The Influence of a Greeting on the Establishment of Rapport in University Writing Centers
Tawnya Redding
The purpose of the Writing Center is to help students become better writers. However, of equal
importance is creating a positive experience for the student. All sessions that are positive are constructive
but not all sessions that are constructive are positive. The behavior of the writing assistant during the
session and the effect it has on rapport development is looked at and discussed extensively in Writing
Center literature and training (North, 1984; Lunsford, 1995), but the greeting between the writing
assistant and the student has escaped this scrutiny. Because you never get a second chance to make a first
impression, this study seeks to explore the effects of different types of greetings on rapport development
during a Writing Center session.
The main objective of this project is to investigate the interpersonal aspects of the services of the
Writing Center at Oregon State University by looking at the greeting between a writing assistant and a
student and the effects it may have on rapport development. The results of this project will be used for an
honors thesis and will be presented before a committee and possibly published. It is hypothesized that
more personal greetings (such as a handshake and introduction) will result in greater rapport development
and a more positive evaluation of the writing assistant by the student, while a less personal greeting (such
as a quick hello but no introduction or handshake) will result in less rapport development and a less
favorable rating (Bernieri, 2005).
Students will be recruited for participation in this study when they make Writing Center
appointments with either of the two confederate writing assistants in the Center who are participating in
this project. Potential participants will be asked if they would be willing to participate at the time the
appointment is made (Appendix A). Participants will be reminded at the time of the appointment of their
involvement in a research project. This will be done by the Center’s receptionist before the greeting with
the confederate takes place. Immediately following the signing of the informed consent (Appendix B)
participants will be greeted in one of three ways by one of the confederate writing assistants: by a
handshake and introduction, by an introduction only, or by a quick greeting only. All three conditions
occur naturally among the Writing Center staff and were chosen to make the study as realistic as possible.
Immediately following the greeting, the participant will be asked to fill out a pre-session first impression
assessment before the session takes place (Appendix C). Questionnaires will be handed out by the
confederates but they will not be present while they are being filled out by the student. The student will
return the questionnaire to the receptionist at the desk and then proceed with the writing session as
normal. Once the session is complete, the student will be asked to fill out two post-session questionnaires;
a rapport assessment developed specifically for this study (Appendix D) and a session satisfaction
computer-based assessment routinely administered by the Writing Center following each writing session
(Appendix E). Once the participant has completed the computer-based questionnaire the confederate
writing assistant will give them a debriefing statement (Appendix F) to disclose the purpose and
manipulations of the experiment and will conclude their involvement in the study.
Future students (including participants) may benefit from procedure changes that may be
implemented as a result of this study. It is conceivable that the results may change greeting procedures
that will benefit students who use the Writing Center in the future.
Dr. Frank Bernieri __________________________________________ Date ________________
Department of Psychology
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References
Bernieri, F. J. (2005). The Expression of Rapport. In V. Manusov (Ed.). Beyond Words:
A sourcebook of methods for measuring nonverbal cues (pp. 247-259). Mahwah, NJ: LEA.
Gada, N. (1999). Beyond the handshake: Intentional synchrony effects on job interview
evaluation. Master’s Thesis: University of Toledo.
Lunsford, Andrea. (1995). Collaboration, Control, and the Idea of a Writing Center. The
St. Martin’s Sourcebook for Writing Tutors. Christina Murphy and Steve Sherwood, Eds (pp. 4753). Boston: St. Martin’s Press.
North, Stephen. (1984). The Idea of a Writing Center. The St. Martin’s Sourcebook for
Writing Tutors. Christina Murphy and Steve Sherwood, Eds (pp. 32-47). Boston: St. Martin’s
Press.
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Appendix A
Recruitment Materials
Script for initial telephone or face-to-face contact
The Writing Center is doing research to explore how we can better serve the students of Oregon State
University. Would you be willing to participate in this study? Nothing will be different about your
appointment except for the addition of a couple quick questionnaires. The whole process, including your
appointment, will take between 30 minutes and an hour, depending upon the length of your paper. For
consent purposes, we must also ask if you are over the age of 18.
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Appendix B: Informed Consent
INFORMED CONSENT DOCUMENT
Project Title:
Student Investigator:
The Establishment of Rapport in a University Writing Center
Tawnya Redding, Department of Psychology
WHAT IS THE PURPOSE OF THIS STUDY?
