The Bedford Guide for Writing Tutors
by Ryan, Leigh; Zimmerelli, LisaEdition: 6th
Format: Paperback
Pub. Date: 2015-12-11
Publisher(s): Bedford/St. Martin's
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Summary
The Bedford Guide for Writing Tutors discusses the needs of writing tutors as both teachers and scholars, helping you establish your tutoring techniques and reflect on your teaching philosophies.
Author Biography
Leigh Ryan has directed the Writing Center at the University of Maryland since 1982. In addition to articles on mentoring, writing, and writing center theory, practice, and administration, she is the author of The Bedford Guide for Writing Tutors (Fifth Edition, with Lisa Zimmerelli). She has presented at regional, national, and international writing center and composition conferences. She has consulted on writing centers at institutions in the United States, South Africa, and the Netherlands. Former secretary of the International Writing Centers Association and president of the Maryland Association of Teachers of English and Mid-Atlantic Writing Centers Association (MAWCA), she currently serves on the executive board for MAWCA and the planning committee for the IWCA/NCPTW 2010 conference.
Table of Contents
Preface for Writing Center DirectorsIntroduction for Tutors
9. The Writing Center as a CommunityExercise 9A: Articulating Your Tutoring PhilosophyExercise 9B: Creating a Metaphor for Tutoring Appendix A: Tutors AskAppendix B: Tutors Talk: Evaluating What They SayAppendix C: Role-Playing ActivitiesAppendix D: Outside Tutoring and Editing Jobs
- The Writing Center as a Workplace Professionalism toward the WriterProfessionalism toward Other TutorsProfessionalism toward TeachersThe Many Hats Tutors WearWhen is a Tutor Not a Tutor?Exercise 1A: Keeping a Personal Tutoring JournalExercise 1B: Participating in Public Online Discussion ForumsExercise 1C: Investigating Your Writing Center’s HistoryExercise 1D: Exploring Tutors’ Roles
- Inside the Tutoring Session Getting StartedSetting the AgendaFour Effective, Powerful ToolsUsing a HandbookWrapping Up a SessionExercise 2A: Observing Tutors’ and Writers’ Body LanguageExercise 2B: Observing Tutoring SessionsExercise 2C: Working with Handbooks and Other ReferencesExercise 3D: Role-playing the Tutoring Session
- Tutoring Writers Through The Writing Process PrewritingDraftingRevisingEditing for Grammar, Punctuation, and MechanicsCoping with the Long PaperWorking with a Text DigitallyExercise 3A: Exploring How Writing is TaughtExercise 3B: Understanding Common Terms of the Writing ProcessExercise 3C: Developing a HandoutExercise 3D: The Writing Process in Action: Self-Reflection and Writer Case StudyExercise 3E: Reflecting on Being Tutored
- The Writers You Tutor Learning StylesStudents ConcernsThe Writer with Writing AnxietyThe Writer with Basic Writing SkillsThe Multilingual WriterThe Writer with a Learning DisabilityThe Writer with a Physical ChallengeThe Adult LearnerExercise 4A: Reflecting on Writers’ ConcernsExercise 4B: Reflecting on Your Own Writing ConcernsExercise 4C: Reflecting on Tutoring TechniquesExercise 4D: Learning from Students
- Helping Writers Across the Curriculum Research PapersLab Reports and Scientific PapersArgument or Position PapersLiterature PapersBook, Film, and Play ReviewsGroup Writing ProjectsDigital or Multimodal EnvironmentsPowerPoint and Alternative Platform PresentationsResumes (Traditional and Scannable)Cover LettersApplication Essays and Personal Statements
- Tutoring in the Information Age Online TutoringOnline Writing ResourcesHelping Writers Evaluate Online SourcesExercise 6A: Developing Advice TemplatesExercise 6B: The Challenges of Online TutoringExercise 6C: Creating Stock Responses
- Addressing Various Tutoring Situations The Writer Who Comes at the Last MinuteThe Unresponsive WriterThe Antagonistic WriterThe Writer Who Selects an Inappropriate Topic or Uses Offensive LanguageThe Writer Who PlagiarizesThe Writer with the Perfect PaperThe Writer with the Long Paper Exercise 7A: Reflecting on Various Tutoring Situations
- Research in the Writing Center
9. The Writing Center as a CommunityExercise 9A: Articulating Your Tutoring PhilosophyExercise 9B: Creating a Metaphor for Tutoring Appendix A: Tutors AskAppendix B: Tutors Talk: Evaluating What They SayAppendix C: Role-Playing ActivitiesAppendix D: Outside Tutoring and Editing Jobs
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