Directive and Nondirective Tutoring in Writing Centers and Korean Writing Center Training

Abstract

The purpose of this paper is to enhance the understanding of nondirective and directive tutoring associated with writing programs of writing center. In this paper, extensive literature review was made on the discourse concerning nondirective tutoring, directive tutoring, and second language (L2) writer tutoring. This research is aligned with many researches that suggests the need to balance nondirective and directive methods of tutoring. In practice, writing centers tend to use nondirective tutoring approach extensively. However, the importance of balancing it with directive approach should not be ignored. The two main complementary features of nondirective approach are the high level of social interaction it allows and the convenience in evaluating students' level of understanding and limitations by constantly asking questions to students. The main complementary feature of directive approach would be providing students a 'model' writing especially for beginners and especially for L2 writers. Also, this paper examined Yonsei university writing center's tutor training and concluded that Korean writing centers also favor nondirective method excessively and needs to accommodate directive tutoring in their writing center tutor discipline.