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SCREENING AND HIRING OF WRITING AND READING TUTORS
Candidates are welcomed to apply for a writing peer tutoring position in the Writing
Center.
Tutoring provides opportunities to gain practical training and experience in assisting
students with reading, thinking, and writing skills.
A tutor generally works 5 to 10 hours per week in the writing center during hours
arranged around the tutor’s academic schedule.
To apply for a tutoring position, the following application materials must be submitted to
Ramon Reyes in Room E-232:
 An instructor’s recommendation or nomination e-mail sent to rreyes@ramapo.edu
 A copy of the candidate’s current academic transcript reflecting a 3.5 grade point
average (GPA).
 A writing portfolio with five writing samples most representative of the
candidate’s writing skills
 A completed application form available in Room E-232
These materials are used to screen candidates. However, final hiring is contingent upon
candidate’s successful completion of the following:
 An interview
 Pre- and in-service tutor training.
Of course, budget constraints might limit the hiring of every worthy candidate.
To apply for a tutoring position OR to get more information on becoming a writing tutor,
candidates can visit and speak with Ramon Reyes in Room E-232.
Mr. Reyes will also provide information and assistance on matters concerning training
and payroll.
PAYROLL AND ONLINE TIME-REPORTING
Once hired, the tutor visits the Cahill Center to complete two forms. The tutor walks the
forms to the Writing Center Coordinator for signatures, and the tutor then returns the
forms to the Cahill Center. The tutor is then formally placed on the payroll.
Online Timesheets are submitted bi-weekly. To avoid clerical complications and
delayed pay, tutors must submit on-line timesheets by 11:59 pm of the final
Saturday of the pay period.
In completing on-line timesheets, tutors must indicate actual days and times for hours
worked. In reporting working hours, tutors must make sure to indicate a.m. or p.m. after
hours worked.
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SCHEDULING OF TUTOR HOURS
A tutor generally works 5 to 10 hours in the writing center during hours arranged around
the tutor’s academic schedule.
Each semester, tutors should e-mail their ideal tutor work hours to rreyes@ramapo.edu
and to nhowell@ramapo.edu The tutor’s final tutoring schedule will be based on
anticipated traffic flow, and tutors should expect to work hours during the busiest times
in the writing center.
ABSENCES, TARDINESS, AND COVERAGE
It is the tutor’s responsibility to report to work and to be on time for regularly scheduled
daily and weekly hours. If for some reason the tutor cannot report to work or will be
late, then it is the tutor’s responsibility to provide coverage for their unstaffed
hours. As soon as possible, the tutor should open their Ramapo e-mail account and click
on the regularly sent “Timesheet Reminder” e-mail. The tutor should then click on
“Reply to All” and invite all other tutors to cover the exact hours when the tutor will be
absent. Tutors who provide this coverage can report these additional hours on their online timesheets.
COLLABORATION BETWEEN PEER TUTORS AND TUTOR REPS
Tutors nominate and elect the tutor reps. Tutor reps represent the tutors at staff meetings
and convey the perspectives and consensus of the tutors. In addition to consulting with
the Writing Center Coordinator, tutors can also consult with tutor reps for guidance on
tutoring practices and training.
WRITING LAB FORMS AND RECORD-KEEPING
Writing Center effectiveness and funding are continually determined by data compiled
from tutorial forms. Tutors must complete the following writing center forms during
and at the end of every tutorial session:
THE TUTOR REPORTING FORM is a record of all the students which the tutor
assisted during the course of a day. On the form, the tutor lists the student’s name, the
instructor and course for which the student received assistance, as well as the exact time
of the tutorial.
THE WRITING CENTER TUTORIAL FORM is a record of the precise academic
assistance which the student received during the tutorial. A copy of this form is
immediately sent to the student’s instructor.
Click here to review these forms.
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TUTOR’S RESPONSIBILITY TO THE WRITER
A student challenged by reading, thinking, and writing skills may experience negative
thoughts and feelings leading to low levels of self-esteem and confidence, as well as
despondency, lack of motivation, apprehension, fear, and a sense of helplessness.
Empathy for the student should not cloud the tutor’s sense of purpose in assisting the
student: The tutor’s responsibility is two-fold: 1) To assist the student in
developing more effective questions; and 2) To assist the student in planning redirection and preliminary strategies or tasks in pursuing the assignment. The
tutor’s responsibility is not to assist the student in completing the assignment.
