As a senior biology student passionate about education and supporting others, my time at the Haigazian University Writing Center has been both fulfilling and transformative. I began training in mid-fall 2023 and officially started as a tutor in spring 2024, initially motivated by a desire to help students and share my knowledge, though unexpectedly; the position grew into something far more multifaceted.
At the beginning of my tutoring journey, I found myself so eager to help that I would often jump in and rewrite sections of the tutee’s work or provide overly directive advice. I thought that by giving them the exact wording or steps, I was helping them improve faster. For instance, during my first semester as a writing center tutor, a tutee came in and specifically asked to focus on grammar and the overall coherence of their paper. While I took their request into consideration, I found myself going beyond their stated concerns by correcting other aspects, such as sentence structure, and even critiquing their arguments, suggesting they should revise them.
Although my intentions were genuine—aiming to perfect their paper so they could achieve an excellent grade—I inadvertently took over the process. This shifted the dynamic, turning their paper into something I influenced heavily, rather than empowering them to refine their own work and lead the process. Instead of fostering independence, I realized I was unintentionally asserting control over their writing, and that defeats the entire purpose of what a writing center is. Over time, I learned that, as tutors, our role is not to perfect every paper or provide the ‘right’ answers. Rather, it’s to foster the tutee’s ability to think independently and develop their voice. By framing my advice in a way that gave them the freedom to interpret and apply it as they saw fit, I empowered them to take ownership of their learning process. This shift in my approach proved to be a delicate balance, but by offering guidance rather than solutions, we allow tutees to grow and build the confidence they need to succeed beyond the tutoring session.
It is noteworthy to mention that I faced yet another unexpected challenge during my most active semester at the Writing Center, Fall 2024, when an unforeseen war broke out in Lebanon (click here for more information about the war). The bombings, which initially escalated in the south, quickly migrated toward the capital and eventually impacted the entire country, reshaping the structure of our university and tutoring methods in the blink of an eye.
We had to swiftly switch to online sessions due to the chaos, which put our team’s fortitude and my flexibility as a tutor to the test. Despite erratic internet connections, elevated mental strain, and the unpredictability of the times, I concentrated on preserving the standard and accessibility of our support, and rather than retreating, I found strength in the shared resilience of my team. I pushed myself to adapt, drawing on creativity and determination to find new ways to connect, all driven by the center’s unwavering commitment to its mission. The experience strengthened my problem-solving skills and enhanced my quick thinking, deepening my appreciation for teamwork in the face of adversity.
However, as soon as I had learned how not to jump in, another challenge presented itself, which also helped shape my growth. It was an experience early in my tutoring journey, back in spring of 2024, when I often felt overwhelmed each time a tutee booked a session with me. I placed unrealistic expectations on myself, believing I needed to know everything in case the tutee had questions. I felt that I had to be fully prepared for any possible scenario, and the thought of not having an answer made me feel like I was failing in my role. This pressure created a lot of anxiety, as I worried that not knowing something would reflect poorly on me as a tutor.
I remember moments where the fear of being caught off guard would fill my mind up right before a session even began. Questions like, “What if I can’t help them?” or “What if I disappoint them?” ran through my mind constantly. These thoughts made me question my abilities, and I sometimes felt like an imposter in my position. It was difficult to admit this vulnerability, especially when I wanted so badly to succeed and meet the high standards I had set for myself.
However, over time, with the support of our incredible director, I realized that it’s okay not to have all the answers. She reminded me that it’s perfectly fine to quickly look something up during a session if needed, and that doing so doesn’t diminish my expertise or the value I bring to the tutoring session. In fact, this approach highlights the importance of being resourceful and flexible—qualities that are essential not only in tutoring but in learning itself. Embracing this mindset allowed me to let go of the pressure to be perfect and focus more on guiding tutees through the process of finding solutions together.
Looking back, these challenges not only shaped my tutoring approach but also redefined my understanding of growth and vulnerability. I learned that embracing uncertainty and imperfection doesn’t weaken us; it makes us more adaptable and empathetic. Over time, this experience has strengthened my passion for learning and reinforced my drive to pursue a field where I can create meaningful impact. As I continue to support and encourage new tutees, I’m excited to see how the knowledge and experiences I share will positively impact their educational journeys.
Hi, I’m Abed El Karim El Amin, a senior undergraduate biology student with a passion for creative expression and helping others. As a peer tutor at the Writing Center at Haigazian University in Beirut, Lebanon, I’ve had the chance to explore how writing can bring ideas to life and foster unexpected connections. Outside of my studies, I’m a singer and a curious learner who loves discovering new perspectives and linking science, art, and the world around me. I’m excited to continue growing and sharing my experiences through meaningful collaborations.
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