The Tutoring Book - California State University, Sacramento

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MAKING THE GWAR CHOICE: ENGLISH 109W/109M OR THE WRITING PLACEMENT FOR JUNIORS (WPJ)? at each number below, please circle which statement you MOST agree with. 1. I read frequently I do not read frequently 2. I have been asked to write frequently in my college classes I have not been asked to write frequently in my college classes 3. I feel confident that my writing will earn me a good grade in my classes I am unsure if my writing will earn me a good grade in my classes 4. I am comfortable writing in academic discourse I am not entirely comfortable writing in academic discourse 5. I am comfortable writing in a timed-writing situation I prefer having the chance to revise my writing 6. I can assess my own work without relying on teacher feedback I depend on teacher feedback to tell me if I’m doing a good job with my writing Now, please count the number of questions for which you circled the top statement. If you circled four or more of the top statements, taking the WPJ may be the best option for you. If you circled four or more of the bottom statements under each number, taking English 109W/109M might be the best option for you. 136
Essay #1 (60 minutes/90 minutes for MLi) Several significant issues could emerge from the following five texts. Please read the texts and write an essay in which you not only identify one significant issue, but also take a position on that issue. Use information from at least three of the texts provided, as well as your own experience, to support your position. __________________________________________________________________ Adults were asked the following question: Do you feel that you will need more training or education in order to maintain or increase your earning power during the next few years? Their responses are tabulated below: http://www.ncda.org/pdf/ncdareport.pdf ___________________________________________________________________ From “Winning over young voters” by Tamara Draut, San Francisco Chronicle To win young voters, politicians need to understand that today's youth -- who are in the thick of their battle to work or educate their way into the middle class -- are being hit by a one-two punch. The economy no longer generates widespread opportunity and our public policies haven't picked up any of the slack. As soon as they graduate from high school, young adults are plunged into an obstacle course that has dramatically changed in just one generation. From the price of a college education to the new cutthroat realities of the economy, young adults are trying to establish themselves in a society that has grown widely unequal and less responsive to the needs of ordinary citizens. At each step in the obstacle course to adulthood -- getting an education, finding a job, starting a family and buying a home -- our nation's public structures are showing major signs of decay and distress. The outcome: This generation has less economic mobility and security than other generations. What are some of the specific issues politicians would be smart to address? The high cost of college and the dramatic rise in student loan debt, to start. Today, the average college graduate leaves school with $20,000 in student loans. Far more smart young people never make it through college because they can't scrape together enough loans, grants or money from minimum-wage jobs to foot the bill. Today, the cost 137
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The Tutoring Book Fall 2011 Edition
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�� Diverse Students and Cont
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Helpful Strategies 5 Savannah Corti
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Draw Upon Other Tutors Experiences
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and that even the sessions that did
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What is one thing you wish you had
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eceiving tutoring. But don’t let
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helped me see that. As a result, ex
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One Time Wonders: 30 Minutes to an
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No Draft? No Problem! 19 Kathleen U
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10-4, Little Buddy: Two Way Convos
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her paper, I noticed she hadn’t a
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mentors and sounding boards for the
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�On this page, the top link leads
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Purdue OWL (http://owl.english.purd
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• Argument • Writing about Lite
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The WAC Clearinghouse (http://wac.c
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“This exercise, popularized by Pe
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active problem solving and critical
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Directive or Not? Adapting an Appro
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essay meet the page limit is no lon
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particular solution, you are still
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was to trust her own knowledge and
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Step 2: Learning to Praise Equally
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• Hand gestures. Students who are
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Despite the fact that their struggl
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Your Safari Guide to Tutoring Advan
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esources for help. And don’t be a
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the instructor is saying, but she q
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Dyslexia in the Writing Center 59 A
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thinking about it and without reali
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Conceptual Learners: Students who a
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Tutoring Hearing-Impaired Students
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Writing Tutors. Boston: Bedford/St.
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Story 3: I brought up the subject o
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try reassuring them that writing is
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Tips for Tutoring Reading 73 Kathry
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each paragraph, and transitional se
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Theory to Practice At our writing c
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After each paragraph I asked her to
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Reading Out Loud: An Effective Stra
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discussion throughout the reading b
Page 85 and 86: Are There Proof-reading Traps Regar
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Page 91 and 92: experience on the tutoring road. I
Page 93 and 94: While I have had many successful tu
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Page 97 and 98: work with students who seem to spea
Page 99 and 100: My Personal Experience with Tutorin
Page 101 and 102: Worldview: the Continent, Asia and
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Page 105 and 106: grammar. After free-writing, a tuto
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Page 109 and 110: developed in the American Academic
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Page 113 and 114: 113 Niccole Scrogins Fall 2008 Afri
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Page 119 and 120: Like other immigrant groups and Nat
Page 121 and 122: 121 Katie Johnson Fall 2004 The Wri
Page 123 and 124: One of my writers was told that in
Page 125 and 126: It Is Ok. I Am an Expert. 125 Gordo
Page 127 and 128: The Value of Writing Center Tutors
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Page 131 and 132: Tutoring for the Grade: Finding the
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Page 135: available. Students need to make su
Page 139 and 140: “Learning to write is a complex p
Page 141 and 142: Analyzing Rhetorical Situations in
Page 143 and 144: word choice and the attitude that r
Page 145 and 146: Social Constructivism in Action 145
Page 147 and 148: Social Constructivist Strategies fo
Page 149 and 150: The Writing Center as a Bridge: A P
Page 151 and 152: Situated Acts of Writing and Tutori
Page 153: Kastman Breuch, Lee-Ann M. “Post
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The Tutoring Book - California State University, Sacramento

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