Providing the student with too much assistance will rob the student of the sense of
achievement that comes from learning and becoming an independent learner.
Here are four major tips for the tutor to keep in mind:
 At all times, a tutor should respond to the student in a positive and supportive
manner. The tutor encourages the student to ask questions; and tutor’s responses
should be short, simple, and clear.
 The tutor should assist the student in deconstructing and simplifying the
assignment into manageable strategies or tasks.
 If time allows, the tutor can assist the student in setting manageable short- and
long-term reading and writing strategies or tasks in pursuing the assignment.
 The tutor should highlight the skills that the student already possesses. The
student’s strengths can be reinforced while re-directing the student in pursuing
strategies or tasks.
Again, the tutor assists the student in developing more effective questions. In addition,
the tutor assists the student in planning re-direction and preliminary strategies or tasks in
pursuing the assignment.
STUDENT’S RESPONSIBILITY TO THE TUTOR
The student is expected to be courteous at all times while visiting the writing center. The
student should be considerate of others in the work area and might need to be reminded
about noise control and the sharing of space. The student may use a laptop; but the use of
other electronic devices, such as cell-phones and head-phones, is prohibited.
The student must understand the following appropriate expectations of a tutoring session:
 Student cannot receive assistance with a paper due on the day of the tutorial. The
assistance which the tutor can provide a student with a paper due on the same day
is the following: 1) The student can pursue follow-up work which the student and
tutor planned during a previous tutorial; 2) The tutor can assist the student in
checking in-text citations and the list of works cited; and 3) The tutor can assist
the student in reviewing one paragraph and identifying major grammar or syntax
issues that the student needs to address.
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A tutor does not proofread or edit papers. The tutor can assist the student in
reviewing one paragraph and identifying major grammar or syntax issues that the
student needs to address.
Time allotted for the tutorial is 45 minutes.
A tutor will assist the student in developing or clarifying the thesis statement,
topic sentences, and supporting details with direct or indirect quotes.
Tutoring does not guarantee a higher grade on the paper.
Visiting the writing center, the student is expected to bring the course syllabus, the
instructor’s directions for completing the assignment, related texts and drafts. The
student might not know how to relate the instructor’s precise and clear directions for
completing the assignment. However, in place of the instructor’s assignment sheet, the
tutor should get as much information as possible about the instructor’s expectations and
directions for the assignment.
The Online Writing Resource Center at Bemidjii State University offers the student
suggestions on how to prepare for a reading and writing tutorial. Go to
bemidjistate.edu Search “Writing Resource Center” Click on “Writing Resource Center”
Click on “Getting Ready for a Tutoring Session”
The University of Washington Bothell Online Writing Center provides a writing self
assessment for a student to reflect on strengths and weaknesses as a reader and writer.
Encouraging the student to complete as much of the form as possible also helps the
student to set expectations and goals for the tutorial. Go to
uwb.edu/writingcenter/assessment Click on “Writing Self Assessment” Click on
“Download the Writing Self Assessment Form.”
APPROPRIATE EXPECTATIONS FOR TUTORIAL SESSIONS
The following are appropriate expectations for a tutorial session:
 Student cannot receive assistance with a paper due on the day of the tutorial. The
assistance which the tutor can provide a student with a paper due on the same day
is the following: 1) The student can pursue follow-up work which the student and
tutor planned during a previous tutorial; 2) The tutor can assist the student in
checking in-text citations and the list of works cited; and 3) The tutor can assist
the student in reviewing one paragraph and identifying major grammar or syntax
issues that the student needs to address.
 A tutor does not proofread or edit papers. Again, the tutor can assist the student
in reviewing one paragraph and identifying major grammar or syntax issues that
the student needs to address.
 Time allotted for the tutorial is 45 minutes.
 A tutor can assist the student to plan a close reading of a text and to develop
questions to further understand and critique the text.
 A tutor can assist the student in developing or clarifying the thesis statement,
topic sentences, and supporting details with direct or indirect quotes.
 The tutor can assist a student in developing more effective questions
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The tutor can assist the student in planning re-direction and preliminary
strategies or tasks in pursuing the assignment.
Tutoring does not guarantee a higher grade on the paper.
WELCOMING A STUDENT TO THE WRITING CENTER
Whenever possible, the tutor walks to the student and greets the student in any of the
following ways:
 Introduce yourself in a welcoming manner.
 Ask, “What brings you to the writing center?” OR “How can we assist you?”
