Different ways to make tutoring efficient

In the article “An Ongoing- Tutor Training Program” by Evelyn Posey discussed a couple of different ways to make the best of the time tutors spend working for the writing center. The first way is by including tutors in the “Development and Administration” of the writing center in their down time. This allows tutors to build a community in addition to offering a unique perspective on possible areas of improvement.  This approach is the best out of all three because it allows the tutor to be a fundamental part of the writing center in addition to relating their tutoring skills to a greater purpose. The second approach is using a worksheet which is assigned by the teacher and completed by the tutor in order to show evidence of what was completed or worked on during a tutoring session. This method is useful for protecting the tutor and holding the student accountable. However making tutoring sessions required goes against the idea that the Writing Center is not a punishment. If students are required to go as a result of a bad grade they will continue to reinforce the idea that the writing center only helps “bad” writers. The final way tutors can spend their free time in order to benefit the writing center most is by participating in a writer’s workshop in order to be reminded of how hard it is to be in the tutees position. Workshop will encourage tutors to produce writing (most students who sign up to be tutors probably enjoyed writing already). In addition, the revisions they do to their own work will “transfer” into their tutoring sessions. Unfortunately this approach still seams to treat the position of tutee as a punishment. While it is good to keep in mind the tutee can be vulnerable I think the purpose of workshop transcends empathy for the tutee. I think workshop could be potentially useful for the tutees also. A well run workshop can function a lot like a collaborative tutoring session and may be a more effective way to appeal to upperclassman and creative writers (a demographic we don’t see a lot of). 

Creative writing

 In the article “From Personal to Public Conceptions of Creative Writing in higher education”  Gregory Light explores the effects of creative writing in higher education. The students who participated in the study decided that creative writing was intrinsically different from other forms of writing because of the personal aspect it contains. Creative writing requires interpretation and forces the author to be more aware of their audience. The writer becomes more aware of the process of making their private thoughts public in an effective way. “The central feature of conceptions of creative writing, that by which the main two categories of conception are delineated is described here as 'reader awareness”. After reading this article one might wonder why more creative writing isn’t seen in the Writing Center. Maybe some people are afraid to put their feeling out there, but creative writing isn’t just spilling your guts. Maybe people are afraid to share their feelings and emotions, but writing is a public venue. Of course writing in a journal for therapeutic reasons can be highly effective however in the academic world writing is public. One must always be considering their audience.  Creative writing can sculpt writers who are more aware of their audience as well as help writers discover new forms of expression.

Types of Conferences and the Composing Process by H. Eric Branscomb

http://casebuilder.rhet.ualr.edu/wcrp/publications/wcj/wcj7.1/wcj7.1_branscomb.pdf 

H. Eric Branscomb breaks down tutoring sessions into three types of conferences: the process conference, the content process, and the skills conference. He suggests that each type of conference can be used during a mix of stages of the composing process. 


The Content Conference –

A content conference focuses on content and what it is the writer wants to express, rather than errors.  Tutors ask questions provoking students to write more raw material without regard to organization, grammar, spelling, etc. The content conference aims to increase details, sensory words, elaboration on thoughts and insights. This type of conference works best during the pre-writing, drafting, and revising stages.

The Process Conference –

A Process conference is more about understand how a student moves from pre-writing to drafting to editing and their attitude about their process. The tutor can provide ideas and examples of brainstorming, proofreading techniques, and revising. Many college students don’t utilize the myriad of techniques available for the stages of writing – this type of session can help the student work through their current assignment and assignments in their future.

The Skills Conference –

The skills conference is concerned with teaching students within the context of their own writing. Skills such as proofreading, grammar, research, and editing are better demonstrated with their own papers rather than with a worksheet or test. Instead of proofreading for the student, tutors who point out reoccurring errors can explain the error or help the student find resources for editing their own writing. Branscomb suggests that an oral reading will help identify errors they know how to self-correct and those they don’t self-correct, guiding the tutor's choice of  skills to be address during the conference.   

During a 40 minute consultation it is likely all three types of conference techniques are used in a single session. As long as student's concerns have been addressed, all these techniques provide valuable help and information. 

