English 395 Spring 2005
Dr. SuEllen Shaw
Weld 229/Lommen 95
Email: shaws@mnstate.edu
477-4682/477-5938
Texts: Ryan, Leigh. The Bedford Guide for Writing Tutors. 3rd
ed.
Zinsser, William. On Writing Well: The Classic Guide to Writing Nonfiction
Assorted handouts, reserve materials, and web links.
Course Description: Introduction to the theory, methods, and materials of writing
center instruction; supervised tutoring; lab course, prerequisite for work as
a tutor in the Write Site.
Objectives:
Students will--
1. Understand writing as a process of discovery and investigation as well as a mode of communication.
2. View conferring with writers as an important mode of writing instruction.
3. Gain insight into the composing processes of writers in general and of inexperienced writers in particular.
4. Become more aware of their own composing processes.
5. Learn several tutoring strategies available to them when conferring with writers and apply them during conferences.
6. Gain insight into techniques that may help them improve their own writing.
7. Learn how to diagnose writing problems.
8. Understand the importance of establishing a supportive rapport with writers during conferences.
9. Become aware that writers' native use of dialect or a language other than
English creates special writing problems, and learn to apply specific tutoring
techniques to meet these writers' special needs.
Scheduling: Class will meet as scheduled during the first seven weeks
of the semester. In addition, you will observe experienced tutors currently
working in the Write Site two hours per week during weeks 3-7. Starting the
eighth week, we will meet as a class for one hour per week, and you will begin
tutoring in the writing center for four hours per week. Tutoring will not take
place during finals week. Although the intent of the class is to provide you
with experience in tutoring, as well as background in the theory and pedagogy
of conference teaching, some of you may not actually tutor. You may decide,
based upon readings and class discussion, that you are uncomfortable with the
conference model of teaching; or I may decide, based on your class performance,
poor attendance, or tardiness, that I am unwilling to let you tutor. In either
case, the following options will replace supervised tutoring if that becomes
necessary: you will negotiate a contract with me which may include (1) observations
of and writing about tutoring, (2) preparation of a research paper on a topic
related to class readings, (3) development of resource material to use in the
Write Site, (4) reception/clerical work in the Write Site, or (5)intensive work
on writing problems that you may have. Other options are possible after negotiating
with me.
Writing: Writing for the course will include an academic journal, three
papers, and a self-evaluation. The academic journal, word processed and kept
in a pocket folder, will include your responses to class readings and discussion,
observations, and tutoring sessions. Specifically, you should write an entry
responding to each class reading to prepare for class discussion. In addition
to responses to readings, the journal should include an entry about each observed
tutoring session and each session you conduct once you begin tutoring. Comments
on, additions to, or rebuttals of class discussion are certainly appropriate
too. Please date your entries. I will collect them every other Thursday. Class
essays will formalize your responses to class readings and instructional materials.
Specifically, these papers will include the following:
• a 3-5 page essay presenting your writing autobiography
• a 3-5 page essay reacting to a student paper and specifying how you, pretending to be a tutor, might address the paper in a tutorial
• a 3-7 page essay comparing/contrasting at least two readings this term; or a 3-7 page persuasive essay explaining why one of the course
readings should or should not remain a required reading in the course.
• A self-evaluation report critiquing your progress during the course, specifically focusing on your role as a tutor and writer, evaluating your growth in knowledge of your strengths and weaknesses in tutoring and growth in knowledge of your strengths and weaknesses in writing.
Course Outline
Week One, January 11-13
Introduction to class.
Reading & Discussion: Intro. and Chapter 1 in the Bedford Guide for Writing
Tutors(BG); Zinsser, Intro., Ch's. 1 & 2
Journal due Thursday
Week Two, January 18-20
Reading & Discussion: BG , Ch's. 2, 3,
Writing Assignment: Your writing autobiography--After drafting your autobiography,
meet with two different tutors in the Write Site to discuss your rough
draft. Polish and revise it to hand in February 3.
Class Activity: Diagnostic grammar, mechanics, and usage test on Thursday. We'll
review grammar and mechanics issues as needed through the semester.
