Writing Center Training Manual
Tutorial Sessions

We can help with:

Getting started:

• Selecting or narrowing a topic
• Planning the paper
• Overcoming writer’s block

Doing research
Using sources in ways that avoid plagiarism
Documenting sources

• MLA (Modern Language Association)
• CMS (Chicago Manual of Style)
• APA (American Psychological Association)
• CBE (Council of Biology Editors
• AMA Style Guide from Simmons College Libraries

Revising:

• Strengthening the thesis
• Organizing
• Expanding
• Editing

Editing/Proofreading

• General proofreading
• Specific concerns—use of passive voice; documentation issues

Formatting
Special documents
(Resumes, Letters, Webpages, PowerPoint presentations)

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How do you conduct a Writing Center tutorial?

  Help the client establish an agenda for the tutorial session.

It is important to begin the session by finding out what the student client wants particular help with: the overall sense of the paper, specific parts, use of research material, editing concerns, etc. It is useful to begin by filling out the Writing Center Consultation Report form. Sharing this task with the client as you fill out his or her questions or concerns makes a natural bridge into the session. Help the student to be specific. When the client brings you a finished draft, ask him or her, "Do you need help with your thesis?" or "Would you like help with your introduction and conclusion?" If the client identifies "proofreading" as the area of concern, ask, "Do you have trouble with comma splices or fragments?" or another specific question that helps the client clarify his or her areas of concern in order to focus the conference.

Some clients may bring the Faculty Referral Form, which identifies specific concerns that an instructor has about student writing.

  Make sure that the client retains ownership of his or her paper.

Many students feel little investment in their writing because their papers are constantly taken over by others, specifically by teacher authority figures. Their experience in revising may have consisted of copying teachers' editing remarks, rather than re-seeing their texts and making them better using their own strategies. They are likely to hand over the paper, essentially saying, "Tell me what to do to my paper, and I'll do it. How can we make sure that students feel their paper is their own?

• Sit side by side with the paper between you. You may have the client hold the paper, or you may consult at the computer station, allowing the client to control the mouse.
• If the client is willing to read his or her paper aloud, some problems may be resolved simply through the reading. Of course, this depends on the student's comfort level with reading aloud and the level of activity in the Writing Center at the time of consultation.
• The student client, rather than the Writing Center consultant, should make editing notes with a pen or should correct text at the computer.
• Sometimes, however, when the client is brainstorming for an entire paper or a portion of a paper, it is useful to let the client talk while the consultant takes notes by hand on a separate piece of paper or at the computer. This frees the client to focus on generating ideas. It is a good idea to note that such a procedure has been followed when filling out the consultation report, so that it's clear that the ideas came from the client and only note-taking was performed by the consultant.
• Two of the best questions we can ask are "What do you mean by this sentence?" and "Can you tell me more about this?" Often, clarifying ideas conversationally helps the client say something better or provide the necessary explanation and evidence that can then be incorporated into the paper.
• In general, asking questions and engaging the client in conversation about the paper works better than silent reading and editing advice.
• It is often useful to review the assignment with the client, especially if the thesis or purpose of the paper is unclear to you. Students who are having difficulty getting started on a paper frequently need to talk over the assignment and instructor expectations with a consultant.
• If you suspect the client has plagiarized in using sources (usually unintentionally), you may want to ask, "Do you need help with paraphrasing and quoting your sources?" You may suggest looking at the source together and talking about alternative ways to word information in order to avoid plagiarism. You may also wish to show the student our online examples of paraphrasing for comparison, or you may suggest that the student attend a workshop on ethical use of sources.

  Assist the client in finding resources for future use.

If the student client has a specific, identifiable problem with, for instance, documenting sources or identifying and correcting comma splices, show him or her the relevant sections of The New Century Handbook or online resources (including The New Century Handbook's Companion Website and the Writing Center's Online Writing Manual). The handbook for ENG101 and ENG102 in 2003-04 is A Writer's Reference, 6th ed., by Diana Hacker.

  Encourage the client to return for future consultations, if it seems appropriate.

If the client goes away with some suggestions for revising but has time enough for another consultation before handing in the paper, he or she may feel more comfortable returning for a second consultation if you have suggested it. You may want to let the client know when you will be working and plan for future consultations, especially if the client anticipates having more writing assignments with which he or she could use similar help.

  Complete the Writing Center Consultation Report form or Writing Center Referral form.

Ask the client whether he or she wants a copy of the report sent to the instructor. We will not send a copy unless it is requested. When a student brings in the faculty Referral form, however, our standard practice is to return a report to the instructor, and this is in the student's best interest. Regardless of whether a copy will be needed, file the report in the folder provided for recordkeeping. Dr. Trupe will later file these reports in her office file cabinet.

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