The Spiral in the Writing Center

The Spiral in the Writing Center: The Coping Systems of Student Writers

Author: Peg Syverson, Director
Date: 10 October 2009
White Paper Series Number: 091027-02

Introduction

In the 1950’s psychologist Clare Graves began nearly 3 decades of research that started with student essays and ultimately resulted in a robust model of human development at the individual and social level (The fascinating story of this research project as well as its findings is told in the book The Never Ending Quest, compiled by Chris Cowan and Natasha Todorovic). The research was meticulous, creative, and profound in revealing what Graves called the “coping systems” that emerge as our neuropsychological internal capacities meet external life conditions. The problems presented by a particular set of life conditions are met in characteristic ways, and moreover, these characteristic patterns have a developmental and evolutionary trajectory. Just as a child goes from infant to toddler to youngster to teenager, distinctive patterns of coping and thinking follow one another in a predictable sequence, with each system transcending the previous system while also including it. This is not a typology of personalities, nor a “ladder” to be climbed, nor a self-(or other) improvement project. It is a set of patterns that tend to shape a person’s approach to a situation, their strategies, and their beliefs about themselves, other people, and the world. In Writing Center work, we deal with a wide range of students and we can probably be much more effective in meeting the needs of student writers with some understanding of the typical coping system each student tends to use. Below I outline the general descriptors for each of the levels described in Graves’ research, and some implications for writing. There is a great deal more subtlety and sophistication to his findings, and I encourage readers to follow up with a more in-depth reading of his studies. Graves gave these levels pairs of letters to reflect the life conditions (the first letter) and the psycho-social capacity (the second letter) meeting to form the coping system. These levels were later assigned colors just to make them a little easier to remember. Graves’ theories are currently taught and applied under the name Spiral Dynamics (http://spiraldynamics.org/).

Coping Systems
1. A/N (Beige level). This is the most basic level, historically lasting up to 40,000 years ago. It is a system of operating at the level of a social mammal, moving about the landscape and responding to basic biological needs much as any animal would. In modern times, this coping level is seldom seen, except in newborn infants, in people after a devastating catastrophe, or extreme dysfunction of one kind or another. We would not expect to find students functioning at this level in writing center work; in fact, people at with this level of functioning do not write at all.

2. B/O (Purple level). This level is the beginning of some kind of social organization. At this level, people begin to recognize patterns in the environment, some of which are favorable and some unfavorable. Magical thinking imbues everything with spirit. The ways of the elders and ancestors are followed, and superstitions and taboos are common. We may see traces of this kind of superstitious thinking in students who imagine they can complete a well-researched, successful 15¬page paper in an evening. But it would be exceedingly rare to find this as a primary coping system in a college student today.

3. C/P (Red level). This level is self-expressive, driven by impulse, with little social constraint or concern. When functioning at this level, people begin to exert their power to shape their environment, rather than just react to it. They are moved not so much by biological need or the ways of the ancestors, nor superstitions about the spirit world, but by a powerful need to express themselves, typically to get control of their world or to gain glory or avoid shame. It’s not uncommon in teenagers, inner city gangs, and tribal cultures. We see traces of this level in student writers when they are impulsive and expressive, but lack the patience for revision, proofreading, or formatting. It is sometimes evident in fraternity hazing or binge parties. But still it is seldom the primary coping system for college students now.

