Abstract:
The reigning orthodoxy in writing centres has been to avoid
directive approaches and embrace non-directive approaches
to tutoring. Although since the late 1990s various writing centre
scholars have debunked this myth, many guidebooks on tutoring
still adhere to it. We believe that theory-led empirical research on
tutor approaches and actions is necessary to demonstrate the
situation-dependent efficacy of directive approaches and thereby
dispel the myth that a peer role is preferred to a teacherly role. This
paper starts addressing the need for theory-led empirical research
on directiveness by applying theories of linguistic pragmatics
to analyse writing centre consultations and assist writing centre
tutors to develop a critical awareness of both their actions and
students’ responses. First, a synopsis is given of how directiveness
is portrayed in the writing centre literature. This is followed by an
overview of micro- and macro-pragmatic theories on speech acts
in linguistics and suggestions on how they may be applied to better
understand the role of directiveness in writing centre consultations.
Finally, the present research project is described and an analysis
of two excerpts (speech events) from a particular consultation is
offered as an illustration of the insight offered by pragmatic theories.