 If the student seeks tutoring other than reading or writing, then re-direct the
student to the appropriate person.
 If the student seeks tutoring with College English, then ask the student “Do you
prefer to work with the tutor assigned to your class?” If necessary, re-direct the
student to the appropriate tutor.
 Ask the student to sign in at the main desk.
 Ask, “When is the assignment due?” If the assignment is due the same day, then
politely inform the student that tutors cannot assist with papers that are due that
day. The assistance which the tutor can provide a student with a paper due on the
same day is the following: 1) The student can pursue follow-up work which the
student and tutor planned during a previous tutorial; 2) The tutor can assist the
student in checking in-text citations and the list of works cited; and 3) The tutor
can assist the student in reviewing one paragraph and identifying major grammar
or syntax issues that the student needs to address.
WORKING WITH WRITERS AND WRITING
A tutor provides student-centered tutoring. The tutor assists the student in developing a
tutorial plan to address the student’s strengths and weaknesses. Considering the deadline
for the assignment, the student is paced through manageable tasks or strategies in order to
meet realistic short- and/or long-term goals. The purpose of a student-centered tutorial is
two-fold:
 To assist a student in developing more effective questions
 To plan re-direction and preliminary strategies or tasks in pursuing the
assignment.
The College of Wooster provides valuable overall principles to guide tutorials in
writing. Go to www3.wooster.edu/writing center Click on “for Tutors” Click on
“Tutor Training Handbook.”
These “starter tips” will assist the tutor to initiate work with the student:
Student without a Draft:
 If the student has no draft, then the tutor can assist the student in planning a
strategy or task to re-direct the student with the assignment: For example, the
tutor can assist the student in planning a close reading of a text and in developing
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questions to further understand and critique the text. Or, the tutor can assist the
student to plan a preliminary outlining task so the student can explore ideas and
the organizational plan for the assignment. Or, the tutor can assist the student in
planning drafting strategies.
As best as possible, the tutor engages the student in planning strategies or tasks
that the student will pursue after the tutorial.
Student with a Draft:
 If the student has a draft, then the tutor can ask the student what the student
expects from the tutorial.
 The tutor can follow-up on the student’s suggestions for assistance as long as the
suggestions are appropriate expectations for a tutorial session.
 If the student does not ask for specific assistance, then the tutor can assist the
student in planning strategies or tasks, such as the following: 1) Re-reading a
text and conducting a closer reading of particular passages; 2) Engaging in more
exhaustive brainstorming, free-writing, and clustering; 3) Drafting more
sentences and paragraphs; Or, 4) Completing an inverted outline and revising the
thesis statement and topic sentences accordingly.
 Lastly, the student can read parts of the paper aloud while the student also writes
down questions and/or changes to the draft. The tutor could ask the student
questions to help the student develop or clarify the thesis statement, topic
sentences, and supporting sentences. When necessary, the tutor can ask if the
direct or indirect quotes really do support the student’s assertions.
Again, the tutor’s responsibility is the following: 1) To assist the student in
developing more effective questions; and 2) To assist the student in planning redirection and preliminary strategies or tasks in pursuing the assignment.
READING COMPREHENSION, CLOSE READING, AND CRITICAL
ANALYSIS
According to James Hoch, the Reading Coordinator will address this section of the
manual.
STRATEGIES AND TASKS IN DEVELOPING AN ARGUMENT AND
WORKING THESIS
A student may seek assistance in writing the argumentative or thesis paper. If the student
is already knowledgeable and experienced in writing this type of paper, then the student
may need assistance with reading, drafting, or revising.
However, if the student has little to no knowledge about thesis paper writing and does not
know how to develop a thesis, then the student can be re-directed to on-line writing
center resources on the argumentative or thesis paper.