4. D/Q (Blue level). This level is quite common in our culture. At this level, there is a mode of sacrificing oneself for a “higher power” who holds absolute authority. That authority might be a God, a commanding officer in the military, a teacher, a CEO or boss. There are rules to be followed, and rule-breakers must be punished. The world is divided into “saints” and “sinners,” “insiders” and “outsiders,” “right” and “wrong.” The model of the world is hierarchical and absolutistic. In student writers, this coping system may appear in several ways. The teacher may be viewed as an absolute ruler, whose wishes must be discerned and followed. The class may be seen as a kind of rank ordering or hierarchy, in which the student struggles to find his or her proper “place.” The work of writing is viewed as a matter of learning the rules and following them, avoiding mistakes, and “doing it right.” The so-called “non-directive” approach to consultations can fill these students with anxiety and confusion. Since they believe in absolute authority and right and wrong ways to do things, they may feel that the consultant either lacks expertise or is stubbornly refusing to tell them what is right or to really help them. They are relieved when they are told explicitly what rule applies to a particular issue. They may have fixed views about their own capacities: “I’m just not a good writer,” “I’m a B student,” “I feel so stupid.” In the black and white world they inhabit, they don’t want to fall into the category of “wrong” or “bad” or “sinful,” and ambiguity distresses them. They may cling to a prior authority that serves as an anchor: the Bible, a parent, or a previous teacher. They prefer to know “what they are supposed to do.” They are distressed when they feel proper authority has been abdicated: when the teacher tells them to “pick any topic they want,” or tries to befriend them. They have difficulty where thegrade criteria are ambiguous or missing, when the syllabus is not explicit, when the assignment calls for original thinking. All of these struggles can be addressed by an appropriate approach on the part of the writing center consultant, but it is not helpful to try to disabuse the student of this coping system, which has served him or her so well in the past. It is probably more helpful to get them to articulate, as much as they are able to do, what they think the “right” paper might look like or do, what will satisfy the teacher, and what they think are the most important rules to follow.

5. E/R (Orange level). This level is another individualistic, self-expressive coping system. It is marked by creativity, entrepreneurial thinking, dependence on data or results rather than authority, and typically a materialistic self-interest. Others are viewed as potentially helpful to the self or not helpful to the self. The environment is to be exploited for one’s own benefit, with little regard for the consequences. This coping system is widely represented in our culture today. Student writers using this coping system insist on the importance of expressing their own views, but they are not above manipulation to improve their chance of getting ahead. They tend to be competitive and calculating, exerting effort when it is necessary to ensure their success. In consultations, they are concerned with results, with getting what they need to succeed with the assignment. They do not view the teacher as an absolute authority, but as the person in a position to measure and reward their efforts. They tend to be competitive and can be motivated by prizes and awards and grades. In the consultation they do not cede control to the consultant, but expect to maintain control of the writing. Non-directive consultations work very effectively with students using this coping system, although they will quickly grow bored if they don’t feel there is evidence of “value added” through the consultation. They will tend to provide evaluations of the consultation such as “four stars, very helpful!” “Really helped me get my ideas out,” or more critically, “didn’t tell me anything I didn’t already know.”

6. F/S (Green level). This level is self-sacrificing in the interest of one’s peer group. People holding this coping system have communitarian ideals. They prefer to work in groups, by consensus, and they want everyone to be included and to be heard. They truly value diverse perspectives and different cultures, lifestyles, abilities, and ways of thinking. This can make it difficult for them to work alone, to voice disagreement or dissent, to compete or take leadership roles. Student writers using this coping system are very concerned about how others view the writing, whether they agree or disagree, and whether the writing is too assertive or argumentative. They can be dogmatic and judgmental with their views, however, in much the same way as the blue level coping systems. They are troubled in consultations if the consultant seems to disagree with their views, and concerned about the consultant’s opinion, which they carefully consider. In their writing they will tend to take the inclusive view and tolerate ambiguity well. Typically, organization is not their strong suit, and they may be so careful to honor different points of view that their own argument gets lost. “Non-directive” consultations feel inclusive for them, but there is always a danger of milling around without making much actual headway. Still, they will try to make the consultant feel good about helping them, even if not much seems to have been accomplished. Evaluations will tend toward the interpersonal, “My consultant was very nice, she made me feel good about the essay,” “I tell all my friends to come to the writing center, I love the consultants here,” “I felt welcome and at ease with him, we worked really well together.” Students with this coping system love to work in collaborative groups, but because of their commitment to agreement and inclusion, the groups sometimes have difficulty making decisions or producing a high-quality piece of work.

