Writing Consultant Training Activity Descriptions

Posted: December 10, 2013 in Pedagogy, Writing Center

Arranged Alphabetically

Article Response: 1 page double spaced, contain name and author of article, brief summary of main points, and a response relaying how the article made you think about tutoring practices.

Blog: Your 500-word posts will respond to the question/s listed on the schedule. When responding to a blog, be courteous and thorough.

Blog Presentation: No more than 5 minutes, informal presentation going over the highlights of what you’ve learned this semester, may be in any format…be creative

Debate: 2 sides; 1 show down. Are you for or against? There is no middle ground. This is ACADEMIA!

Fieldwork: General laundry list of things to do outside of class.

Final Essay: 2-3 page paper explaining why you think you’d make an excellent writing consultant (or…not). Include content from EVERYWHERE and EVERYTHING we’ve learned this semester to support your argument. Be creative, convincing, and concise

Final Oral Commentary: You will be supplied with the scenario of an unmotivated student who comes in with an assignment sheet for a literacy narrative and a laptop. The student is starting from scratch. You have 20 minutes to set goals and successfully tackle one of them. Sound easy? Here’s the catch. The student is one of the following:

  • Learning disabled
  • From Japan and only knows some conversational English
  • Wants to use the session to bash the professor
  • Experiencing writer’s block
  • A procrastinator—the paper is due the next day
  • A nontraditional student
  • Exhibits composition-phobia
  • Just wants the grammar checked, but there are serious flaws with organization

Jigsaw: Reading is assigned during class. A small group becomes an “expert” on one section, creates a visual aide, and presents information to the class.

Lecture Participation: Be actively involved; may be asked to take notes for the class, be able to summarize discussion and apply it to learning goals; use “I would” statements rather than “you should” when talking about best practices; admit when you don’t know something.

Literacy Narrative: Assignment posted on Blackboard.

Open Discussion Day: Topics you choose; discussions you want!

Oral Commentary: Practice the first five minutes of a tutoring session with a partner. Set goals for addressing a literacy narrative assignment for 5 minutes. Instructor and partner will assess your performance.

Panel Discussion: Work with 3-4 assigned group members; address the tutoring scenario of an unmotivated student by looking through the less the instructor provides; gather resources (those provided and researched) and post to blog prior to presenting. Form a cohesive, interactive, insightful 30 minute presentation. You will be assessing your partners’ participation and they yours. The class and the instructor will be assessing your panel as a whole.

Patchwork Quilt: Hands-on creative project involving markers, crayons, chalk, and construction paper (instead of patches)

Prezi: Kind of like a PowerPoint but awesomer (yes that is now a word). If you’ve never used this program, consult the “How To” video before asking me. Be sure to post to your blog!

Scenarios/Concerns: Scenarios consist of made-up tutoring situations; concerns will cover various topics as they arise from your tutoring observations/sessions; you will be graded by sticky notes—must have four sticky notes (signifying four worthwhile/meaningful contributions) to get full credit.

Speed Dating: Reading is done outside of class. Notes are typed and a hard copy brought. Small groups work together to combine knowledge and to create a “dating slogan” (i.e. a key idea from the assigned text). Individuals speedily mingle with members of the class.

Tutoring Reflections (Observation): must not refer to tutor or student by name, use “I would” statements, try to see where theory/philosophy comes into the session, total 250 words.

Tutoring Reflections (Self): same as above with the addition that you must assess your own strengths/weaknesses/concerns/comprehensions

Webcast: 3-5 minute video with voice over, text, pictures, music, etc. Spoken dialogue must equate to 500 words, which you will turn in. Be sure to post to your blog!

Written Commentary: You will be provided with a former student’s literacy narrative. Consider HOCs & LOCs as you comment on the word choice, style, content organization, clarity, and grammar. Assess whether this is an A, B, C, D, or F paper.

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