“Like Learning to Play Chess”: Relationality and the Development of Interpersonal Communication Skills in Writing Center Consultants

This study explores how writing center consultants develop interpersonal communication (IPC) skills through relational interactions during peer tutoring sessions. Grounded in the theoretical framework of relationality, which views learning as emerging through relationships, I analyze interviews with undergraduate and graduate consultants at a private R1 university. The findings demonstrate that one-on- one conferences foster a broad spectrum of IPC skills, including adaptability, listening, intercultural communication, asking questions, building rapport, giving constructive criticism, setting boundaries, empathizing, and patience. The development of these knowledge and skills is cultivated through collaborative, meaning-making interactions with writers. As such, writing centers emerge as dynamic, relationship-driven environments that support holistic learning. By foregrounding relationality as a central mechanism of development, this study highlights the transformative potential of writing centers as co-curricular spaces that contribute meaningfully to consultants’ academic, professional, and personal growth. The findings offer valuable insights for tutor education and underscore the broader value of writing centers in fostering essential communication skills for success in a diverse and competitive workforce.