Why We Tutor...
"All writers need writing tutors" - Muriel Harris
The Allyn and Bacon Guide to Peer Tutoring (2004) makes the role of tutoring, editing, and writing centers (in the US) crystal clear. Understanding the history of writing centers and tutoring for writers is quite remarkable. Writing centers have existed for over 125 years, which is interesting since it seems many people think such programs are fairly new. Reading ancient, well-respected educators' statements regarding the importance put on and emphasis towards regular composition and guided revision made me think of my role as an educator, and tutor. It is important to me that my students mature as writers. In a sense, teachers function as their students editors and tutors (see chart from text below), once writing assignments have been submitted. The text led me to memories of my own writing tutorial experiences, as a student and tutor. For three years I have spent a great deal of time working with writers of ages, and various linguistic backgrounds, and their writings. The past year has assisted my growth and development as a writer, which is a benefit I had not considered beforehand; even the way I approach a piece has been altered. In reading The Tutoring Process chapter, I realize that I am familiar with suggested introduction, questioning, and focusing techniques through my own writing center experiences that I have had at Temple University's Writing Center. Having an opening, essentials questions and a conclusion, all while monitoring the time, is similar to the lesson preparation effective teachers practice for each class. At a time when I had chunks of body paragraphs, yet no idea how to start the paper, I was thankful for the brainstorming process, the tutor I was assigned to, prompted as a springboard for my first draft.
Examining one's expectations as a tutor as well as the expectations tutees bring to writing tutorial sessions is essential to having a fruitful session. Writers that seek writing tutors need to understand tutors do not rewrites one's work; their purpose is to hone in on common errors to possibly alter and enhance the writer's belief about how to write. As a writer meets with a tutor, he or she will adopt new skills, to improve writing. This reading provides great information about how to be a great writing tutor, as well as what to look for in writing center tutorial observations.
The Allyn and Bacon Guide to Peer Tutoring (2004) makes the role of tutoring, editing, and writing centers (in the US) crystal clear. Understanding the history of writing centers and tutoring for writers is quite remarkable. Writing centers have existed for over 125 years, which is interesting since it seems many people think such programs are fairly new. Reading ancient, well-respected educators' statements regarding the importance put on and emphasis towards regular composition and guided revision made me think of my role as an educator, and tutor. It is important to me that my students mature as writers. In a sense, teachers function as their students editors and tutors (see chart from text below), once writing assignments have been submitted. The text led me to memories of my own writing tutorial experiences, as a student and tutor. For three years I have spent a great deal of time working with writers of ages, and various linguistic backgrounds, and their writings. The past year has assisted my growth and development as a writer, which is a benefit I had not considered beforehand; even the way I approach a piece has been altered. In reading The Tutoring Process chapter, I realize that I am familiar with suggested introduction, questioning, and focusing techniques through my own writing center experiences that I have had at Temple University's Writing Center. Having an opening, essentials questions and a conclusion, all while monitoring the time, is similar to the lesson preparation effective teachers practice for each class. At a time when I had chunks of body paragraphs, yet no idea how to start the paper, I was thankful for the brainstorming process, the tutor I was assigned to, prompted as a springboard for my first draft.
Examining one's expectations as a tutor as well as the expectations tutees bring to writing tutorial sessions is essential to having a fruitful session. Writers that seek writing tutors need to understand tutors do not rewrites one's work; their purpose is to hone in on common errors to possibly alter and enhance the writer's belief about how to write. As a writer meets with a tutor, he or she will adopt new skills, to improve writing. This reading provides great information about how to be a great writing tutor, as well as what to look for in writing center tutorial observations.
As an educator and/or writing tutor, it is one's human duty to encourage students' writing and to facilitate opportunities for learners' writing confidence to advance and improve through tutorial sessions.
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