9/16 blog prompts

If possible post to your blog by 9pm on Tuesday evening, so your classmates can have a chance to read (and comment) on what you’ve written.

SIP:

For your blog post this week, you might want simply to focus on one of the SIP prompts:

  • Surprising: what in the reading did you find especially surprising/unexpected?  Why?
  • Important: what’s something you underlined/noted as especially important?  Why?
  • Perplexing: what’s something you found especially odd, confusing or even wrong?

Blog about Strategy

Another blogging option is to talk strategy — specifically one of the 15 strategies that Fitzgerald and Ianetta discuss.  I’m guessing that you have used at least one of these strategies when responding to friends’ papers or when offering a peer response in a class workshop.  So pick one or more of the strategies below — which Fitzgerald and Ianetta bucketed into “motivating” and “scaffolding” — and build upon what Fitzgerald and Ianetta have said, based on your experience.  What worked especially well and/or what proved especially challenging?

Motivating Strategies

  1. Get acquainted
  2. Ask (and answer) questions
  3. Make statements
  4. Offer your perspective as a reader
  5. Take an interest
  6. Praise
  7. Listen
  8. Consider nonverbal cues

Scaffolding Strategies

  1. Ask the writer what the agenda should be
  2. Analyze the assignment and context
  3. Read the writing
  4. Negotiate the priorities for the session
  5. If the writer has no writing, help him or her get started
  6. Wrap-up
  7. Reflect

Readings: Georgetown Writing Center Handbook (WC website); Harris, “Talking in the Middle” (“IDST Readings” on WC website); Murray, “The Listening Eye” (WC website); The Oxford Guide for Writing Tutors, Chapter 3: “Tutoring Practices”; Harris, “Strategies for Teaching One-to-One” (Chapter 5 of Teaching One-to-One: The Writing Conference – available at http://wac.colostate.edu/books/harris/)

Be a tutor

February 18, 2015

Dear Applicant,

We’re delighted you’re interested in becoming a Writing Center undergraduate tutor. We welcome undergraduate applications from all years, majors, and schools. After this letter, you’ll find the four parts to our application.

What does a tutor do, exactly?

If you’re unsure about whether or not this job is for you:

  • Read about us on our site: http://writingcenter.georgetown.edu
  • Visit the Writing Center (217a Lauinger) to get feedback on your own writing
  • Talk with current tutors about what we do

Being a tutor can be tremendously satisfying. Yet it requires a significant time commitment, including a four-credit fall semester seminar, “Approaches to English Composition.” So please consider your other academic and extracurricular activities carefully before applying.

Application timeline:

  • Please submit Parts 1, 2, and 3 of your application as a single PDF file to writingcenter@georgetown.edu.
  • Please email the letter in Part 4 to your faculty reference as soon as possible.
  • We must receive all application material, including your faculty reference, by 5:00pm Friday, March 20 (that’s the Friday after we return from Spring Break).
  • We’ll then invite some applicants to interview in late March.
  • We’ll make final selections and notify next year’s tutors the week after Easter break.

Do not hesitate to contact us at writingcenter@georgetown.edu with any questions.

Sincerely,

David Lipscomb
Georgetown University Writing Center

 

 

 

 

 

 

Georgetown University Writing Center

Undergraduate Tutor Application, 2015-16

 

Please submit parts 1, 2, and 3 as a single PDF file to writingcenter@georgetown.edu.

 

Part 1: Basic Information

  • Name:
  • Email address and cell phone:
  • Graduating class (2016, 2017 or 2018):
  • School, major(s), and minor(s):
  • Work-study status (we give preference to work-study students, but it’s not required):
  • First language:
  • Foreign languages and fluency level (beginner, intermediate, native):
  • Faculty recommender:

Part 2: Personal Statement

Why do you want to be a Writing Center tutor and why might you make a good tutor (500 words max)?

Part 3: Writing Sample and Reflection

  • Include a copy of an essay or excerpt from a longer essay (roughly three to six pages) that you have written for a class at Georgetown.
  • Then briefly tell us what you remember about how you wrote it, especially how the   writing process you used in this instance relates to what you’ve learned more generally about the approaches to pre-writing (brainstorming, planning), drafting, revising and final editing that work best for you (250 words max).

Part 4: Faculty Recommendation Request

Please copy this note and e-mail it to your faculty recommender.

 

Dear Professor:

(Your name) _______ is applying to become a peer tutor in the Georgetown University Writing Center and has named you a reference. So please email a brief recommendation to writingcenter@georgetown.edu by Friday, March 20, including:

  • How you know the applicant
  • Your assessment of his or her writing (including organization, style, and mechanics); tutoring potential (ability to listen, interest in discussing the work of other students, patience, flexibility); and responsibility (meeting deadlines and other obligations)

Please know how grateful­­ we are—your letter is crucial to our selection process.

Thank you.

David Lipscomb
Interim Director
Georgetown University Writing Center
dcl@georgetown.edu

Revision tactic: Reading aloud

Reading a paper aloud uncovers errors and issues that might have otherwise gone undetected. If you have a draft of your paper, try reading it aloud, or have a friend read it aloud for you. Places where you stumble, the words are not clear, or the phrasing does not sound right are good places to consider revising.

The iPhone can also read your text aloud for you! Set “Speak Selection” to on (go to settings, general, accessibility, then speech selection), and adjust the speaking rate.  Highlight any portion of your text, click “speak,” then listen to your text spoken aloud.