Week Three, January 25-27
Reading & Discussion: BG, Ch. 4; Zinsser, Ch. 3, 4,
Begin observing in Write Site two hours/week through Week 7. Write Site hours:
9:00-4:00 Monday-Thursday, 9:00-12:00 Friday (LO 95) Wednesday and Thursday
(LL 208)
Journals due Thursday
Week Four, February 1-3
Reading & Discussion: BG, Ch's. 5-6
Class Activity: Role Playing
Journal: Do a reaction/response to the BG text, so far. What has been
helpful? What has not? What are you seeing in your observations?
Writing autobiography due Thursday
Week Five, February 8-10
Reading & Discussion: BG, Ch. 7; Zinsser, Ch's. 5
Journal: Respond to readings, discussions, and tutoring observations.
Writing Assignment: Essay 2, Assessment of paper problems and presentation
of tutoring plan. See at least one tutor to discuss your draft.
Journals due Thursday.
Week Six, February 15-17
Reading & Discussion: BG, Ch. 8; Zinsser, Ch's. 6, 7
Journal: Continue work in journal. This should be more than a summary of what
you are seeing or what you have read. What are you learning? What are your reactions?
What connections can you make to other reading or learning experiences you've
had?
Class Activity: Mock Tutorials. Discussion of some common writing problems.
Writing Assignment: Essay 2 due Thursday Feb. 24.
Week Seven, February 22-24
Reading & Discussion: "The Language of Psychology: APA Style as Epistemology,"
Madigan, Johnson & Linton
Class Activity: Tutoring Assignments made.
Journals and Essay 2 due Thursday
.
Week Eight, March 3 (March 5 Midterm)
Reading & Discussion: Zinsser, Part II
Reserve readings assignment--Readings on four different areas of tutoring
interest are on two-hour reserve in the library. Begin those readings. Make
journal entries for each of your readings. Read four different articles in each
area. The journal entries should be more than a summary of the article--what
did you think of the theory or strategies presented? The topics will be discussed
in the following order: Tutoring Strategies in general, ELL Tutoring,WAC/WID
Tutoring, Tutoring LD and Other Challenging students, . Discussion of these
articles will begin next week.
Class Activity: Classes 1 hour/week from now on (9:30-10:20 on Thursday).
Tutoring Practicum 4 hours/week in Write Site.
Journals: Are you seeing relationships/connections/similarities between any
of the essayists? Any contradictions?
Week Nine, March 10
Reading & Discussion: Tutoring strategies in general, based on readings
on reserve
Assignment: For March 25--Find two helpful sites on-line for tutoring support.
Bring addresses and copies of printouts to share with classmates.
Journal due Thursday.
March 17--Spring Break--Enjoy!
Week Ten, March 24
Reading & Discussion: Tutoring ELL students, based on readings on reserve
Journal: What are the challenges for you in tutoring? Where are the successes?
How do your readings and observations help/hinder you?
Class activity: Sharing of helpful on-line information sites.
WAC/WID out of class activity: Explore the books in the Write Site and one or
two professional journals for writing in disciplines outside of English. How
do the writing conventions differ? Report to the class on your particular assignment
April 8.
Week Eleven, March 31
Reading & Discussion: Tutoring WAC/WID, based on readings on reserve
Journal due Thursday
Week Twelve, April 7
April 6--Withdrawal deadline
Reading & Discussion: Reports on your explorations of writing in the disciplines,
using the resource books from the Write Site and any exploring you did in professional
journals.
Week Thirteen, April 14
Reading & Discussion: Zinsser, Ch's. Ch's. 16 & 17
Journal due.
Writing Assignment: Comparison/Contrast or Persuasive essay; meet with a
Write Site tutor (not one of your classmates) to discuss your rough draft. Essay
due on April 28
Week Fourteen, April 21
Reading & Discussion: Zinsser, Ch's. 20, 21
Week Fifteen, April 28
Reading & Discussion: Tutoring Strategies for LD and Other Challenging students,
based on readings on reserve
Writing Assignment: Assessment of your tutoring and writing experience
in this class--Self Evaluation
Comparison Contrast or Persuasion paper due.
Week Sixteen, May 3 (Study day May 5--Write Site closed)
Journal due.
Final class wrap-up discussion
Week Seventeen 9:00 a.m. May 9
Final paper due. Class evaluation opportunity. No tutoring during finals
week.