Peer Tutoring: For Monday, 4-28-14

  • Get your tutoring hours in as soon as possible: the writing center closes on Wednesday, April 30, so you need to get the work in before then.
  • Work on your “In the Center” project as needed to turn in by 11:59pm on SUNDAY, 4-27-14 to Canvas.
  • Make sure you understand the tutoring reflection paper guidelines: read assignment prompt on blog & start brainstorming.
  • Wrap up any lingering work as needed (reading responses, for example).

We will meet in our CAM 106 classroom next Monday to complete evaluations, reflect on the class, and eat. You will have the opportunity to go over to the writing center and tutor after we finish (probably after 2:45 or so).

Posted in peer tutoring seminar

Peer Tutoring: For Monday, 4-21-14

  • Get those tutoring hours in!
  • Read/skim Chapters 56-59, “Capitalizing,” “Italics and Underlining,” “Abbreviations,” and “Numbers” (465-476) in Writing Matters.
  • Post a  reading response on Canvas (200-300 words)
  • Work on your “In the Center” projects as needed (remember the 4-27-14 due date).
  • Take a look at the tutoring reflection prompt and make sure you understand what you’re being asked to do.
Posted in peer tutoring seminar

Peer Tutoring: For Monday, 4-14-14

  • Keep on tutoring (remember, your goal is 12 hours total of both online and face-to-face consultations).
  • Read/skim Chapter 5, “Crafting and Connecting Paragraphs,” (29-40) and skim Tab 9, Chapters 28-33, “Style Matters” (283-317) in Writing Matters.
  • Post a reading response on Canvas (200-300 words). Now’s a good time to post about your  “in the center” project ideas as well as any memorable tutoring or observation experiences you’ve had so far.
  • Keep thinking about/working on your “In the Center” projects (due date is now Sunday, April 27 for final drafts).
Posted in peer tutoring seminar

Peer Tutoring: For Monday, 4-7-14

  • Get you tutoring hours in. Be sure to give me your observation hours sheet as soon as possible, so I can give you your tutoring hours sheet.
  • Keep thinking about an “In the Center” project: click here to review the assignment prompt, and note the new due date: SUNDAY, April 27, 2014.
  • Read/skim Chapters 52-55, “Apostrophes,” “Quotation Marks,” “End Punctuation,” and “Dashes, Parentheses, and Other Marks” (447-464) in Writing Matters.
  • Reading response (200 words): Again, you can focus on your “in the center” projects or other general thoughts about tutoring in addition to the reading for this week.
Posted in peer tutoring seminar

Peer Tutoring Seminar: For Monday, 3-31-14

  • Get to tutoring. See the “Tutoring Practicum tips and advice” handout for more information about your tutoring responsibilities and opportunities (get a copy from Dr. LG).
  • Think about your “In the Center” project: what might you be interested in doing for this assignment? Conventional paper or research-based project, multimedia presentation, something to be displayed in the writing center/on the writing center blog or website?
  • Read Chapter 34, “Glossary of Usage,” (317-326) and Chapter 60, “Spelling and the Hyphen” (477-483) in Writing Matters.
  • Post a reading response (200-300 words) on Canvas: This response can focus on “in the center” project ideas in addition to general questions/thoughts you might have about tutoring or about grammatical concepts.

Suggested Reading: Chapters 41-44, “Adjectives and Adverbs,” “Misplaced and Dangling Modifiers,” “Confusing Shifts,” “Mixed and Incomplete Constructions,” Writing Matters (388-406).

Posted in homework, peer tutoring seminar, reading, schedule, tutoring

Peer Tutoring: For Monday, 3-24-14


  • Make sure your Case Study drafts are uploaded to Canvas by 11:59pm TONIGHT. If you cannot upload your project, you should bring it to me as soon as possible.
  • Read Chapter 13 “What if…” in Peer Tutoring (169-185).
  • Read/skim Tab 3, “Design Matters” (51-68) in Writing Matters.
  • Post a reading response on Canvas (200-300 words).
  • Start thinking about your “In the Center” projects: read the assignment prompt here.


Suggested Reading: Chapter 39, “Verbs” (367-279) and Chapter 40, “Pronoun Case and Reference” (380-388) in Writing Matters.

*Your observation hours should be completed before spring break, and you should start working on tutoring hours as soon as possible.

Posted in homework, peer tutoring seminar, reading, schedule

Peer Tutoring: Some things to think about

I just wanted to remind you of a few things and run some ideas by you as we transition into observing/tutoring in the center. This is a LONG message, but I do ask you to read all the way to the end, as there is important information throughout.

1. Please remember to keep up with your reading responses on Canvas each week (if you’ve forgotten about a week or are running late because of technology issues, it’s okay–the discussion threads are open all semester, and you can still get credit for your responses). Even if we don’t discuss the reading during class time, I still want you to read and respond; the discussion threads allow me to see how you are digesting the ideas in the texts.

2. The case study project final drafts are now due on Monday, 3-10-14 (they were originally due next week, on 3-3-14): if you are creating a project that cannot be uploaded, bring it with you to class on 3-10 to give to me in person. There is also a short writer’s memo reflective text I want you to include with your case study. That information is on the assignment prompt, which you can find here:

3. Finally, because the class is so big (by peer tutoring standards), it is difficult to fit everybody into the center at the same time for tutoring and observation hours. Some of this will be alleviated when you work outside of class during hours that fit into your schedule. I propose, however, that we divide the class time into shifts (I will be present during both shifts unless other circumstances prevent me from doing so each week):

Shift 1 is in the center on Mondays from 2-3:15pm
Shift 2 is in the center from 3:15-4:30pm on Mondays.

Ideally, I’d like to have 3-4 people maximum in each shift if possible. I also realize some of you have to work as much during class time as possible due to outside commitments and time constraints: please email or message and let me know which shift you’d prefer to take as well as whether or not you’d prefer to work during the entire class period to get your observing and tutoring hours in. I will assign people to shifts on a first-come, first-served basis, so the sooner you email ( or message me, the better your chance of getting the time frame you want. 

We will see how this shift idea goes for a week or two; if it doesn’t seem to work for the class, we’ll discuss other alternatives as the semester unfolds.

As always, feel free to contact me ( or stop by my office (CAM 224-C) with any questions or concerns you have.

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