The Tutoring Book - California State University, Sacramento

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Tutees do not like when their tutors go off on random tangents not related to the topic and waste time. They prefer if their tutees would say “I don’t know” about something they were unsure about rather than give them bad advice. You think it might may you look incompetent if you do not have an answer to all their questions but here’s the reality: you are not expected to have all the answers. Uncertainty is okay; if you feel like you can find the answer of course try but if by the end you don’t know let the tutee know. You’re only expected to try your best to help your tutees and there’s no shame in saying “I don’t know” and the results of this survey show that tutees prefer that response over one that you guessed at. It’s one thing to read about all the different ways to tutor and what the experts say about what works for tutees but it’s another to actually hear from the tutees themselves about what works and what doesn’t. My hope for this article is for future tutors to get a glimpse of where their tutees heads are at in regards to their tutoring sessions—helping you to better help them. 16
One Time Wonders: 30 Minutes to an Hour 17 Alexander Ellyson Grace Nicolas Spring 2011 I am going to illustrate for you a common occurrence in the writing center. You are sitting in the writing center lounge waiting for your next writer to arrive. They are late. It is now five minutes passed the time your writer was scheduled to appear. Fortunately, there is a system in place that aids tutors in just your predicament. This system will often produce for you a student who has not made an appointment. A student who is often arriving at the writing center mere minutes before their assignment is due. A student who is depending on you to do your best to save them from their state of panic. It may seem like a lot of pressure at first. However there are strategies you can use to make these drop-in sessions, not just less frightening, but fun! Although there is not much probability for you to meet an hour long drop in, there is a high possibility that you can have a one-time hour appointment. Despite the fact that you do have that extra 30 minutes, remember that he/she is not your regular and the goal is to either convince him/her to become a writing center regular or give them tips to improve their overall writing so they understand what to be aware of as he/she continues to write. Tutoring Writing discusses many ways to approach and tutor a tutee. Although there are many methods to tutor, finding your own niche is highly recommended. The following list contains advice that can be applied to both 30 min drop in sessions and 60 min one-time appointment sessions. This article is now twice as useful! Positive Attitude- More often than not, drop in writers will come into the writing center nervous about their assignment and worried about what you will tell them about it. In fact, most of the time, they will be far more nervous than you are. So try to relax! If you can maintain a friendly and positive demeanor as you approach the session, you will have better luck putting the student at ease. This will result in a more productive session. This will become easier over time as you become a more comfortable and experienced tutor. You must remember that drop in sessions are gifts to you from the writing center. Every drop-in session is a learning experience that will help you become a better tutor. Personal Introductions- Thankfully, Sacramento State is a diverse community, so each individual you will come across will be different; just start out by introducing yourself. Many may be nervous and/or embarrassed for even signing up for help. Approaching them with ease, as you would your own friends, can help create a comfortable environment for them to openly talk about their paper. Prompt- One of the biggest things you can do for a drop-in writer is to make sure that they understand and have followed the prompt for their assignment. If they have the prompt, read it over and do a quick check list of where they think they addressed it in the paper. Whether the writer has a prompt to show you or not, you should ask them questions about their assignment. What is the main focus of your paper? What goal do you think the professor is trying to accomplish by assigning this paper? The more they can explain to you about what they are supposed to be doing, the better chance you have of guiding them in the right direction.
Page 1 and 2: The Tutoring Book Fall 2011 Edition
Page 3 and 4: �� Diverse Students and Cont
Page 5 and 6: Helpful Strategies 5 Savannah Corti
Page 7 and 8: Draw Upon Other Tutors Experiences
Page 9 and 10: and that even the sessions that did
Page 11 and 12: What is one thing you wish you had
Page 13 and 14: eceiving tutoring. But don’t let
Page 15: helped me see that. As a result, ex
Page 19 and 20: No Draft? No Problem! 19 Kathleen U
Page 21 and 22: 10-4, Little Buddy: Two Way Convos
Page 23 and 24: her paper, I noticed she hadn’t a
Page 25 and 26: mentors and sounding boards for the
Page 27 and 28: �On this page, the top link leads
Page 29 and 30: Purdue OWL (http://owl.english.purd
Page 31 and 32: • Argument • Writing about Lite
Page 33 and 34: The WAC Clearinghouse (http://wac.c
Page 35 and 36: “This exercise, popularized by Pe
Page 37 and 38: active problem solving and critical
Page 39 and 40: Directive or Not? Adapting an Appro
Page 41 and 42: essay meet the page limit is no lon
Page 43 and 44: particular solution, you are still
Page 45 and 46: was to trust her own knowledge and
Page 47 and 48: Step 2: Learning to Praise Equally
Page 49 and 50: • Hand gestures. Students who are
Page 51 and 52: Despite the fact that their struggl
Page 53 and 54: Your Safari Guide to Tutoring Advan
Page 55 and 56: esources for help. And don’t be a
Page 57 and 58: the instructor is saying, but she q
Page 59 and 60: Dyslexia in the Writing Center 59 A
Page 61 and 62: thinking about it and without reali
Page 63 and 64: Conceptual Learners: Students who a
Page 65 and 66: 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
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Are There Proof-reading Traps Regar
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Labels and Misleading Assumptions:
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A Spare Tire, Not a Windshield 89 D
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experience on the tutoring road. I
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While I have had many successful tu
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that he was forced to learn five la
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work with students who seem to spea
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My Personal Experience with Tutorin
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Worldview: the Continent, Asia and
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) In case they believe to be excell
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grammar. After free-writing, a tuto
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which represents more than just a p
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developed in the American Academic
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order writing concerns will be very
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113 Niccole Scrogins Fall 2008 Afri
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they are unaware of the social impl
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writer had trouble understanding yo
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Like other immigrant groups and Nat
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121 Katie Johnson Fall 2004 The Wri
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One of my writers was told that in
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It Is Ok. I Am an Expert. 125 Gordo
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The Value of Writing Center Tutors
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expectation of their disciplines mo
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Tutoring for the Grade: Finding the
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The Writing Center and the WPJ 133
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available. Students need to make su
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Essay #1 (60 minutes/90 minutes for
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“Learning to write is a complex p
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Analyzing Rhetorical Situations in
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word choice and the attitude that r
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Social Constructivism in Action 145
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Social Constructivist Strategies fo
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The Writing Center as a Bridge: A P
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Situated Acts of Writing and Tutori
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Kastman Breuch, Lee-Ann M. “Post
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