[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599272-105":59,"doc-detail-599272-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","workshopping-our-non-native-english-speaking-sessions-ways-to-reduce-guilt-and-encourage-flexibility","Workshopping Our Non-Native-English-Speaking Sessions - Ways to Reduce Guilt and Encourage Flexibility","","Guidelines for helping writing consultants support non-native-English-speaking (NNES) students while reducing guilt and improving flexibility during tutoring sessions. Drawing on Blau, Hall, and Sparks (2002), the work argues tutors should understand contrastive rhetoric, act as cultural informants, and use directive, line-by-line strategies when appropriate. It also emphasizes interweaving local and global concerns and reassures consultants through additional framing about practice, supportive environments, and multiple sessions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/workshopping-our-non-native-english-speaking-sessions-ways-to-reduce-guilt-and-encourage-flexibility/599272/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/workshopping-our-non-native-english-speaking-sessions-ways-to-reduce-guilt-and-encourage-flexibility/599272.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem do the workshops address for NNES tutoring consultants?","Question",{"text":112,"@type":113},"Consultants often feel guilty and worry about the quality of their work with NNES writers, especially when they are unsure how to tutor differently from native-English-speaking sessions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which guidelines help tutors feel less guilty and more flexible?",{"text":117,"@type":113},"The approach includes learning contrastive rhetoric, preparing to be cultural informants, using directive strategies for local issues, working line-by-line when needed, and interweaving global and local concerns.",{"name":119,"@type":110,"acceptedAnswer":120},"How should consultants change their questioning style for early NNES writers?",{"text":121,"@type":113},"They should avoid “closed” questions with only one correct answer and be cautious with Socratic discussions that focus on specific grammar elements, which can frustrate both writers and consultants.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599272,1792865056,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Workshopping Our Non-Native-English-Speaking Sessions: Ways to Reduce Guilt and  \nEncourage Flexibility When We Consult  \nGia Coturri Sorenson  \nUniversity of North Carolina at Greensboro  \nAt our communication center, approximately 30% of our sessions are with non-native-English-speaking (NNES) students, which has meant that our consultants tend to list “working with NNES writers” as among their top concerns. To help our consultants with their work with NNES students, I ran several workshops when I was the Graduate Assistant Director. These workshops taught me that most consultants instinctively do many of the things I advised. However, many still felt guilty and worried about the quality of their work with NNES students. These workshops helped me clarify what we need to make explicit when we train consultants so they can better understand their role during session with NNES students.  \nMost of my advice comes from Blau, Hall, and Sparks’s 2002 article “Guilt-Free Tutoring: Rethinking How We Tutor NonNative-English-Speaking Students.” Their essay combines original research with extensive background reading and concludes that tutors are typically told that “NNES students should be tutored in much the same way as native-English-speaking (NES) students”(Blau, Hall, & Sparks, 2002, p. 24), resulting in exhausted tutors who feel guilty and who fret about being too directive. Rather than attempting to tutor NNES and NES or advanced NNES writers precisely the same, Blau, Hall, and Sparks (2002), offer guidelines that help tutors feel less guilty and more flexible:  \n1. Tutors should have a practical grounding in contrastive rhetoric.  \n2. Tutors should be prepared to be cultural informants as well as writing consultants.  \n3. Tutors should be comfortable using a directive approach, especially with local concerns such as grammar, punctuation, idioms, and word usage.  \n4. Tutors should be comfortable  \nworking line-by-line through a paper, or a portion of a paper.  \n5. Tutors can interweave global and local concerns rather than prioritizing them. If the paper’s clarity is compromised by many local errors, addressing those local errors before global ones can be useful and productive. (p. 42)  \nI found that the consultants I worked with were relieved when I offered these guidelines, especially when I added two additional points: 1) NNES students will gain tremendously just from having the consultation because they are practicing their language skills in a supportive environment and 2) there can be multiple sessions for a single paper and consultantsought to encourage NNES writers to comeback. To help others think about how they can add to their NNES training, I will explain how I ran my workshops and how I helped consultants rethink their relationship to these sessions.  \nI began my NNES workshops by asking participants questions that helped them think about their experiences with NNES sessions, encouraged them to compare their own approaches with their co-  \nworkers’ approaches, and established goals for the workshop. Not only did these questions spark conversations about common difficulties and feelings, it also enabled consultants to advise each other. In swapping stories, consultants learned from each other and frequently gave each other helpful tips. To help me structure the remainder of the session, I always asked consultants “What would make you feel more confident when working with ESOL writers?” Their answers to this question helped me know what to emphasize.  \nNext I would review our writing center’s list of tips for working with NNES writers. Our list of tips offers common advice. For instance, it reminds consultants that different cultures have unique approaches to language, communication, and argumentation. While this document is useful because it helps consultants understand the typical arc ofNNES sessions, most want more reassurance; this is when I introduce Blau, Hall, and Sparks’s guidelines.  \nFor consultants at my cen","cbCaig6RsZwjuLGF","https://ap.wps.com/l/cbCaig6RsZwjuLGF","pdf",20627,"English","# Reducing consultant guilt and promoting flexibility\n## Core principles from Blau, Hall, and Sparks (2002)\n## Workshop design and consultant reassurance\n## Shifting question styles and concern categories","[{\"question\":\"What problem do the workshops address for NNES tutoring consultants?\",\"answer\":\"Consultants often feel guilty and worry about the quality of their work with NNES writers, especially when they are unsure how to tutor differently from native-English-speaking sessions.\"},{\"question\":\"Which guidelines help tutors feel less guilty and more flexible?\",\"answer\":\"The approach includes learning contrastive rhetoric, preparing to be cultural informants, using directive strategies for local issues, working line-by-line when needed, and interweaving global and local concerns.\"},{\"question\":\"How should consultants change their questioning style for early NNES writers?\",\"answer\":\"They should avoid “closed” questions with only one correct answer and be cautious with Socratic discussions that focus on specific grammar elements, which can frustrate both writers and consultants.\"}]","Workshopping Our Non-Native-English-Speaking Sessions - Ways to Reduce Guilt and Encourage Flexibility | PDF",1792088463]