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The Portland State University Online Writing Center provides a comprehensive guided
tour to writing papers. The student can click on steps of the writing process and learn
more about completing any of the following:
 Step 1: Understanding an Assignment
 Step 2: Finding a Topic
 Step 3: Developing a Working Thesis
 Step 4: Researching
 Step 5: Creating an Organizational Plan
 Step 6: Writing a First Draft
 Step 7: Expanding and Improving Ideas
 Step 8: Improving and Refining Organization
 Step 9: Checking Your Use of Research
 Step 10: Checking Final Details
Go to writingcenter.pdx.edu Under “Writing Resources,” click on “Guided Tour to
Writing Papers” Click on a step
The Online Writing Center at the University of North Carolina at Chapel Hill provides
thorough, easy-to-understand directions in helping students develop an argument and
thesis statement. Go to www.unc.edu/depts/wcweb/handouts/index.html Under
“Writing the Paper,” click on “Argument” and/or “Thesis Statements”
Colorado State University’s online writing resources provide an example of a student’s
argumentative essay entitled “Landscaping that Makes Sense for the West.” The
“virtual tour” of the student’s essay begins with an analysis of the student’s claim,
reasoning, evidence, and counter-argument. The tour ends with an assessment of the
student’s effectiveness in making the argument and urges the reader to arrive at a
claim based on the student’s argument. The essay can be used as a demonstration of
argumentative writing which in turn provides a greater understanding of thesis paper
writing. Go to writing.colostate.edu Click on “Writing@CSU” Click on “Learn to
Write” Click on “Writing Guides” Under “Writing Documents,” click on “Argument”
Click on “Toulimin Method” Click on “Toulimin Demonstration”
PREWRITING STRATEGIES AND TASKS
Once the student has a general understanding of the argumentative paper, the student may
require assistance in developing a working thesis. Prewriting strategies may be used to
assist the student in developing a working thesis. Guiding a student through prewriting
strategies is an immediate and effective way to relax, engage, and re-inform the student
about what the student already knows in order to pursue the assignment. Pre-writing
strategies serve the following purposes:
 Function as ice-breakers and help the student overcome writer’s block.
 Immediately engage the student and further motivate the student to pursue the
assignment.
 Enable the student to explore and discover perspectives or convictions that may
be used in pursuing the assignment.
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The University of Kansas Online Writing Center describes the following prewriting
strategies and activities:
 Brainstorming
 Clustering
 Freewriting
 Looping
 Questioning techniques
Go to www.writing.ku.edu Click on “Writing Guides” Click on “Prewriting Strategies.”
After prewriting, the student can start to develop an organizational plan and tentative
outline.
The Portland State University Online Writing Center provides suggestions on creating
an organizational plan and outline. Go to writingcenter.pdx.edu Under “Writing
Resources,” click on “Guided Tour to Writing Papers” Click on Step #5: Creating an
Organizational Plan
The University of Kansas Online Writing Center provides directions on basic outlining
of a thesis with topic sentences. Go to www.writing.ku.edu Click on “Writing Guides”
Click on “Outlines.”
Troy University’s Writing Center offers directions on outlining of a thesis, with topic
sentences as well as primary and secondary support . Go to troy.troy.edu/writing
center Under “Handouts,” click on “The Writing Process” Click on “Essay Outline.”
Troy University’s Writing Center also offers directions on outlining a body paragraph
with a topic sentence as well as primary and secondary support . Go to
troy.troy.edu/writing center Under “Handouts,” click on “The Writing Process” Click on
“Body Paragraph Outline.”
DRAFTING STRATEGIES AND TASKS
Colorado State University has an online writing guide, “Planning, Drafting, and
Organizing,” which can be used to assist a student in starting a draft. The guide suggests
the following strategies that students can use to develop a draft:
 Defining terms and concepts
 Analyzing statements, ideas, and concepts
 Amplifying, clarifying, and explaining ideas
 Citing authority
 Citing common assumptions
 Qualifying assertions
 Providing contexts or associations for ideas and examples
 Using analogy
 Appealing to emotion
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Go to writing.colostate.edu Click on “Writing @CSU” Click on “Learn to Write” Click
on “Writing Guides” Under “Writing Processes,” click on “Planning, Drafting, and
Organizing” Then click on “Development”
The Portland State University Online Writing Center provides strategies on writing
introductions . Go to writingcenter.pdx.edu Under “Writing Resources,” click on
“Guided Tour to Writing Papers” Click on Step #7 Click on “My Rough Draft Includes
a Great Introduction. More Info”
Troy University’s Online Writing Center provides strategies on writing conclusions.
Go to troy.troy.edu/writing center Under “Handouts,” click on “The Writing Process”
Click on “Writing Conclusions”
STRATEGIES IN USING DIRECT/INDIRECT QUOTATIONS AND AVOIDING
PAGIARISM
The student might need assistance with the following:
 Highlighting and explaining how a direct or indirect quote supports the main idea
of a paragraph
 Avoiding plagiarism
 Citing and documenting correctly
The University of Kansas Online Writing Center provides basic directions on
incorporating references and citing quotes. Go to writing.ku.edu Click on “Writing
Guides” Click on “Incorporating References”
Portland State University’s Online Writing Center provides a comprehensive overview
on incorporating research and using citations and documentation correctly. Go to
writingcenter.pdx.edu Under “Writing Resources,” click on “Guided Tour to Writing
Papers” Click on Step #9: “Checking Your Use of Research”
The University of Kansas Online Writing Center provides directions on writing the
paraphrase, summary, or précis. Go to www.writing.ku.edu Click on “Writing
Guides” Click on “Paraphrase, Summary, and Precis.”
