Please post two questions for our discussion in next Wednesday's class, one on an issue raised in the first two Bedford Guide chapters, and the other on the policies and procedures from The University of Iowa Writing Center Tutor's Guide and our website. What do you find confusing or controversial? Thanks!
Suggested Question for Blog Post #8: What are the advantages and disadvantages of the non-fiction “case study” (Loraine) vs. the more academic case study (Lin and Fei)?
1) Bedford Guide Question:
ReplyDeleteSuppose a tutor and a student are really immersed in some revisions and time gets away from them – they have to end hastily and without really touching much on, say, the third of three larger scale issues. Are there any plans/protocols in place for follow up emails that provide important information while not inviting a continuous outside-the-Center engagement?
2) U of I Tutor’s Guide Question:
Do we have any sample “commenting letters” available for reference?
1) What if the tutor has an oversensitivity to sound that makes it hard to hear/focus on her students with other voices in the room, what can the tutor do to make the best environment for her and her students?
ReplyDelete2) Once we start tutoring online, can tutoring online be one from our home computers?
This one's Libby Walkup, I'm logged in, I don't know why my name isn't attached.
DeleteNM worked it out.
Delete1. My understanding is that during online tutoring we are encouraged not to use digital shorthand like BTW/FYI/LOL but if writers prefer to use such abbreviations we should not stop them. From my experience, digital shorthand does not usually come with proper punctuation, maybe even grammar. If so, should I draw the writer's attention to such details? In other words, should I focus on issues with the papers only or should I also point out issues that come up during electronic communication with the writer such as chatting and emails? My concern is that paying attention to such details may make the atmosphere more formal than we want but then looking away from glaring mistakes in an email may normalize too casual attitudes. Wouldn't it also be like having double standards?
ReplyDelete2. Last semester I had an international student whose grammar called for additional work. While grading the student's papers, I corrected the grammar as best I could but overall I did not really teach the student grammar and there was little progress. I wonder how well equipped we are at the writing center to really help students work on their grammar on top of everything else going on in their classes. As an instructor I do not offer my students extra credit but I encourage them to visit the writing center either to improve their writing or grammar or both. I just wonder what can be done for such students and how much instructors can expect help from the writing center in that respect. There was a mention of a policy of "signing a paper" which is something I had not heard of.
I will have to add my other question tomorrow morning if I hope to make it to Write On in the morning.
ReplyDelete1) Looking over the guide for tutors at the UI, I didn't see anything about tutoring your own students. Does this ever come up? I can't decide whether there is an ethical difference between tutoring and offering assistance during office hours, or not. A tutor is in the enviable position of helping students to warm to writing and of promoting student growth, without judgment in the form of a letter grade. I appreciate the guidelines for feedback on drafts submitted online. Focusing on three areas for improvement and abandoning attempts to thoroughly proofread sounds manageable. Positive comments on the front end sounds like the PNP of parent teacher conferences--positive negative positive.
Sorry for the username (it's my gmail address). This is Cassandra. :)
ReplyDeleteBedford Guide Question:
Similar to Justin's question: let's say a complicated point arises about a paper due the next day -- or a writer seems distressed about an assignment -- right at the end of a session. How much leeway do we have to go overtime if we feel this student needs a little extra attention? (What about a situation where there's another person with a scheduled appointment waiting in the wings?)
Tutor's Guide Question:
If we're tutoring Writing for Academic Success students who decide to work together for the 50-minute session, what are some guidelines for meeting with two students at once?
2) The Bedford Guide includes a pretty comprehensive list of resources for tutors to have on hand in both print and online forms. I notice that the Writing Center website has links to resources in many of these categories. Other than the OWL, what are some favorite resources (print or web) that tutors use again and again? What materials do tutors at UI typically keep near them while they work with students?
ReplyDeleteBedford - I'm really curious as to where the line is when it comes to feedback. If they are adamant about going down a path that I don't believe to be fruitful, how forceful should I be with them? Similarly, if a student has a problematic/offensive opinion, how much should I intervene? I ask this partially because I've had avowed white nationalists (who always wanted to write about being white nationalists) in my rhetoric courses.
ReplyDeleteWriting Center Guide - Any suggestions on checking personal taste when you're tutoring? I worry that my stylistic suggestions may not always go over well.
And another writing center question - How do you navigate the dance of what the student wants to talk about and those subjects on which the student actually *needs* help?