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Full-Text Articles in Arts and Humanities
Changing The Narrative: Proofreading At The Writing Center, Claire Atwood
Changing The Narrative: Proofreading At The Writing Center, Claire Atwood
Tutor's Column
Writing Centers have a golden rule against proofreading. It gives student’s the impression that they can send their paper in to a tutor and they’ll correct all the grammar and semantics errors for them. This does not facilitate learning on the part of the student, and diminishes a tutor’s purpose, to tutor on writing. There needs to be a switch in how we approach a proofreading request, so we don’t refuse services to any students. Tutors can find grammatical errors and use them to teach basic principles.
“Good Enough”: Teaching Confidence Through Revision, Mckayla Freeman
“Good Enough”: Teaching Confidence Through Revision, Mckayla Freeman
Tutor's Column
This paper explores the relationship between a student’s writing and their response to criticism. Many students respond negatively to revision suggestions when they have already finished their paper. However, revision is a vital part of all writings and must be included in the writing process. Criticizing a student’s essay can often cause the student to feel personally insulted. In order for them to revisit and edit something they’ve written, tutors must encourage them and remind them of the things they did well before pointing out mistakes. This will cause the student to remain self-affirmed, confident, and ready to change their …
“Does That Make Sense?” The Importance Of Clear Assignment Instructions And Rubrics, Carly Schaelling
“Does That Make Sense?” The Importance Of Clear Assignment Instructions And Rubrics, Carly Schaelling
Writing Center Analysis Papers
Students often struggle to understand the expectations of their teachers when completing writing assignments. Teachers often feel frustrated when students seem to understand what they are asking, only to grade papers and see that the gap between their assignment tasks and students’ performance is larger than expected. As a Writing Center tutor and first year graduate instructor for English 1010, I have had experiences that have helped me appreciate the importance of having clear written assignment instructions as well as detailed rubrics. Having these two elements incorporated with assignments can help students focus more on their writing tasks and less …
Adaption Reaction, Michelle Jones
Adaption Reaction, Michelle Jones
Writing Center Analysis Papers
Jones identifies adaptability as a fundamental aspect of tutoring and teaching success. Teachers and tutors who are genuinely invested in students find themselves in unconventional discussions. Being adaptable in these off - script situations leads to better listening and understanding.
“Whatever Happened With That Student?”: How To Measure Our Success As A Tutor And Teacher, Rachel Ross
“Whatever Happened With That Student?”: How To Measure Our Success As A Tutor And Teacher, Rachel Ross
Writing Center Analysis Papers
Through her experience as a peer tutor and teacher, Ross finds success as a tutor and teacher cannot be entirely defined by the student. Ross shares an impactful tutoring session that ultimately led to inaction on the student's part. In reflecting on this tutoring appointment, she chooses to focus on the good that happened during her interaction with the student instead of the end result. Ross ultimately defines success as growth in process.
A Folklorist's Touch, Daisy Ahlstone
A Folklorist's Touch, Daisy Ahlstone
Writing Center Analysis Papers
Ahlstone uses folklorist questioning strategies to make the most of her short time with her students and writing center tutees. She suggests asking open-ended, contextualizing, environmental genre, and specific open-ended questions to help students open up and think critically.
Three Powerful Tools For Teaching And Tutoring, Chris Davis
Three Powerful Tools For Teaching And Tutoring, Chris Davis
Writing Center Analysis Papers
Though initially perplexed by the writing center tutor requirements for graduate students, Chris Davis found tutoring beneficial to his teaching. He identifies questioning techniques, the inverted triangle of focus, and reading aloud as three of the most beneficial crossovers between peer tutoring and teaching. His essay gives specific examples of how these techniques have helped him in both tutoring and teaching.
Skeptically Optimistic, Moira Hammons
Skeptically Optimistic, Moira Hammons
Writing Center Analysis Papers
While many "soft" writing tutoring skills have helped Hammons in her classroom, she finds that not all tutoring skills transfer well to teaching. Hammons is complimentary of peer tutoring's emphasis on wait time, silence, and adapting to individual needs. However, she finds she does not need these skills as often in teaching because of the long-term relationship she has with her students. Hammons asserts that better student and tutor education on the purpose of writing centers--along with students visiting the same tutor repeatedly-- will help tutors and students make the most of their brief time together.
Learning To Write By Teaching Writing, Richard A. Blake
Learning To Write By Teaching Writing, Richard A. Blake
Writing Center Analysis Papers
Blake asserts that English teachers and writing tutors both strive to answer students' problems by addressing language skills, grammar, assignment requirements, and brainstorming. He warns that students' concerns must come first, even if teachers and tutors find alternative concerns in the students' writing. After helping students address their concerns more thoroughly, students can take advantage of writing center tutors to make more universal changes.
"Drive-By English": Teaching College English To High School Students Via Interactive Tv, Alan Blackstock, Virginia Norris Exton
"Drive-By English": Teaching College English To High School Students Via Interactive Tv, Alan Blackstock, Virginia Norris Exton
English Faculty Publications
This paper outlines challenges in and essential criteria for the success of dual-credit or concurrent-enrollment writing and literature courses delivered via interactive video technology and suggests specific strategies for administrators, instructors, and classroom facilitators regarding student selection, appropriate technology, and classroom management.