40 Writing Center Tutoring Scenarios

Posted: January 13, 2014 in Writing Center
Tags: , , ,

What would you do if…

  1. A student tells you that he or she has given up and is dropping a class.
  2. The student is writing a 15-page research paper at the last minute.
  3. You’re reading a paper about a topic you ethically disagree with.
  4. The student seems anxious about being critiqued or is unsure of her writing abilities.
  5. A few minutes have gone by, and neither you or your student have said a work. The silence is getting awkward.
  6. A student has begun to go past the allotted session time, and you have another student who has already arrived for his/her session.
  7. Two engineering students are co-writing a paper, but only one of the students shows up to the session.
  8. The student has not made an appointment but demands to be seen immediately.
  9. The student says, “I don’t see why I have to learn this subject/do this assignment.”
  10. A student wants detailed information on a campus-related issue during your session that is not related to her paper.
  11. A student needs to print his schedule now and has been sent to the Writing Center, which does not allow students to print (unless it is a paper for the session). When he arrives, he is loud, angry, and late for an appointment.
  12. You have down time between sessions.
  13. The student says, “Can you check my grammar and/or punctuation?”
  14. During the session, the student begins badmouthing the instructor.
  15. The student says, “I don’t think my main point is clear.”
  16. You’ve met with a student several times during the semester. The student confesses he has stopped going to class because “you explain it better.”
  17. The student says, “My paper doesn’t flow, and my professor says I need to connect everything together.”
  18. The student talks about personal problems instead of school work.
  19. The student says, “My paper is all over the place.”
  20. You and the student have been working together for almost an hour, and the Writing Center is about to close. The student asks if the two of you could go to the library to work.
  21. The student says, “I just can’t get it. I study all time. I don’t know what to do.”
  22. The student is overwhelmed by other concerns.
  23. You’ve worked through your discomfort about the student’s disability, but you still don’t feel that you are able to help the student learn the material effectively.
  24. The student says, “I don’t think I have enough information in this paper.”
  25. The student is becoming increasingly uncomfortable to be around.
  26. The student says, “I don’t know how to get my ideas into writing.”
  27. The student wants you do to all the work/write the paper for him.
  28. The student shows up consistently late or is a repeated no-show.
  29. An adult student makes an appointment per suggestion of his psychology professor. He is not majoring in psychology and feel that the class and this suggestion of tutoring is a waste of time. The student wants a good grade, but he is not open to the idea of tutoring. He obviously needs help, and you would like to see him return to the Writing Center.
  30. The student says, “I don’t have any idea what to write about.”
  31. The student asks you a question you don’t know the answer to.
  32. A first year student is sent to the Writing Center by his advisor after he got a mid-semester grade warning in two of his classes–one of them being a developmental English class. He got a B average in high school English. He doesn’t see why he was placed in the developmental English class; why he is failing, and how the writing center can help him. He knows everything about writing, or so he says.
  33. The student says, “I don’t understand my assignment.”
  34. A student who speaks both Arabic and English comes into the writing center at the suggestion of her English composition teacher. The student is an engineering major who thinks she knows enough English and that formally studying English is “stupid” because she doesn’t need it at this level. She has obvious ESL issues in her writing.
  35. The student writing a creative nonfiction paper says, “My paper is not creative, and I need more descriptive language.”
  36. The student brings in a take-home exam and wants your help.
  37. A student wants two hours of tutoring per week. You have been working with four students who are in the same class. You find that you are repeating yourself four times and that you are running short on time.
  38. One of your students tells you he has been openly ridiculed in class by the professor.
  39. Your student just wants you to fill out a memo stating that he/she has been to writing center for extra credit.
  40. The student thanks you for your help and compliments you on your tutoring abilities.

Refer to these videos for more role-playing scenarios

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