Encouraging dependent writers

Difficult clients exist in every field of work. As a writing center tutor a difficult client is one who is underprepared or simply looking for answers.  In the article “Difficult Clients and Tutor Dependency” Kristin Walker discusses the ways tutors can provide nourishment for writers through collaboration. Walkers states that many students who become dependent of the writing center and its tutors are students who have not been in school for a long time. After a long absence away from academia the students lack confidence and often look for someone to tell them how to be successful. This is obviously problematic because the goal of writing centers is to produce self-sufficient writers. For example last Tuesday I had a student come in who needed help with a resume and my lack immediately available knowledge about resumes ended up being helpful. Together we found the proper resource and used it to refine the resume. When the student asked a question we went to the resource and looked it up and afterword’s we both had a better idea of what a good resume is. I bring up this example because by me not knowing the answers to his questions I taught him how to use the resource.  We both learned. Walker states that the writing center should not attempt to hold the hand of the students through every step of the process, in fact our goal should be to encourage confidence in the students own abilities. Tutors may have to make students aware of the value of what they already know in addition to helping them make new discoveries. For tutors and students alike the process of collaborative learning requires patience.  Some students may resist the process because the pedagogical method of collaborative learning is at opposition with traditional methods.  But if all parties can be patient and encouraging to one another then the process of collaborative learning will be more effective in creating intelligent, independent, free thinking writers.  

Hidden Messages That Matter

In the writing center, the main form of communication between student and tutor is the written and spoken word. Nonverbal communication is equally important in providing a welcoming and positive experience. Grace Ritz Amigone’s article Writing Lab Tutors: Hidden Messages That Matter http://casebuilder.rhet.ualr.edu/wcrp/publications/wcj/wcj2.2/wcj2.2_amigone.pdf suggests some simple nonverbal cues that will put the student at ease. 

Here are some things to avoid when working with clients:

Welcoming gestures:

• Smile and acknowledge the student’s presence as soon as they walk in
• Make eye contact
• Nodding lets the student know they are being heard and comprehension by the tutor
• Leaning forward indicates interest and approval
• Sitting next to the student indicates an equal status
• Dressing in colorful clothes indicates energy

Gestures signaling an unwelcoming environment:

• Compressing the body by leaning away, crossing one’s arms, and crossing legs so the knee points at the other person
• Impatient sighing, tapping fingers on the table, clicking a pen, and checking your watch or phone
• Personal papers, phones, and other distractions on the table or desk the tutoring session is taking place
• Invading someone’s personal space or sitting too far away – the best distance is about two feet between tutor and student

To make the writing center a welcoming environment:

• Hang up useful and colorful posters
• Make a resource table or book shelf for students to use in the center
• Lighting that is neither too dim nor glaring. 
• Just as the tutors should be well-kept and neat, the writing center should be tidy and well stocked with supplies for taking notes. 
• Students who feel free to browse the resource shelf and to work on their writing before or after their session are most likely to use the writing center more frequently.

Good customer service and a welcoming environment makes a good first impression to students coming in for the first time. 

Limitations of the Generalist Tutor

"Look Back and Say 'So What'": The Limitations of the Generalist Tutor by Jean Kiedaisch and Sue Dinitz (found on page 260 in The Longman Guide to Writing Center Theory and Practice by Robert W. Barnett and Jacob S. Blumner) questions the effectiveness of generalist tutors when working with students from various disciplines. Generalist tutors clarify ideas, guide students through the writing process, and encourage students to keep working. They often take a minimalist approach to tutoring by allowing the student to do all the writing, thinking and most of the talking. I call it an experienced peer review - in which I am a student myself, with a few years behind me. Not an expert, but an experienced student.

This article includes examples of generalist tutoring sessions that were effective and ineffective. Upper level students often know more about the conventions of writing lab reports, marketing plans, and analytical papers than their tutors. Even though the tutor is unfamiliar with the writing in a specific discipline,  Kiedaisch and Dinitz argue that generalist tutors are 70% effective in leaving the student feeling satisfied with the session because they help the knowledgeable student clarify and expand their ideas. Development over conventions.