Troy University’s Online Writing Center suggests signal phrases to highlight the use of
direct and indirect quotes. Go to troy.troy.edu/writing center Click on
“Research/Documentation” Click on “Citing Quotations.”
Troy University’s Online Writing Center also suggests transitional words and phrases
to highlight the use of direct and indirect quotes. Go to troy.troy.edu/writing center
Click on “Research/Documentation” Click on “Incorporating Sources.”
Troy University’s Online Writing Center suggests ways to detect and avoid plagiarism.
Go to troy.troy.edu/writing center Click on “Research/Documentation” Click on
“Plagiarism” OR “Plagiarism—Making Sure You Are Safe.”
DRAFT 10
RESPONDING TO A DRAFT AND PLANNING REVISION STRATEGIES
Revision and the complexity of re-reading and re-thinking are challenging even for
knowledgeable and experienced writers.
An overview of revision strategies can be found at the Harvard College Online Writing
Center. Search “writing center” at Harvard.edu. Click on “Writing Resources” Click on
“Revising the Draft.”
Troy University’s Online Writing Center provides another overview of revision
strategies. Go to troy.troy.edu/writingcenter Under “Handouts,” click on “The Writing
Process” Click on “Proofread & Revise.”
These overviews can be simplified into manageable initial strategies for revision. For
example, the student can start revising by reading the draft and following these
directions:
 Re-state topic sentences to support the thesis
 Re-state the thesis in alignment with topic sentences
 Examine the relevance of supporting examples
 Highlight and explain how direct or indirect quotes support the main ideas of the
body paragraphs
 Add, delete, or clarify ideas and sentences in the introduction, body paragraphs,
and conclusion.
 Substitute weak words with more precise words. The Online Writing Center at
the University of North Carolina at Chapel Hill provides a guide on word-choice.
Go to unc.edu Search “Writing Center” Click on “Student Resources” Click on
“Handouts” Under “Citation, Style, and Sentence Level Concerns,” click on
“Word Choice.”
 Eliminate wordiness and ensure conciseness. Troy University’s Online Writing
Center provides a guide on eliminating wordiness. Go to troy.troy.edu/writing
center Under “Handouts,” click on “The Writing Process” Click on
“Conciseness.” The Online Writing Center at the University of North Carolina at
Chapel Hill provides another online guide on eliminating wordiness. Go to
unc.edu Search “Writing Center” Click on “Student Resources” Click on
“Handouts” Under “Citation, Style, and Sentence Level Concerns,” click on
“Conciseness.”
The Portland State University Online Writing Center provides comprehensive revision
strategies. The student can click on the following steps of the writing process and learn
more about revision strategies:
 Step 7: Expanding and Improving Ideas
 Step 8: Improving and Refining Organization
 Step 9: Checking Your Use of Research
 Step 10: Checking Final Details
DRAFT 11
Go to writingcenter.pdx.edu Under “Writing Resources” Click on “Guided Tour to
Writing Papers” Click on a step.
To develop probing questioning techniques to assist experienced writers with revision,
the tutor can consult Toledo’s journal article on developing probing questioning
techniques. To find Toledo’s article, “’Does Your Dog Bite?’ Creating Good Questions
for Online Discussions,” go to http://www.isetl.org/ijtlhe/pdf/IJTLHE85.pdf
PROOFREADING AND EDITING STRATEGIES
The Center for Reading and Writing at SUNY Adirondack offers an online Proofreading
Handbook that provides proofreading tips in assisting students with low-level editing
problems. These problems include fragments, run-ons, shifts in tense, shifts in point-ofview, plurals and possessives, subject/verb agreement, pronoun usage, punctuation,
capitalization, and homonyms. Go to
libguides.sunyacc.edu/content.php?pid=47858&sid=1008451
For higher-level issues and concerns with editing, a comprehensive online overview
of proofreading and editing strategies can be found at the Harvard College Writing
Center website. Search “writing center” at Harvard.edu. Click on “Writing Resources”
Click on “Editing the Essay, Part 1” OR “Editing the Essay, Part 2.”