7. A’/N’ (Yellow level). This level marks a quantum shift, characterized by flex and flow. At this level, compulsion and fear have dropped out of the picture as motivators. People operating with this coping system easily form and disperse groups, or work individually, move among projects, and seem to get along with everyone. They are capable of arguing for their ideas, and just as quickly dropping them when better ideas or arguments are offered. They enjoy themselves in whatever situation they seem to encounter, from luxury accommodations to sleeping on the floor. In their writing, they tend to present their views as just one perspective among many possibilities, and they are comfortable with ambiguity and uncertainty. They quickly grasp the need for revision, and they are not dependent on the consultant to make them feel good about themselves. Even a complete restructuring or necessary topic change late in the game do not faze them. Students with this coping system enjoy getting feedback on their work, especially if it is well-informed, but often we do not see them in the writing center, because they are so resourceful about finding the assistance they need, even within themselves. They respect expertise wherever they find it, and have a genuine curiosity about how other people think, without judgment or blame. It’s a challenge to consult with them, because they tend to need a fairly sophisticated consultant; they easily tune out and move on if they realize they are not getting the help they are seeking. Their natural environment for communication and expression is online.

8. B’/O’ (Turquoise level). This level is characterized by a deep connection with the whole, a profound attunement to the cosmos. The deep ecology movement is an expression of this coping system. This is still a very new level of development and represents a tiny percentage of our culture right now. Still, students with this coping system may show up in the writing center. They are conscious of the significance of issues on a larger scale: sustaining life on earth, ethics of sustainability, global social problems or ecological conditions. They write and speak from a different center than any other level, and what they most need assistance with is clarity of expression and audience awareness. They are typically still cultivating the skills to communicate with audiences at blue, orange, or green levels. They do not want to argue or debate so much as to clarify and explain. Much of what they want to clarify and explain is hard to put into verbal language, and may be best conveyed in multimedia of some kind.

For Graves, this developmental spiral was open-ended. Successful living at one level creates problems that can only be solved by the coping systems of the next level. Life conditions change, we we meet them with new strategies and skills and evolve new coping systems. When our coping systems do not match the existing life conditions, we struggle. It is an evolutionary process. Part of the work of educational institutions such as colleges and universities is to assist young people in the developmental work needed to match the current life conditions. However, because educational institutions are inherently conserving forces in the culture, their processes, criteria, and social structures tend to lag behind the life conditions to a greater or lesser degree. This creates some stresses not only for students as individuals, but for the culture as a whole. It also means that many students tend to be operating at a more advanced level than the institutions in which they are being educated.

What does the transformational change process from one coping system to another look like, and how can we as educators and writing center consultants foster that developmental and evolutionary process?

The Change Process

Graves and other psychologists agree that there are six factors necessary for real change to be possible:
1. Neurophysiological potential must be present. The person (or group) must have the capacity make the change from one way of coping to another.
2. Resolution of existential problems at current level. That is, the person or group must have solved the problems necessary for survival at one level before it is possible to move to the next level. The resolution of the problems at one level creates free energy in the system that can be used for the development of the next level.
3. Dissonance (from with or outside the person). The person or group becomes aware that the present coping system is somehow inadequate for the life conditions they are facing. Problems arise and anomalies multiply. This creates a crisis.
4. Insight as to how to behave in meeting new problems. The insight resolves the crisis of “what to do,” and illuminates the next coping system. New strategies, skills, or concepts emerge and are mobilized.
5. Removal of barriers to implementation of insights. Once the person or group has seen, through insight, the next level, the remaining obstacles are primarily hindrances to implementing it. Once these barriers are removed, there is a sense of “arriving” at a new level of existence.
6. Consolidation of the new ways of being. Once the new level has been achieved, consolidation establishes that coping system as an appropriate response to the life conditions.

