The Perceived Gains of the Writing Tutor Experience

Scholarship on peer writing tutoring has primarily explored the topic qualitatively, using thick descriptions derived from interviews, surveys, and other qualitative methods. Using a researcher-created instrument, the current study aimed to investigate the experience of peer writing tutors (also referred to as consultants at institutions) regarding perceived gains across three subcategories and how those gains related to the length of time served as tutors/consultants. The researchers analyzed data from an international survey of 293 writing tutors/consultants. Findings indicate that although the experience was associated with perceived gains in academic performance, self-confidence, and fulfillment, as well as skill development, the length of time spent as a writing tutor did not significantly impact the perceived gains.