The Tutoring Book - California State University, Sacramento

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up without stopping until you reach the very end. At this point, you can work together with your tutees in identifying which issues ought to take priority over others and in deciding which one they would like to address first. This gives them some choice in the matter and removes the frustration of constantly being interrupted while reading. Bear in mind that these strategies are best applied before having the Serious Talk with your tutees about the tutor-tutee relationship. This latter move should be done only as a last resort, when after having already tried out your peers’ and mentor’s suggestions you still find that nothing works. This might not be a very easy thing to do, but having done it, you can at least feel vindicated in knowing that even if your tutee continues to be unresponsive, you’ve done everything within reason to be the best tutor you can be. 72
Tips for Tutoring Reading 73 Kathryn Leedom Fall 2010 The types of reading that occur in the writing center are very diverse, but essentially almost all tutoring sessions involve some sort of reading. This reading could be an essay prompt, a draft of a paper, a literary text, or a research article, but is certainly not limited to these things. Strategies for reading in the writing center differ depending on what kind of reading students present us. For example, the way in which one approaches fiction or creative writing should not be the same way in which one examines a research article, secondary source, or scientific study. Our knowledge of a specific kind of text (for instance, many tutors may be well-versed in humanities and less knowledgeable in the sciences, or vice versa) can affect the things we should look out for and be aware of in our tutoring sessions. General Reading Strategies There are a few techniques one can use during each step of the reading process that are helpful for most reading situations. Before You Read Before jumping into a text, skim over the entire work. Look at the organizational structure (what does the structure of the article/novel/essay suggest? Can you identify a few main points from the structure?), consider the context or discourse community in which the writing resides, think about the title of the text, and note whether the work was written by a singular author or collaboratively. Sometimes even reading the last sentence or two of the text before reading the entire thing can be helpful. That way you are aware of where the text is headed and what the most important ideas are. This may help anxious readers relax and later, readily identify evidence the author uses to support the main ideas mentioned near the end. While You Read While reading, encourage the student to think about what has already been identified before starting. One of the first things to look for is the author’s purpose in writing. Why is the author writing? What is the main point of the text? Are there sub-points? Encourage students to underline or make notes in the margin of the text while reading, and stress the importance of “marking up” the writing in order to break the text down into manageable pieces. Sometimes students feel more comfortable using pencil, and sometimes they will want to use highlighters. Either way, try to help them identify what is worth marking or what can be left untouched. Often, authors will give verbal cues that point to what is important, such as “ultimately,” “in other words,” “I wish to focus on,” or action words like “we should,” or “if this does not occur, this will happen.” After You Read After reading the text completely, identify the context of the writing. What audience is the author writing for? Was this piece of writing published in a scholarly journal or an entertainment magazine? Read over the notes the student made, and read the highlighted or underlined portions again. Try to make connections between each main point identified, and see if the student is able to discern between a main idea and evidence for that idea. A good exercise to employ after reading is summarizing. Help the student go through each section of the text, and write a sentence or two summary of that section or main point. By summarizing, the student is
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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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Page 23 and 24: her paper, I noticed she hadn’t a
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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
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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 121 and 122: 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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