What happens when both the student and the tutor lack knowledge about writing in a specific discipline? This article asks the question - is it the tutor's responsibility to show students how to write for specific disciplines, is it the student's responsibility, or the responsibility of the department? One complaint about knowledgeable tutors is that they take an "authoritative stance" and tutor to the product rather than to the student and do a majority of the talking and thinking for the student.

Both knowledgeable tutors and general tutors can both lead to successful sessions, but how and why and when? That is the ongoing question writing center and writing across the curriculum administration grapple with. Is it a matter of scheduling to the student's preference, should it be "the luck of the draw", or some other possibility?

More reasons peer tutoring is superb

Being a part of the MSU Writing Center, all of us know the benefits of peer tutoring when helping student s with writing assignments. But did you know that peer tutoring extends past the Writing Center and into the classroom?  The article “Improving Student Peer Feedback” by Linda Nilson discusses the ways that peer tutoring can be applied in a practical and pedagogical way.  Peer tutoring has a practical application in the classroom because learning to give and receive peer criticism is a lifelong skill that translates into many different fields of work and study. Peer tutoring is also practical. Many teachers are severely outnumbered and peer tutoring can be a more time efficient way to give students immediate individual feedback.  Some teachers have criticized peer feedback as “uncritical, superficial, unengaged and more focused on like and dislike than quality. In addition, the feedback tends to be more center3ed around spelling and lower order concerns while leaving out specifics. ” and one can see how feedback like this wouldn’t be helpful. However there is a remedy, PRACTICE. If students are never asked to attempt this type of pedagogical style how can they be expected to improve? Equally important, teachers should be present and participating during classes where peer feedback is used. Guidance form a teacher during such sessions will prevent the types of feedback that keep teachers from finding peer feedback relevant. Teacher participation in such activities keeps the students accountable for both their learning and the learning of their peers. I am particularly drawn to this argument for peer tutoring because it shows the student that they are in control of their education and they will get as much out of it as they put in. (accountability-another great life skill) Peer tutoring and feedback also help the students realize their audience is bigger than just the instructor. By becoming more sensitive to how and why one writes to specific audience students can build their communication skills.

Designing a Strategic Plan

In “Designing a Strategic Plan for a Writing Center” Pamela B. Childers details the basic components of such a plan—whether your center is still being planned or already in existence.  These include:

·      Introduction (what is the writing center?)

·      Rationale (why does our institution need a writing center?)

·      Goals with Objectives (what are short-term objectives and long-term goals of the center?)

·      Three-Year Implementation Plan (when/what sequence will objectives and goals be accomplished)

·      Conclusion (how will the center and its progress be evaluated?)

·      Bibliography

·      Attached Budget Estimate (how will the center be funded?)

·      Appropriate Documentation/Support Materials

During the early phases of designing a strategic plan, Dr. Childers recommends that the writing center team perform a pre-planning activity.  Each individual should ask themselves a series of questions regarding the present condition of the writing center, and then a set about their visions for their ideal writing center.  Finally, the group convenes and compares to identify what common goals they have for the writing center and translates these into actionable objectives along a defined timeline.

General Tips for Basic Internet-Based Research

The following guideline and tips are aimed to help you develop a research protocol that is both productive and efficient:

• Identify the Goals of Your Research 
• start with an initial node or interest as you will make several cycles through your research protocol as you narrow your focus
• Get Organized
• create folders and organization scheme for research project
• use Google Drive, Dropbox or SkyDrive for cloud storage
• create Word or Excel (or Google Doc) file to track searches, sources, authors and ideas
• Determine key words and phrases
• find common synonyms and terms of arts
• always look at found sources' key words and bibliographies for potential research nodes
• Start with WikiPedia
• Use WikiPedia to help familiarize yourself with major concepts and use the additional resources and citations (at bottom of entry) as potential additional sources or nodes
• Don't cite WikiPedia, rather use it as learning tool, both regarding your research content and own information literacy
• Move to Google
• take advantage of suggested and related searches, as Google automatically combines natural and Boolean searches
• always look beyond the first page of results (90% of people do not)
• use advanced search tips and tricks
• adapt, combine and vary search terms and phrases
• if you are looking for a specific type of file, search by file extension (e.g. .pdf, .jpeg, etc.)
• Go To GoogleScholar next (or paid databases if you have access--LexisNexis, ProQuest, WorldCat, etc.)
• use advanced search functions such as date, type of source, citations in other articles, etc.
•  Find Relevant Specialized Search Engines:
• Specialized Search Engines and Directories
• InfoMine Scholarly Internet Research Collections
• Choose the Best Search for Your Information Need
•  Rinse and Repeat

