Group items tagged

This study examined the perspectives of both tutors at university writing centers and the Non-Native English Speaking (NNES) students who use the centers. Using qualitative methods, this study looked at perceptions of the academic writing needs of the NNES students, along with characteristics of tutoring sessions which made the sessions successful in the eyes of tutors and students. The study used interviews, observations, a survey, and artifacts to look at these topics and then compared the perceptions of tutors and students. Additionally, the study compared writing centers at two universities, one of which employs an ESL specialist, in order to learn if employing this specialist affects success for the tutors and NNES students. Results indicate that student and tutor perceptions of student needs were similar in that they expressed consistent need for grammar assistance and help with low-order concerns (LOCs). Sessions at both universities were successful, according to tutors and students, if sessions focused on these grammar and LOC needs. Employing an ESL specialist did not affect the perceptions of students or tutors nor did it seem to effect the success of sessions for either students or tutors.

ABSTRACT: "This paper reports the results of a study comparing the interactional dynamics of face-to-face and on-line peer-tutoring in writing by university students in Hong Kong. Transcripts of face-to-face tutoring sessions, as well as logs of on-line sessions conducted by the same peer-tutors, were coded for speech functions using a system based on Halliday's functional-semantic view of dialogue.Results show considerable differences between the interactional dynamics in on-line and face-to-face tutoring sessions. In particular, face-to-face interactions involved more hierarchal encounters in which tutors took control of the discourse, whereas on-line interactions were more egalitarian, with clients controlling the discourse more. Differences were also found in the topics participants chose to focus on in the two modes, with issues of grammar, vocabulary, and style taking precedence in face-to-face sessions and more "global" writing concerns like content and process being discussed more in on-line sessions." "

from abstract: "in keeping with theory and practice of tutor training in inquiry-based pedagogy, ELL students and peer tutors vacillate between the linguistic dominant position, indicating that participants establish a collaborative and egalitarian environment. However, L1 tutors may experience dissonance because the agenda set by ELL students often focuses on surface features such as grammar and diction rather than on global revisions" (36).

Allie Squires's "How to Get Off Topic and Still Save Your Essay in One Tutoring Session or Less" was published in the Fall 2014 issue of the student journal Tutors.

Jennifer L. Haden's "Avoid the Awkward Silence: Tips for Creating Conversation and Getting Students Involved in Tutoring Sessions" was published in the Fall 2014 issue of the student journal Tutors.

Jennifer L. Haden has been a writing mentor at the University of California at San Diego for three years. Haden provides three astute tips for writing tutors to help create a comfortable tutoring session.

PeerCentered is a space for peer writing tutors/consultants or anyone interested in collaborative learning in writing centers to blog with their colleagues from around the world. Bloggers here will share their ideas, experiences, or insight. Related conversation on WCenter (links to archived "Meet the Author" sessions): http://lyris.ttu.edu/read/messages?id=19608359

PeerCentered is a space for peer writing tutors/consultants or anyone interested in collaborative learning in writing centers to blog with their colleagues from around the world. Bloggers here will share their ideas, experiences, or insight. Has a search engine to search for topics discussed in blog entries.

SUNY Plattsburgh's Allison Squires argues that it is alright to take a break during a tutoring sessions and to talk about AMC's The Walking Dead.

Basic tutor training video from the Thompson River University Writing Centre. Includes mock tutorial session.

Tutor training video that demonstrates best practices. Includes a mock tutorial session.

M. Blake Reichenbach is a writing consultant at Bellarmine University's Writing Center. He delivers a witty monologue about the connections between working at a trendy Mexican restaurant and consulting a fellow student during a tutoring session.

M. Blake Reichenbach - "Making Tacos, Saving Grades" is a short monologue that was published in the Fall 2014 issue of the student journal Tutors.

discussing the digital literacy skills tutors are expected to have and to teach/tutor

"Post-secondary writing centers have struggled to produce substantial, credible, and sustainable evidence of their impact in the educational environment. The objective of this study was to develop a college-level writing self-efficacy scale that can be used across repeated sessions in a writing center, as self-efficacy has been identified as an important construct underlying successful writing and cognitive development. A 20-item instrument (PSWSES) was developed to evaluate writerly self-efficacy. 505 university students participated in the study. Results indicate that the PSWSES has high internal consistency and reliability across items and construct validity, which was supported through a correlation between tutor perceptions of client writerly self-efficacy and client self-ratings. Factor analysis revealed three factors: local and global writing process knowledge, physical reaction, and time/effort. Additionally, across repeated sessions, the clients' PSWSES scores appropriately showed an increase in overall writerly self-efficacy. Ultimately, this study offers a new paradigm for conceptualizing the daily work in which writing centers engage, and the PSWSES offers writing centers a meaningful quantitative program assessment avenue by (1) redirecting focus from actual competence indicators to perceived competence development and (2) allowing for replication, causality, and sustainability for program improvement. "

discussing whether to contact faculty when plagiarism is discovered during a tutoring session

discussion of training for peer tutors that involves observing and writing reflections on sessions

This video, produced by Mountwest Community and Technical College, demonstrates a typical tutoring session, including the greeting, the assessment of the student's needs, the creation of an agenda, the evaluation of the writing, the confirmation of the student's ideas, and the creation of a plan of action.

crowdsourcing info on computer use during in-person tutoring