The Writing Center
The process for Writing Center appointments vary with the writer and the writing task. Also, each tutor personalizes their approach based on their own style and strengths. However, it is important that all tutorials have similar goals and practices so that all students are having a similar collaborative learning experience. To that end, the basic process for most tutoring sessions is summarized below:
1. Get acquainted with the writer. This should starts as soon as you meet the student in the lobby. Engage in small talk with the student to break the ice and reinforce that this is a comfrotable, student-centered space. Ask what the student wants to accomplish during the next hour and review the consultation form with the student.
2. Find out what the assignment is, whether the writer understands it fully, and when it is due. When instructors submit them, we keep copies of the assignments on file in the tutoring rooms. Often, assignments are available on Blackboard or on an instructor's website. Determine basic assignment expectations: discourse type, audience, and voice.3. Find out what approach the writer is using or planning to use for the assignment.
If the writer has no draft and wants help brainstorming, explore with the writer how she might go about gathering or producing ideas and materials and help the writer think about some of the possibilities for organizing the ideas and materials (this is an ideal time to use the white board). You might help the writer develop a working thesis statement and outline. You might also help the student find writing resources online. Definitely suggest a follow-up appointment once the student has a draft written – you can even walk the student through making her next appointment. (Skip to #9 below.)
If the writer has a rough draft, ask the writer to read his draft aloud to you. Before beginning, briefly explain why we ask writers to read aloud (that almost all writers find it beneficial to hear their work and often find things they want to change or correct during the read-aloud process)..
4. Stop whenever you wish in order to explore choices and alternatives with the writer. Ask the writer questions. Turn the writer’s questions back on them (“Well, what do you think?”). Give the writer every chance to solve problems before you offer suggestions. Your task is to help the writer see the problem and figure out how to solve it. Do not jump in and provide a solution Your primary job is to raise questions. Let the writer do the writing.
5. After hearing the student read the paper, make a positive, rapport-creating statement to the writer. Point out what you see as strengths of the paper.
7. Then, address the writer's concerns (either what you discussed earlier or what is on the consultation sheet).
8. Next, concentrate on how you can help the writer with higher-order concerns (often called HOCs or Global Revision): focus, voice, organization, and development. Ask a lot of questions so that the writer can take the lead on addressing any HOCs.
8. Suggest strategies for the writer to use in revising lower-order concerns (often called LOCs or Local Revision): sentence structure, usage, and other mechanics. For specific local revision questions, explain the correction, show the student how to use a writing handbook to find the explanation, and show the student how to make the correction. Then, have the student find and correct a similar problem in her own paper.
9. Finally, suggest what the writer should do next. That could be revision advice, scheduling another visit, scheduling a conference with the instructor, or using some resource material in the Writing Lab (handouts, online resources, etc).
10. Fill out the TutorTrac record and get ready for your next appointment.