by jennifer jefferson
Teachers shouldn't tutor their own students on a paper for that class.
Showing posts with label writing center. Show all posts
Showing posts with label writing center. Show all posts
Friday, September 3, 2010
the third Voice in the SeSSion: helping StudentS interpret teacherS’ commentS on their paperS
by Auten and Pasterkiewicz
About how students read teachers' comments.
1. STUDENTS NEED TO UNDERSTAND THE REASON FOR COMMENTINg
AND THE WAYS WRITERS CAN MAkE gOOD USE OF COMMENTS.
2. CONSULTANTS NEED TO REMEMbER THAT
A TEACHER’S ADVICE CAN CONFUSE OR
OVERWHELM A STUDENT.
3. A SESSION AbOUT TEACHER COMMENTS CAN gET DERAILED
WHEN A STUDENT MISREADS gUIDANCE AS DISAPPROVAL AND
REJECTION OF THEIR IDEAS.
About how students read teachers' comments.
1. STUDENTS NEED TO UNDERSTAND THE REASON FOR COMMENTINg
AND THE WAYS WRITERS CAN MAkE gOOD USE OF COMMENTS.
2. CONSULTANTS NEED TO REMEMbER THAT
A TEACHER’S ADVICE CAN CONFUSE OR
OVERWHELM A STUDENT.
3. A SESSION AbOUT TEACHER COMMENTS CAN gET DERAILED
WHEN A STUDENT MISREADS gUIDANCE AS DISAPPROVAL AND
REJECTION OF THEIR IDEAS.
Saturday, February 27, 2010
Tutors as Teacher: Assisting ESL/EFL Students in the Writing Center
by thonus
General stuff: contrastive rhetoric, conflicting agendas. Its main benefits is that separates ideas about teaching ESL into 3 categories: Focus on form (contrastive rhetoric), focus on the writer (first negotiate meaning then the client self-corrects grammar; good references here), and focus on the reader (writing for academic community).
General stuff: contrastive rhetoric, conflicting agendas. Its main benefits is that separates ideas about teaching ESL into 3 categories: Focus on form (contrastive rhetoric), focus on the writer (first negotiate meaning then the client self-corrects grammar; good references here), and focus on the reader (writing for academic community).
Monday, January 25, 2010
Common Writing Problems: Focus, Organization, Development, Style, and Correctness
Ch 4 of What the Writing Tutor Needs to Know
My goal is to create a more thoughtful writer. Their goal is to make an A.
They need a clear thesis and to develop meaningful arguments. Short paragraphs are signs of a weak argument and undeveloped ideas.
My goal is to create a more thoughtful writer. Their goal is to make an A.
They need a clear thesis and to develop meaningful arguments. Short paragraphs are signs of a weak argument and undeveloped ideas.
Setting the Agenda for the Next 30 Minutes
by Macauley
The tutor and student should create a road map of what they want to accomplish. This is an agenda that the student can take with them should the tutor not be able to get to all the points in 50 minutes.
The tutor and student should create a road map of what they want to accomplish. This is an agenda that the student can take with them should the tutor not be able to get to all the points in 50 minutes.
Tutoring in Unfamiliar Subjects
by Alexis Greiner
First ask what the assignment is. Then ask for the main points. Read it with a focus, paying attention to the situation--why is she writing it? Test out ideas: "I got this from this paragraph. Is that what you meant?" Ask thought-provoking questions and build on the client's response.
First ask what the assignment is. Then ask for the main points. Read it with a focus, paying attention to the situation--why is she writing it? Test out ideas: "I got this from this paragraph. Is that what you meant?" Ask thought-provoking questions and build on the client's response.
Working with ESL Writers
ch 9
NNS don't just come to get their grammar checked, they don't need more basics, you should work on higher-order concerns below later-level concerns, you should have a rulebook handy, and you can teach anything.
NNS don't just come to get their grammar checked, they don't need more basics, you should work on higher-order concerns below later-level concerns, you should have a rulebook handy, and you can teach anything.
What Tutoring Writing Isn't
from Tutoring Writing: A Practical Guide for Conferences, by Donald A. McAndrew and Thomas J. Reigstad. Portsmouth: Boynton/Cook, 2001. 160 pages.
The editor-journalist relationship is abusive. Don't model this relationship.
Don't be a therapist. It can be tough if students write about their feelings.
Don't tutor about a "dead" paper, one that the writer is no longer working on.
The editor-journalist relationship is abusive. Don't model this relationship.
Don't be a therapist. It can be tough if students write about their feelings.
Don't tutor about a "dead" paper, one that the writer is no longer working on.
The Tutoring Process
Ch 3
ALLYN BACON GUIDE TO PEER TUTORING
Don't edit as you would a friend's paper. First break the ice, then ask some questions, then have them read aloud. End with asking them what they will do next.
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