The Tutoring Book - California State University, Sacramento

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Kristina Kunz Asian, South Asian, Middle Eastern Writers …………………………………………………………………… 108 Niccole Scrogins African American Vernacular English and the Larger-Than-Academics Problem: Social, Economic, and Educational Immobility and the Loss of Identity …….………………………………………………... 113 Jacqueline Diaz Chicano English: Understanding a Significant Dialect and its Writers ……………………………………… 118 �� Academic Discourse and Writing across the Curriculum �� Katie Johnson The Writing Center Catch-22: Helping Writers Succeed While Questioning Our Own Assumptions about Academic Discourse and Standard English …………………………………………………… 121 Gordon Warnock It Is Ok. I Am an Expert. ……………………………………………………………………………………….... 125 Laura West and Beth Pearsall The Value of Writing Center Tutors as Writing Tutors ……………………………………………….………. 127 Matt Kronzer Tutoring for the Grade: Finding the Middle Ground …………………………………………………………. 131 Leslie Freeland The Writing Center and the WPJ ………………………………………………………………………………. 133 Annabelle Sacramento Analyzing Rhetorical Situations in ENGL109M/109W ………………………………………………………... 141 �� Theory �� Leslie Anglesey Social Constructivism in Action …………………………………………………………………………………. 145 L. Meghann Kulmman Social Constructivist Strategies for Completed Drafts ………………………………………………………… 147 Jill Buettner The Writing Center as a Bridge: The Postcolonial Approach ………………………………………………… 149 Heather Sula Situated Acts of Writing and Tutoring …………………………………………………………………………. 151 �� 4
Helpful Strategies 5 Savannah Cortino Fall 2010 Tutoring is challenging and rewarding. Remember, before you actually tutor at the writing center, you will gain valuable information and advice that will help you by way of the weekly class meetings. You will learn techniques such as how to start a tutoring session and where to go from there. The articles that you will read and discuss in class are designed to help the tutor, so read them and try to integrate the ones that you feel fit your tutoring style. In this article I will be sharing some of those strategies I found helpful, such as how to start a tutoring session and other tips that worked for me and I hope they will be helpful for you. Beginning the Session When I first began to tutor at the writing center, I was nervous and unsure where to start in the tutoring process. I discovered, however, that students were just as nervous and uncomfortable about sharing their work with a stranger as I was about helping them with their paper. I found that introducing ourselves to each other was a good way to begin the session. Sounds easy enough but sometimes we become so focused on helping the student within the half-hour sessions that we forget to think about the person we are working with. Showing interest in the tutee helps to set the tone that you are interested in helping them and that this is going to require them to participate in the process. Asking questions, such as, what can I help you with today, what class is the paper for, have they chosen a topic, or how far along they are in the writing process for that particular paper? This not only helps the tutor to know what to focus on, but keeps the ownership of the paper with the student. This helps both the tutor and the tutee to know where to begin in the session and sets the expectations for the tutee to be an active participant. “I usually say, “Well let’s work together,” and put the paper between us and begin the next process, working with the tutee on their paper. Guidelines for Student Assignments Remind Students to keep those handouts that professors give them. Sometimes, writers don’t have a clue as what to write about when they come into the writing center. When that happens, we should start by asking them, what is the assignment? Can you show me the guidelines the professor gave you for your assignment? This is very important. I learned that from personal experience. The tutee was so sure she knew what the assignment was so we worked for a half hour on choosing a subject to write about, organizing how she could present the information and then the next week when she came back to the writing center, she showed me the handout with the guidelines on it. Unfortunately, the subject she chose didn’t fit the professor’s guidelines so we had to start all over again to find a topic that fit within those guidelines. I learned from that experience to encourage the tutee to keep the papers that discuss their assignment so we can refer to them before starting to write a paper. Don’t Forget the Paper! Sometimes students forget to bring in the paper they are working on or the assignment sheet with the guidelines. I worked out a method to help them remember. First, I would remind them to write it down in their notebook or write it on their calendar. Then I would say right before they left, “I’m looking forward to working on (whatever paper it was) next week with you.” I found that even with reminders some students forget to bring their papers in the next week. So I began to bring in my appointment calendar and tell them, “I’ll write it in my calendar too so we will be prepared to work on that paper together.” Not only does this reinforce the need to have the student bring in their paper for the next session but it lets them know that we are working together and it is team effort. Finding Topics When a writer is having a difficult time deciding on a topic to write about or doesn’t have a subject in mind, we need to help the writer. I tried different strategies listed in our tutoring book and found that
Page 1 and 2: The Tutoring Book Fall 2011 Edition
Page 3: �� Diverse Students and Cont
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
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Page 19 and 20: No Draft? No Problem! 19 Kathleen U
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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
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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
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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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