Blog 10: Zmudka's Essay

     In this essay, Zmudka reflects on his experience as a tutor working with a learning disability and  argues that writing centers often overlook such differences, even though they can significantly affect how people write and participate in tutoring sessions. ADHD, for example, can cause difficulty with linear writing, struggles with organization, or periods of hyperfocus. He argues that writing centers should not isolate disability as a private or individual issue, but instead connect it to broader institutional practices. When tutors hide these identities, it reinforces the misconception that strong writers and teachers must be neurotypical. 

     My favorite part of this essay is how Zmudka challenges writing centers to rethink what a “good writer” or a “good learner” looks like. Writing centers usually put a big emphasis on organization, focus, and linear thinking, which can make neurodivergent writers feel out of place. Zmudka suggests that writing centers should question these habits instead of treating them as the only right way to write. I think this is why leading the conversation with questions is so important. It gives you a sense of where the writer’s mind is at and how you can support them, rather than just giving them generic advice or a one-size-fits-all approach. 

     What tutoring habits might unintentionally make neurodivergent students feel excluded or misunderstood? What kinds of tutor training would help staff become more aware of neurodiversity?