You are being invited to take part in a research study designed to assess first impressions and rapport
that developed during a Writing Center session. We are studying this in order to improve Writing
Center services at Oregon State University in the hopes of providing better service to students. The
purpose of the Writing Center is to help teach students how to become more effective writers and
communicators. This level of learning cannot be accomplished without the student feeling
comfortable sharing their writing with the writing assistant. This study wishes to take a closer look at
the factors that influence rapport development between writing assistant and student. The results of
this study will be used for an honors thesis and will be presented before a committee and possibly
published.
WHAT IS THE PURPOSE OF THIS FORM?
This consent form gives you the information you will need to help you decide whether to be in the study
or not. Please read the form carefully. You may ask any questions about the research, the possible risks
and benefits, your rights as a volunteer, and anything else that is not clear. When all of your questions
have been answered, you can decide if you want to be in this study or not.
WHY AM I BEING INVITED TO TAKE PART IN THIS STUDY?
You are being invited to take part in this study because you have made an appointment to work with a
writing assistant who has agreed to take part in this study. We will be sampling roughly 10% of the
students who will be using the Writing Center this fall.
WHAT WILL HAPPEN DURING THIS STUDY AND HOW LONG WILL IT TAKE?
The Writing Center already has students complete a survey following their writing session. If you choose
to participate, then this study will add a 1-minute survey before the session and a 3-minute post session
survey following the session. If you agree to take part in this study, your involvement will add only 5
minutes to the length of your session today.
WHAT ARE THE RISKS OF THIS STUDY?
There are no foreseeable risks to participating in this study. Participants will be evaluating their level of
satisfaction with the writing assistant as well as the writing center. Confidentiality will be maintained
throughout your involvement in this study.
WHAT ARE THE BENEFITS OF THIS STUDY?
We do not know if you will benefit personally from being in this study. However, introspection during this
study may shed light on your level of satisfaction with the services you are receiving and may allow you
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to clarify your evaluation of similar services. Along with this we hope that, in the future, other people
might benefit from this study because it will provide information on how the Writing Center can better
serve the students of Oregon State University.
WILL I BE PAID FOR PARTICIPATING?
You will not be paid for being in this research study.
WHO WILL SEE THE INFORMATION I GIVE?
The information you provide during this research study will be kept confidential to the extent permitted by
law. To help protect your confidentiality, we will ask that you include only your ONID username on
questionnaires with the exception of the computer-based Writing Center questionnaire, which will be kept
confidential using password-protected computer files. The writing assistant you work with will never see
the questionnaires and if the results of this project are published your identity will not be made public.
DO I HAVE A CHOICE TO BE IN THE STUDY?
If you decide to take part in the study, it should be because you really want to volunteer. You will not
lose any benefits or rights you would normally have if you choose not to volunteer. You can withdraw
at any time and still keep the benefits and rights you had before volunteering. If you decide not to take
part in this study, your decision will have no effect on the quality of your writing session. You will not
be treated differently if you decide to stop taking part in the study. You are free to skip any questions
that you would prefer not to answer on the questionnaires. If you choose to withdraw from this project
before it ends, the researchers may keep information collected about you and this information may be
included in study reports, unless you direct us not to.
WHAT IF I HAVE QUESTIONS?
If you have any questions about this research project, please contact: Tawnya Redding, (503) 475-0792,
reddingt@onid.orst.edu
If you have questions about your rights as a participant, please contact the Oregon State University
Institutional Review Board (IRB) Human Protections Administrator, at (541) 737-4933 or by email at
IRB@oregonstate.edu.
Your signature indicates that this research study has been explained to you, that your questions have been
answered, and that you agree to take part in this study. You will receive a copy of this form.
Participant's Name (printed): __________________________________________________________
__________________________________________
(Signature of Participant)
_______________________________
(Date)
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Appendix C
Pre-Session Greeting Assessment
Please rate your impression of the writing assistant.
not polite
0
1
2
3
4
5
6
7
8
extremely polite
not warm
0
1
2
3
4
5
6
7
8
extremely warm
not trustworthy
0
1
2
3
4
5
6
7
8
extremely trustworthy
not agreeable
0
1
2
3
4
5
6
7
8
extremely agreeable
not conscientious
0
1
2
3
4
5
6
7
8
extremely conscientious
not professional
0
1
2
3
4
5
6
7
8
extremely professional
*Reserve a score of 8 or 0 for the 1 in 100 who are extremely polite or not at all
Note: Initial impression assessment
Adapted from: Gada, N. (1999). Beyond the handshake: Intentional synchrony effects on job interview
evaluation. Master’s Thesis: University of Toledo.
