Course Catalog Information
Theory and Practice of Tutoring Writing Seminar - Honors/Writing Intensive
Addresses both the theory and practice of tutoring and the foundations of good writing. This course also qualifies students for a part-time job working as Writing Lab/Online Writery tutors in future semesters.
A-F (allow student to choose S/U option)
ENGLSH 1000; instructor's consent.
ENGLSH 2015H - Theory and Practice of Tutoring Writing Seminar - Honors
100 Student Success
Yes, but instructor doesn’t recall when or it has been longer than five years
100 Student Success Center
Yes, in the last five years
Graduate Teaching Assistant/Graduate Instructor
101 Tate Hall
No, instructor has never attended
The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
As I mention below, we have one TA, who is working as the Writing Center Assistant for the full academic year. She is an MA in the English Department and a current Writing Center tutor. She will share in the grading and conferencing, but we have extensive grade-norming discussions throughout the semester. In-class lessons are often co-designed and co-taught.
Honors Course Information
Because this course is, essentially, a 15 week job interview, the material and writing assignments are challenging and pitched at the honors level. When, on occasion, we have allowed a non-honors student into the course, they have struggled.
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
Geology or somewhere fairly close to central campus
10 Write-ups of observations
6-7 Discussion Board posts
1 Grammar Explanation Group Project
by emailing Rachel Harper: email@example.com
Writing Intensive Course Information
This class addresses both the theory and practice of tutoring and the foundations of good writing. Therefore, in addition to theoretical frames for what writing tutors do, it focuses on hands-on craft and practical experience working with other writers. This course prepares students to work as writing tutors, and, in fact, doing well in it qualifies them for a part-time job working as Writing Center/Online Writery tutors in future semesters. Writing is both a central subject of the class and a feature of the course design with lots of different kinds of writing throughout the semester.
No substantial changes--some minor tweaks to the writing assignments and schedule adjustments
Should this course be considered for funding?
Large Enrollment Courses:
We have four major writing assignments, two of which go through substantial revision. Each draft has a minimum of 4 pages and will be evaluated by the instructors. Two drafts will have required conferences and corresponding revisions. The assignments are, briefly, as follows: 1. An analysis of a real situation based on the ideas/terms in Keith Johnston's Status 2. Personal Statement 3. Online Writery response/submission 4. a Writing Center manifesto done through a particular analogy. Students also complete 6 smaller writing assignments around 1-2 pages each and write-ups of 10 tutorial observations.
Length of assignment:
Total pages for all assignments:
These page total are for the formal writing assignments only; there are additional writing assignments listed above in "other."
Writing Intensive Teaching
Instructor provided feedback
Oral presentation by student, followed by feedback
Instructor will provide feedback for student, and students will do oral presentations and receive feedback. There is some peer review and quite a bit of tutoring practice.
Students will complete two group projects: a grammar explanation test (take-home) and a creative presentation on a pattern they saw in their observations. For the grammar explanation test, students are graded as a group. This acknowledges the collaborative nature of tutoring itself and encourages revision. The students have a detailed grading rubric and practice self/peer grading.
This applies to all our writing assignments.
Here is a sample assignment: In light of Johnston's observations about human interactions and our class discussions, choose a moment or conversation that you have experienced or witnessed and analyze it in terms of status fluctuations, moves, negotiations, and transactions. Make sure you address/explore the significance of your observations. Keep in mind Johnstone's contention that no interaction is free from status transactions, even conversations among friends: in fact, "acquaintances" become friends when they agree to play status games together. Likewise, the status dimension of communication is rarely a simple one-upmanship contest. The status
"expert" Johnstone's third teacher, or perhaps Robin Williams "character in Good Will Hunting" is an expert in both raising and lowering his status, according to the demands of the situation. Keep your eyes and ears open and see how much you can see. LENGTH: Around 4-5 pages. OTHER REQUIREMENTS: Of course we like to read good writing but the point of this is not to evaluate your writing. We are much more interested in your insights and your ability to focus your attention on an aspect of our social lives we usually tacitly agree to "ignore," one that turns out to be very important in interactions between students and tutors.
As evenly as possible
We have one TA, who is working as the Writing Center Assistant for the full academic year. She will share in the grading and conferencing, but we have extensive grade-norming discussions throughout the semester. In-class lessons are often co-designed and co-taught.