Peer Tutoring: For Tuesday, 9-23-14

7 dwarves working

 We are now in the tutoring practicum portion of the course: remember to get your 3 hours of observation done as soon as possible. If you need an observation log or other paperwork (which I also pass out in class) for the tutoring practicum, be sure to go to this page to download and print off the appropriate files.

  • Read Chapter 8, “Reading in the Writing Center,” and Chapter 9, “Working with ESL Writers,” Peer Tutoring (103-126).
  • Read/skim Tab 11, “Language Matters” in Writing Matters (395-420).
  • Post a Reading Response on the class Canvas site.
  • Begin developing a draft of your case study. (Re)read the assignment prompt for inspiration, and consider writing in response to any writing prompts or questions to help you get started. Bring what you have next class.

Suggested reading: I’d also like you to watch an example tutorial video that focuses on helping nonnative English speakers in the writing center. The following video is an example tutorial of a tutor working with a nonnative speaker of English (sometimes called NNS, ESL, or ELL). From what I gather, this is a hypothetical tutoring situation (they are not filming an actual tutoring session; instead, two tutors are acting out the parts). Focus on what is going well and what could be improved as you watch the video:

You can also click here to view an interactive example tutorial (including a video), if you are interested in learning more about working with non-native speakers of English.

Ms. Tee Kesnan, an ESL specialist who works with international students here at SWOSU, will be coming in to talk with us about her experiences and offer some advice to keep in mind when working with non-native speakers of English.

Posted in peer tutoring seminar

Peer Tutoring: For Tuesday, 9-16-14

  • Read Chapter 5, “Observing in the Writing Center” & Chapter 6 “Tutoring Practice” in Peer Tutoring (61-87).
  • Read Chapter 6 “Revising, Editing, and Proofreading” (39-50) in Writing Matters.
  • Be sure to post a reading response on Canvas before class.
  •  Email me by class time next week and let me know your thoughts about the case study project. Focus on your ideas, questions, and concerns; at this point, I just want to know what you’re thinking.
  • Do some more brainstorming for your case study assignment (shoot for another 2-3 pages), focusing on the prompts below to get started. I ask that you use clustering or mind-mapping (click here for some visual examples) to work through at least one of the topics below. You can then choose to freewrite or use some other brainstorming technique to think about the other topics. Here are the topics to consider:
  1. In-school versus out-of-school writing.  Do you go about both of these the same way?  Differently?  Do you feel the same way about both?  Why or why not?
  2. Audience. Who are the important people you have written for?  (Not just teachers: A letter to a friend or relative? To a lawyer or a doctor? A report for work?) Was it well received? Did it help you get what you wanted? What effects have these different audiences had?  On your feelings? On your writing? Which audiences helped you most or held you back?  How often do you feel yourself to be the only audience of what you are writing?  (Don’t forget “ghost audiences” or audiences we carry around in our heads and unconsciously try to please – usually left over from experiences with past audiences.)  Many people remember bad audiences more than good ones.  Is that true of you? Why?
  3. Intervention.  In what ways have others intervened in your writing?  (“Here, let me show you!” “Do it this way.” “You must start by making an outline.” “You must start by freewriting”—and so forth.)  How has intervention affected your writing?
  4. Response and feedback.  What kinds of response and feedback have you gotten—and not just from teachers?  What effects did this feedback have on you? (Don’t forget no response and nonverbal response—silence and laughter.)

 Suggested Reading: Read/skim Chapter 37, “Avoiding Sentence Fragments” and Chapter 38, “Avoiding Comma Splices and Fused Sentences” in Writing Matters (335-345). I will address some of these concerns next class, so it will help you if you at least skim these sections.


* After reading Ch. 5, you may begin your three hours of observation of tutoring in the Writing Center. You need to complete these observations before we begin tutoring in October.  It may take considerably longer than three hours to complete your observation of actual tutoring taking place, so begin right away.  

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Posted in homework, peer tutoring seminar

Writing Center Fall 2014 hours

The Writing Center (Al Harris Library, B3) will open for the fall semester on Tuesday, September 2, and we will close on Wednesday, December 10. We will also be closed during Fall and Thanksgiving Breaks.

Fall 2014 Hours

  • Monday: 2:30-8:30pm
  • Tuesday: 10am-noon; 6-9pm
  • Wednesday: 2-8:30pm
  • Thursday: 10am-noon; 6-9pm
  • Friday:  8:30-11:30am; 2-5pm

To schedule an appointment, please email us at or call us at (580) 774-7083.

The International Conversation Hour will take place in CAM 107 every Thursday from 4-5pm starting September 4.

Dr. Denise Landrum-Geyer, the Writing Center Coordinator, will hold office hours in the center on Wednesdays from 11:30am-1:45pm and Thursdays from 2:30-4pm.


These hours are subject to change depending on consultants’ schedules as the semester progresses.


Be sure to like us on Facebook (S.W.O.S.U. Writing Center) and follow us on Twitter (@swosuwrites).

