The Tutoring Book - California State University, Sacramento

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WAC Resources from Colorado State OWL (http://writing.colostate.edu/guides) The Writing@CSU Writing Guides Web page is very well built in that it includes descriptions for each subtopic allowing for quick navigation of the pages. The usual topics of academic writing are addressed in this site, but it additionally includes less touched on elements such as “Working Together” and “Designing Documents.” This site also includes in-depth guidelines for a variety of disciplines including business, science, and engineering. Altogether this is a helpful resource for students looking for specific instruction. Here are some of the areas in this site you or your tutee may want explore: • Preparing to Write • Starting to Write • Conducting Research • Reading & Responding • Working with Sources • Planning, Drafting, & Organizing • Designing Documents • Working Together • Revising & Editing • Composition & Academic Writing Writing Processes Writing Documents 30
• Argument • Writing about Literature • Scholarly Writing & Research • Business Writing • Science Writing • Writing in Engineering • Speeches & Presentations WAC Resources from UNC Chapel Hill OWL (http://www.unc.edu/depts/wcweb/handouts/index.html) This site provides an index to the many helpful handouts and links the UNC Chapel Hill OWL has to offer. The assistance offered in these pages is in great depth, which may be a little overwhelming, but each resource on this page has a quick introductory paragraph allowing the user to quickly assess the usefulness of the resource. Also, this web site has done well by including resources to recurring issues brought up in the writing center. 31
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 and 16: helped me see that. As a result, ex
Page 17 and 18: One Time Wonders: 30 Minutes to an
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: Purdue OWL (http://owl.english.purd
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
Page 67 and 68: Writing Tutors. Boston: Bedford/St.
Page 69 and 70: Story 3: I brought up the subject o
Page 71 and 72: try reassuring them that writing is
Page 73 and 74: Tips for Tutoring Reading 73 Kathry
Page 75 and 76: each paragraph, and transitional se
Page 77 and 78: Theory to Practice At our writing c
Page 79 and 80: After each paragraph I asked her to
Page 81 and 82:
Reading Out Loud: An Effective Stra
Page 83 and 84:
discussion throughout the reading b
Page 85 and 86:
Are There Proof-reading Traps Regar
Page 87 and 88:
Labels and Misleading Assumptions:
Page 89 and 90:
A Spare Tire, Not a Windshield 89 D
Page 91 and 92:
experience on the tutoring road. I
Page 93 and 94:
While I have had many successful tu
Page 95 and 96:
that he was forced to learn five la
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
Page 103 and 104:
) In case they believe to be excell
Page 105 and 106:
grammar. After free-writing, a tuto
Page 107 and 108:
which represents more than just a p
Page 109 and 110:
developed in the American Academic
Page 111 and 112:
order writing concerns will be very
Page 113 and 114:
113 Niccole Scrogins Fall 2008 Afri
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they are unaware of the social impl
Page 117 and 118:
writer had trouble understanding yo
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
Page 129 and 130:
expectation of their disciplines mo
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Tutoring for the Grade: Finding the
Page 133 and 134:
The Writing Center and the WPJ 133
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available. Students need to make su
Page 137 and 138:
Essay #1 (60 minutes/90 minutes for
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
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The Writing Center as a Bridge: A P
Page 151 and 152:
Situated Acts of Writing and Tutori
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Kastman Breuch, Lee-Ann M. “Post
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