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Appendix D
Post-Session Assessment
Please rate the interaction you just experienced between you and the writing assistant on each of the
characteristics listed.
not at all
extremely
The interaction was:
0
1
2
3
4
5
6
7
8
1. Harmonious/Cooperative
0
1
2
3
4
5
6
7
8
2. Satisfying/Worthwhile
0
1
2
3
4
5
6
7
8
3. Focused/Active
0
1
2
3
4
5
6
7
8
4. Friendly/Positive
Attentiveness: Listening carefully and not being distracted during the writing session.
low attentiveness
0
1
2
3
4
5
6
7
8
high attentiveness
Responsiveness: Responding quickly and appropriately, and carefully and thoughtfully answering the
questions asked.
Low responsiveness
0
1
2
3
4
5
6
7
8
high responsiveness
Involvement: The extent to which the writing assistant took part, was interested and concerned, and
was committed to the purpose of the writing session.
low involvement
0
1
2
3
4
5
6
7
8
high involvement
Please rate your impression of the writing assistant.
not polite
0
1
2
3
4
5
6
7
8
extremely polite
not warm
0
1
2
3
4
5
6
7
8
extremely warm
not trustworthy
0
1
2
3
4
5
6
7
8
extremely trustworthy
not agreeable
0
1
2
3
4
5
6
7
8
extremely agreeable
not conscientious
0
1
2
3
4
5
6
7
8
extremely conscientious
not professional
0
1
2
3
4
5
6
7
8
extremely professional
Note: Rapport assessment
Adapted from: Gada, N. (1999). Beyond the handshake: Intentional synchrony effects on job interview
evaluation. Master’s Thesis: University of Toledo.
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Appendix E
Writing Center Session Evaluation
Student Feedback
Please fill out the following form (Required fields are indicated with a red asterisk).
Please provide your name and OSU network ID:
*First Name:________ *Last Name:________ *OSU Net ID (ONID):_______
*When was your appointment?
a) Morning (Start time between 9am and 12pm)
b) Afternoon (Start time between 12pm and 4pm)
c) Evening (Start time after 4pm)
What is your major? ________
What class was this project for? (e.g., WR 121)________
*What is your class standing? (or relationship to OSU)________
*Are you a native speaker of English?
a) Yes
b) No
Please answer the following questions about today’s session:
A. Is this your first time using the Writing Center?
a) Yes
b) No
How did you find out about the Writing Center?
a) Presentation in class
b) Faculty/Staff referral
c) Flyer
d) Friend
e) Other:________
*B. Approximately how often do you use the Writing Center?
a) Once a week or more
b) Every two weeks
c) Once a month
d) Once a quarter
e) Once a year
f) Today is my first time
C. Do you think you will use the Writing Center again?
a) Yes
b) I’m not sure
c) No (Why not?)________
Taken from: http://www.cwl.oregonstate.edu/yellowcard
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*D. Please check each of the following activities you worked on today:
a) Organization
b) Content
c) Grammar
d) Style
e) Documentation
f) Tone
g) Brainstorming
h) Transitions/Flow
E. Which of the above activities did you find most helpful?________
Please evaluate your session by responding to the following:
*F. My writing assistant responded appropriately to my concerns as a writer.
a) Strongly Agree
b) Agree
c) Somewhat Agree
d) Disagree
e) Strongly Disagree
*G. Will you continue working on this writing assignment after this session?
a) Yes
b) No
If yes, please respond to the following:
This writing session was helpful in preparing me to continue working on this writing project.
a) Strongly Agree
b) Agree
c) Somewhat Agree
d) Disagree
e) Strongly Disagree
*H. Overall, how would you evaluate your appointment?
a) Very Helpful
b) Helpful
c) Not helpful
I. Any comments or questions for us?
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Appendix F
Debriefing Statement
This form is to explain the purpose of the questionnaires you just completed. The first questionnaire
assessed your initial impression of the writing assistant you worked with. The second questionnaire
assessed whether your initial impression of the writing assistant had changed over the course of the
writing session as well as the level of rapport you felt with your writing assistant. This study is looking at
the greeting between the writing assistant and the student to see whether there is a relationship between
type of greeting and rapport development. We are predicting that more personal greetings (such as a
handshake or introduction) will result in more rapport development while those that are less personal (a
quick hello) will result in less rapport development. The results of this experiment will help make clear
what behaviors do and do not contribute to rapport development in the Writing Center.
Please help us to obtain valid data by not discussing this questionnaire with other students who use the
Writing Center. We thank you very much for your help with this study. Please contact us if you have any
additional questions or comments. You may contact Tawnya Redding at reddingt@onid.orst.edu or Dr.
Frank Bernieri at frank.bernieri@oregonstate.edu.
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