Posted in schedule

Peer Tutoring: For Tuesday, 9-9-14

  • Read Chapters 3-4 “The Tutoring Process” & “Examining Expectations” in Peer Tutoring (25-59).
  • Read Chapter 4, “Planning and Drafting Your Project” (16-27) in Writing Matters.
  • Reading response: Write a response to the readings (300-400 words total). Upload to the class Canvas site.
  • Complete an additional 2-3 pages of brainstorming (typed or handwritten) using some of the elements from the “Case Study of Yourself as a Writer” prompt. For this brainstorming, I’d like you to use the “Cubing” method, which I will explain below (you can also read more about the cubing method here). The Cubing Method of brainstorming asks you to examine a topic from 6 different angles, using the following prompts (you might not have much to say in response to some of these perspectives, but you can try):
  1. Describe it – How would you describe this topic, challenge or issue, including characteristics, definitions and parameters?
  2. Compare it – What is it similar to? Different from?
  3. Associate it – How does the topic connect to other issues you’ve dealt with before? Does it make you think of anything you’ve worked on in the past?
  4. Analyze it – What smaller parts make up the whole? Is it possible to break down the issue?
  5. Apply it – How is it used? Who uses it?
  6. Argue for or against it – Why should we use it? What can we do with it?

Here are the prompts from the case study assignment that you have to work with:

  1. Physical. Where do you write? When? How fast or slow? What are the effects of using pen, pencil, typewriter, or word processor? How do you hold and move your body? Tell everything that could be figured out from a complete video recording of your writing from start to finish.
  2. Process. Can you isolate specific ingredients in your writing process: that is, generating words and responses, copy editing, publishing? Non-writing counts too: sitting and thinking, talking to people. Which of these give you the most trouble? Least? The most satisfaction? Least? Why?

Try using the cubing method for at least one of these two sets of questions. You can choose to use freewriting or some other brainstorming technique if you so choose for the other set of questions. Be prepared to share and get feedback.

Suggested Reading: Finish reading/skimming Chapter 35, “Understanding Grammar” (327-334) and Chapter 39, “Maintaining Agreement” (346-357) in Writing Matters. I will address some of these concerns next class, so it will help you if you at least skim this section.

Posted in peer tutoring seminar

Peer Tutoring: For Tuesday, 9-2-14

  1. Read Chapter 1, “Why We Tutor,” & Chapter 2 “The Writing Process” in Peer Tutoring (1-24).
  2. Read Chapters 1-3, “Writing Today,” “The Writer’s Responsibilities,” & “Reading Critically” in Writing Matters (1-15).
  3. Reading response: Note you have several readings, but only one response due.  Compose a response reflecting on the readings, approximately 300 words, showing thoughtful reading of each the assigned selections.  You may choose to write more about a particular selection than you do about others, but your response should indicate that you did do all of the assigned reading.  You will upload your response to the appropriate discussion board thread on the class Canvas site, but you should be prepared to share your response in class, too.
  4. Complete 3-4 pages of freewriting (handwritten or typed) using prompts from the “Case Study of Yourself as a Writer” assignment page. Scroll down to the “Questions to Consider” part of the prompt, and focus on the questions under the “Moments,” “Stages,” and “Kinds” sections. You can choose to focus on one or two questions that appeal to you, or write in response to as many of the questions as possible. You will not be turning these in, but we will use them in class, so be prepared for sharing and feedback.

Suggested Reading: Read/skim part of  Chapter 36, “Understanding Grammar” in Writing Matters (319-326; stop at section i:“Subjects”). I will address some of these concerns next class, so it will help you if you at least skim this section.

Posted in peer tutoring seminar

Welcome (Fall 2014)

Welcome to the SWOSU Writing Center blog! For those of you enrolled in ENGL 4013: Seminar in Peer Tutoring, you can find links to course information above.

Posted in peer tutoring seminar

Peer Tutoring: Dr. LG’s schedule for finals

Spring 2014

Thursday, May 1

  • 10am-12pm: office hours in CAM 224C

Friday, May 2

  • ENGL 1213 final reflective memos uploaded to Canvas by 11:59pm.

Sunday, May 4

  • ENGL 4013 tutoring reflection drafts uploaded to Canvas by 11:59pm.

Monday, May 5

  • 10:30am-12:30pm: In office (CAM 224C) to touch base with ENGL 3653 & ENGL 4013 folks who need to drop things off.
  • ENGL 3653 resume and cover letter drafts uploaded to Canvas by 11:59pm.

Tuesday, May 6

  • 9-10:30am: office hours in CAM 224C
  • 10:30am-12:20pm: ENGL 1213.1922 final meeting in CAM 205 (optional group share of work for extra credit)
  • 12:30-2:20pm: ENGL 1213.1925 final meeting in CAM 206 (optional group share of work for extra credit)

Wednesday, May 7

  • 10am-1pm: office hours in CAM 224C

Thursday, May 8: Grades due on Campus Connect by 5pm

Posted in peer tutoring seminar, schedule

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