Text:
Murphy, Christina and Steve Sherwood; The Saint Martin's Sourcebook for
Writing
Tutors,
1995.
Readings
from: Maxwell, Martha, Ed.; When Tutor Meets Student, Second Edition,
1994.
Meyer,
Emily and Louise Z. Smith; The Practical Tutor, 1987.
The Writing
Lab Newsletter
The Writing
Center Journal
The Journal
of Basic Writing
Participation
in: The North Texas Writing Centers Association mini-conferences
The Texas Association of Writing Centers session at the Conference for
College Teachers of English
Purpose of the Course: The purpose of this course is to provide students with a sound pedagogical foundation for working with writers, especially in individual and small group settings. In addition, the course intends to help students become more aware of their own writing process.
Specifically, students in the course will:
1.
develop a theoretical basis for working with writers
2.
begin to investigate and interpret the complexities of tutoring writing
3.
gain practical knowledge which allows them to effectively work in a
variety of writing tutorial settings, as well as with different types of
writers
4.
be able to analyze and interpret different tutoring styles and apply them
in
various tutorial situations
5.
extend their own writing experiences through formal essays and observational
journals
The course includes an intensive study of written discourse theory and current Writing Center pedagogy. In addition to the required text, students will also read and respond to journal articles. Also, the course is designed to allow students to observe tutoring sessions conducted by experienced tutors.
Finally, the course can benefit
students as they become professionals. First, students who plan to
work with writers in public school or university settings will have a sound
pedagogical basis for tutoring their own students. Next, students
who complete the course may become eligible to work in the University Writing
Center or the Basic Writing Lab, which is valuable experience for any students
who intend to work with writers in the future.
Course Requirements:
1. Students
will participate in all class discussions.
2. Students
will complete all required assignments.
3. Students
will attend all class meetings and tutorial sessions.
The class
will meet one hour each week.
Assignments:
Students should complete all assignments on time. The assignments are designed so students can demonstrate competence and an in-depth awareness of all facets of the course.
Some of the assignments include:
1. A written analysis of the two most common tutoring styles, directive and non-directive; paired with an examination of which personal qualities tutors must have in order to execute these two tutoring styles. Students should also be able to explain when and how to implement these styles.
2. Analysis of instructors’ assignment sheets paired with student writing samples. Students will determine how well the samples match the assignment requirements and offer tutorial advice to help the writers of the papers develop their essays appropriately.
3. Journal entries concerning master tutorial sessions the students observe. Students will be expected to determine how effective the sessions are, which tutoring styles are implemented, as well as other important issues.
4. A final examination
which asks the students to respond to an actual student paper. The
students are to assume they must tutor the writer. Students will
explain this tutorial session by writing a four to five page essay
which reflects their understanding of the pedagogical and theoretical foundations
of tutoring writers.