Three roles of a tutor

Muriel Harris, founder of the Purdue University Writing Lab, has written many articles about writing labs and tutoring programs. In her article “The Roles a Tutor Plays: Effective Tutoring Techniques” written in 1980 http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1980/0699-dec1980/EJ0699Roles.pdf Harris presents three possible roles a tutor can play during a session and suggests techniques tutors can employ for each purpose or role. She stresses that tutoring does not automatically improve the student's motivation, ability to write, to organize, or to learn - individual attention alone is not a magic formula. Instead it is the writing program and the techniques tutors choose from that makes a real difference to students.

Since students seek help for different reasons and require different types of attention, tutors must be able to be flexible and have ample techniques to choose from during their session. Three (of many) roles a tutor can play are: as a coach, as a commentator, or as a counselor.

A coach gives an athlete exercises, drills, outlines game plays, and stays on the sidelines while the athlete does the actually work. Similarly tutors need to fight their inclination to “help” by doing the work for the student and let the student do the writing, organizing, thinking, and learning for themselves. One of the difficulties for the tutor is knowing when to shut up. She claims that tutors tend to be a “talky bunch”. Too much talk fails to give the student enough time to think through the problem themselves or find a question to ask.

A commentator is someone who can see a game as an outside observer and make sense of it from a larger perspective. The benefit of a tutor who plays the commentator role is they can look beyond what the student has written and discuss/ ask about motivations, goals, the larger picture of what the student wants to express. A commentator can also provide the student perspective on where they are in the writing process and summarize what has been done and what is next. A commentator can help the student look at things like punctuation from a broader perspective – as a way to make meaning clear to readers.

The tutor who plays a counselor role (similar to the article I wrote about last week) establishes the writing center as a comfortable place to talk about human complexities such as anxiety, motivation, burnout and other issues that are not writing related, but impact the student’s ability to write. She advises tutors not to make assumptions about the student’s abilities, interest, or modes of learning. The techniques that worked for one person usually won’t work for the next one. When a tutor takes on a counselor role, it means paying attention to the student as an individual.

In our writing center we offer one of everything. With different styles, personalities, and lifestyles our tutors offer students a real choice of tutoring style that fits their needs. With plenty of interns on "stand'by" for the occasional walk-in appointment. 

Embrace ELL perspective

ELL students bring a unique and important perspective to the writing Center. The Article “Rethinking Writing Center Conferencing Strategy for the ESL Writer” by Judith Powers looks at some of the ways that instructional methods with in the Writing Center will not work for ELL students. For example Powers says traditional techniques like the Socratic Method or reading aloud will not work for ELL students. Collaborative techniques rely on shared or agreed upon knowledge. “ESL writers are asking us to become audiences in a broader way than native speakers, they view us as cultural informants about American academic expectations.” So for ELL who are not aware of some of the shared knowledge natives speakers have, tutoring can be very difficult and even counterproductive. For example an ELL student may not know what an introduction is, they may not realize the introduction is where the information is set up, the organization is established, and the thesis is stated. While a native speaker could see what an introduction is based on the definition an ELL student may not make that connection. Powers also points out that when working with ELL students is can be difficult not to supply the answer, because a native speaker may be able to supply the answer but not explain why.  A notebook of examples showing frequently asked questions will allow the tutor  to show an ELL student without doing all the work for them.

