"Learning to Listen" by Beth McConnell

In this article, McConnell discusses the importance of being sympathetic to a student's needs and to really listen. She explains how tutors must "listen between the lines" and in order to do so, they must not dominate a session. Tutors should be conscientious and let the student speak more as they listen. The session should be more of a discussion than a lesson. McConnnell suggests asking more open-ended questions rather than asserting your own opinions. She also suggests to first listen to detect the student's insecurities in order to be able to offer better encouragement.

https://writinglabnewsletter.org/archives/v23/23.4.pdf (page 10)

Creating a common ground with ESL writers

https://writinglabnewsletter.org/archives/v24/24.7.pdf

Working with ELL students in the writing center is very common and can be challenging for both the tutor and the student. This article describes different approaches to take during an ELL session. Sometimes the approach being used is not showing success, so  a role reversal may be in order. This article talks about how to go about that role reversal approach and how to develop topics in a common way that is understandable. When an approach works the session will move along and the time will be well spent.

What do they want? Personal statements, bourbon, and a whole lot of questions

https://writinglabnewsletter.org/archives/v23/23.9.pdf

This article discusses how to approach personal statements and how to deal with questions that may come up dealing with "touchy" subject matter. Personal statements are not something commonly thought in depth or great detail. The information within a personal statement can vary from topic to topic depending on the individuals life and background. This article is a great resource because it gives insight into how to help with trustees personal statements and also my own personal statement.

Final Journal Reflection

As the end of the semester drew close the anxiety in the writing center increased tremendously. I was bombarded by so many different questions from students. They ranged from not understanding how to do an annotated bibliography to brainstorming. When it came to the annotated bibliographies the most common problem was they quoted the source in the summary. I explained why they shouldn't use direct quotes in the summary. When it came to students needing help getting their brain working I gave them prompts or slight hints and they would take off from there. I would often reassure them that its just thoughts kinda like brain vomit and it does not have to be perfect its just a matter of getting it on paper. There were also some random problems with grammar which were easily fixed by simply telling them the "rule," giving them an example, fixing one with them in their paper, then allowing them to fix the rest. It has been a great semester. I learned a lot from all of the students along with my fellow tutors.

A guide for writing tutors working with dyslexic students

https://writinglabnewsletter.org/archives/v21/21-10.pdf

This article defines dyslexia and how to properly and appropriately help a student with dyslexia. I did not have a student this semester with dyslexia as far as I knew, but I think this is an important thing to read and be aware of because it is always a possibility to get a student with dyslexia. This article could help prepare tutors for such sessions.

Zen and the art of writing tutorial

https://writinglabnewsletter.org/archives/v28/28.2.pdf

This article discusses how the tutor has to know themselves before being able to tutor efficiently. The tutor has to have a grasp on how they view writing and all of the parts that in comps the job of a Writing Center tutor. This article would have come in handy when I first started tutoring, but I learned who I was as a tutor to further help students by on the job training like most tutors.

We don’t proofread, so shat do we do? a report on survey results

https://writinglabnewsletter.org/archives/v37/37.3-4.pdf

All semester I was approached by students just a handing me their paper in hopes I would proofread it and "fix it" for them. This article discusses what the writing center does and how it is done. It touches on how and when to approach students writing when it comes to grammar and other possible issues throughout their paper.