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.