the discussion. 

Understanding of Core Concepts

Assessment

REFERENCES

PERMISSIONS

As the authors, we attest that we have secured all permissions for reproducing this work and supporting materials in the final submission.

AUTHOR INFORMATION

Bonnie Devet, Mary Carr, Mogan Kelly, and Bianca Cedillo Perez

College of Charleston

Bonnie Devet, a professor of English at the College of Charleston (South Carolina), directs the CofC Writing Lab. She also teaches graduate and undergraduate courses in grammar, technical writing, freshman composition, advanced composition, the theory and practice of writing labs, classical rhetoric, and the teaching of composition. She has delivered numerous conference presentations and has published widely on the training of consultants as well as on teaching grammar, technical communication, and freshman composition. She is also the recipient of the Southeastern Writing Center Association Achievement Award.

Mary Carr is a junior at the College of Charleston, studying communications and English, with a concentration in literature and film. She has been working as a consultant in the Writing Lab for two years, loving every minute of it. As Mary states, “It is so rewarding to help other students develop their distinct writerly voices and see their confidence grow on the page.” The Writing Lab is also supporting her in achieving her career goals as she prepares to pursue journalism and one day become a published novelist. 

Morgan Kelly graduated from the Honors College at the College of Charleston in May 2025 with a BA in English: Writing, Rhetoric, and Publication and a minor in history. Morgan worked  in the Writing Lab at the College of Charleston for three years where they cultivated their skills as an editor and communicator. They hope to gain some work experience over the next year before attending graduate school for either rhetorical or literary studies. They are particularly interested in the rhetorical study of personal narratives in China, which was the focus of their Bachelor’s Essay. Ultimately, Morgan would love to work as an editor for scholarly/academic journals. 

Bianca Cedillo Perez is a junior at the College of Charleston majoring in psychology. She has been a Writing Lab consultant for two years, with this experience teaching her the importance of providing undivided attention towards the clients and applying strong communication skills with each new session. Working with fellow students has also helped her grow personally, improving how she interacts with both clients and colleagues. Outside of academics, she loves spending time with her cats at home and working at the local dog daycare.

Devet, Carr, Kelly, and Perez. Center Moves, no. 4, 2025.