At Odds With Tradition

“Our Little Secret a History of Writing Center Pre Post Open Admissions” By Elizabeth H Boquet discusses some of the fundamental issues Writing Centers go through because of their unique approach to learning. In traditional teaching methods the teacher supplies the student with information they have to memorize in order to pass an assessment. The student is forced to learn.  This article discussed how the foundation of a Writing Center is based on the responsibility of the student to want to learn, and yet, this model is at odds with traditional methods of instruction because of the different pedagogical styles present in the Writing Center. The focus is on encouraging self-awareness and self-reliance rather than the grade. The Writing Center itself is a teaching style. Boquet also pointed out that students should not be forced to go to the Writing Center; further more by making attendance a requirement students will not view the Writing Center as an extracurricular resource. Students who are forced to go becasue of an assigment or a bad grade will view the Writing Center as an extension of the class room obligations. So why do so many teachers require their students to attend?  On the other hand if teachers require students to show up The Writing Center will see more students and hopefully receive more attention ($) and recognition for its efforts.  So where is the balance? What is the solution? I think it comes down to educating both teachers and students about the benefits of collaborative learning and reiterating the student’s responsibility to control their education.

Minimalist Tutoring, harder than it sounds

On the surface Minimalist tutoring sounds like the easiest thing in the world, however when a frantic student comes in frazzled with a disorganized paper full of grammatical mistakes it becomes all too easy to supply them with answers. And why not? Then you both feel good, the tutor intelligently supplied answers to the student’s questions and the student was given visible proof of their visit to the Writing Center. The problem is no one learned anything. The tutor already knew the answer and the student didn’t learn how to answer their own questions. Aside from obvious problems with plagiarism, the student has not gained anything from their visit. As Steven North states “we are focused on making better writers not better writing”. Making better writing would be incredibly difficult because “better” is subjective, rather than focus on the quantification of a grade tutors focus on building the skills of a writer, “the less we do to the paper the better”. So by doing less and putting the responsibility in the hands of the students we teach them to be more confident and self-sufficient writers

Epistemological Approaches to Tutoring

 “Maintaining Our Balance: Walking the Tight Rope of Competing Epistemologies” by Eric H Hobson 

The first epistemological approach is the concept that “the truth is out there” and it is our job to boldly go where some man has gone before and learn the rules of grammar, punctuation, proper citation ect.  While it is true we all must be aware of these rules in order to be successful  as writing tutors following this model will lead the Writing Center to become a “fix-it-shop”.  Students will simply come to us for answers and will not learn to be confident self-sufficient writers.  The second approach embraces the idea that “the truth” resides within each person. In this approach the less experienced student gets guidance from a more experienced student and develops their skills for expressionism and self-discovery. This approach seems to focus more on Higher Order Concerns such as voice and method of expression rather than Lower Order Concerns like grammar and punctuation. Embracing the idea of different truths or realities can help us expand our understanding and compassion for students.  The last epistemological approach Hobson looks at is one in which the community of people decide on what is true collectively, citing that writing itself is a social process by which truth is agreed on. While I like idea, it seems there is a problem with quantifying such ideas, ie students trying to get good grades. And a collective truth implies that all people agree on what is true, leaving no room for interpretation of behalf of the individual or situation. Each person lives inside their own truth, as tutors I think it is more important to help students develop their own process or discover their own truth rather than to reiterate rules.

Freud in the Writing Center: The Psychoanalytics of Tutoring Well by Christina Murphy

Christina Murphy’s article ”Freud in the Writing Center: The Psychoanalytics of Tutoring Well” found on page 296 in The Longman Guide to Writing Center Theory and Practice by Robert W. Barnett and Jacob S. Blumner discusses how tutoring is an intimate interaction between the tutor and student. She claims the role of the tutor is similar to that of a psychoanalyst. As opposed to a teacher who is informative and focused on instruction to the class as a whole, a tutor is concerned with the individual and supporting them so they can grow as a writer. The psychoanalyst’s patients seek out therapy for help with a problem, similar to the way students go to the writing center seeking help with an assignment. Just as a therapist tries to find a way to make patients comfortable with their problems, tutors try to make students comfortable with their writing while they work through issues such as writer's block and anxiety.

Tutors who communicate well, communicate honestly, and communicate on an intimate level are better suited to work with students in the writing center. Murphy discusses the commonality of human experience and how discussing the process of writing allows students to communicate their experience. She talks about the student and tutor’s quest for understanding and insight, and how they achieve it together through collaboration.