So what are the stages in the change process? If we can understand where the student writer is in this process, we can better support the work.

Stages in the change process

Alpha stage. Stability: The person feels that things have been this way a long time and will continue just as they are, seeing no need for change. Student writers may be oblivious to the need to change their writing strategies to meet the requirements of college-level writing. They may depend on the same approaches that served them well in high school or in a lower-level college course. However, the “life conditions” of college level courses actually require a very different set of skills and strategies. For the student at this stage the consultant can best point to some limitations in the student’s view, and some realities of the life conditions and expectations of this level of writing. A typical statement from a student at this stage, “I’m just not a good writer. I always get C’s on my writing.”

Beta stage. Anomalies that don’t fit; something is off; the person experiences the beginnings of doubt; often he or she will try the same (unsatisfying) strategies harder. When the student receives feedback from instructors or peers that is critical, it begins to become apparent that the strategies are not working. The student typically decides to work harder following those same strategies. For the student at this stage, the consultant can help persuade the student that the same old strategies will not serve him or her well at this point. The student at this stage may be shocked at getting a C on a paper, or some peer critiques that are surprisingly negative.

Gamma stage. The complete failure of the existing set of strategies. The student experiences frustration, despair, confusion, a feeling that there is no way out, a breakdown or collapse. For the student at this stage, the consultant needs to express confidence in the student’s capacity to discover what is needed, and to provide support and encouragement. It is important to resist the desperate pleas for the consultant to fix the situation, which only creates a sense of dependency and helplessness. The student at this stage typically feels quite hopeless, and may wonder if he or she even belongs in college. Insist on the student’s resources and ability to find a solution, and be an ally in that struggle.

Delta stage. Suddenly the person experiences a surge of energy and insight; the path is clear; there may even be over-exuberance. This feeling provides the energy to attain the new level of functioning. The writer senses just what he or she needs to do, and is excited about it. For the student at this stage, the consultant can celebrate the student’s achievement of the insight and cheer his or her development, helping remove any remaining barriers or hindrances the student is clearing. A student may have a great “aha!” moment about his or her thesis while still needing some assistance with organization and transitions, for example.

New Alpha stage. The person experiences consolidation at new level of existence, but with a clear memory of the path he or she has just taken. There is typically a new sense of belonging and purpose as the new strategies seem to be working, and the person feels that he or she “fits” in the environment. For the student at this stage, the consultant can acknowledge the gains, and help refine and polish the skills and the work with the student, helping extend and establish this platform for the next stage of development.

Consultants in writing center work can refine and clarify their work with student writers through an understanding of Graves’ developmental levels or coping systems, together with this model of the change process. It reduces the tendency to judge the student, or to engage in unproductive sessions that don’t seem to meet the student’s real needs. Among other things, the consultant can recognize the pivotal insight in the transition from one level to another. That insight will belong to the student, but certainly could be fostered by the consultant. Here are some examples:

Transitional insights:
Blue level to orange level: The insight that one can question authorities’ established rules and not necessarily get into trouble.

Orange level to green level: The insight that others may help you express self, they are not always out to get you.
Green level to yellow level: The insight that going against the group will not necessarily end in ostracism, if you have good information.

Yellow level insight: “When I started this train of thought I felt I would find the answer; now that I see that any answer is a function of what information one has and of how he looks at the information, I see there is really no one answer.”

As I mentioned above, there is a great deal more to the work of Clare Graves. This is only a very general overview. If you are interested, I encourage you to read The Never Ending Quest, and to browse Graves’ papers posted at http://clarewgraves.com/articles.html . The book is also offered for sale at this site. I am also happy to answer any questions you might have about this model or its application in our work.

Source: Graves, Clare W. The Never Ending Quest. Eds. Christopher Cowan and Natasha Todorovic. Santa Barbara, CA: ECLET Publishing, 2005.