DOCUMENTATION AND STYLE MANUALS
To find MLA, APA, and Chicago online guidelines for documentation, the student can
google “Diana Hacker’s Research and Documentation Online.”
The Turabian or Chicago-Style Citation Quick Guide on the Chicago Manual of Style
Online can be accessed at chicagomanualofstyle.org
Online style guides from other colleges include the following: The Center for Reading
and Writing at SUNY Adirondack offers two easy-to-use online style manuals: Using
MLA to Document Your Sources and Using APA to Document Your Sources. These
online handbooks provide tips in assisting students with documentation. Go to
libguides.sunyacc.edu/content.php?pid=47858&sid=1008451
Troy University’s Writing Center provides online Turabian or Chicago Style Guides.
Go to troy.troy.edu/writing center Click on “Research/Documentation” Click on
“Chicago (Turabian) Documentation.”
LINKS TO INTERNET REFERENCES, SUCH AS DICTIONARIES, STYLE
MANUALS, GRAMMAR HANDBOOKS, AND EDITING RESOURCES
Purdue’s Online Writing Lab provides links to valuable writing references.
Go to owl.english.purdue.edu/owl/resource/738/01/ Under “Internet References,” Click
on any resource, such as “Dictionaries and Manuals.”
DRAFT 12
GUIDES TO WRITING IN THE DISCIPLINES
Troy University’s Writing Center offers an online practical guide to answering essay
questions. Go to troy.troy.edu/writing center Under “Handouts,” click on “Special
Kinds of Writing” Click on “Answering Essay Questions.”
The Writing Center at the University of North Carolina at Chapel Hill provides an online
comprehensive guide to answering essay exams. Go to unc.edu Search “Writing
Center” Click on “Student Resources” Click on “Handouts” Under “Specific Writing
Assignments/Contexts,” click on “Essay Exams.”
DePaul University’s Online Center for Writing-based Learning provides an overview of
research-based writing, such as directions for writing an annotated bibliography.
Go to depaul.edu/writing Click on “Resources for Writers” Click on “Types of Writing”
Under “Research-based Writing,” click on “Annotated Bibliography” or other types of
research-based writing.
The Online Writing Center at the University of North Carolina at Chapel Hill provides a
guide to writing abstracts. Go to unc.edu Search “Writing Center” Click on “Student
Resources” Click on “Handouts” Under “Specific Writing Assignments/Contexts,” click
on “Abstracts.”
The University of Kansas Online Writing Center has links to resources in evaluating
websites. Go to www.writing.ku.edu Click on “Writing Guides” and “Evaluating WebSites.”
Purdue’s Online Writing Lab provides subject specific resources for writing in the
disciplines:
 Technical Writing
 Literature
 Social Sciences
 Engineering
 Creative Writing
 Medical Writing
 Journalism
 Nursing
Go to owl.english.purdue.edu/owl/resource/738/01/ At third line from the top, click on
“Subject Specific Writing.”
The Online Writing Center at the University of North Carolina at Chapel Hill provides
guides and resources for writing in the disciplines.
 Anthropology
 Art History
 Communication Studies
 Drama
 History
DRAFT 13
 Literature (Fiction)
 Philosophy
 Political Science
 Religious Studies
 Sciences
 Sociology
Go to unc.edu Search “Writing Center” Click on “Student Resources” Click on
“Handouts” Under “Writing for Specific Fields,” click on a discipline.
TIPS ON ESL TUTORING
Tutors can assist intermediate or advanced ESL students by focusing on macro- rather
than micro-level issues. The University of North Carolina at Chapel Hill provides ten
tips for ESL tutorials. Go to www.unc.edu/depts/wcweb/handouts/esltutoringtips.html
The University of North Carolina at Chapel Hill also provides tips in responding to ESL
students who request, “Just Check My Grammar.” Go to
www.unc.edu/depts/wcweb/esl/eslgrammarcheck.html
The writing tutor should consult with the Writing Center Coordinator if additional
assistance with an ESL tutorial is required.
TUTOR/INSTRUCTOR PAIRINGS
This section of the manual will undergo further development as the CRW pursues its
work with “pairings.”
Pairings serve two purposes:
 Enables tutor and instructor to discuss assignments.
 Enables tutors to describe writing center services to students enrolled in classes.
Meeting with the Instructor:
The tutor can use the following letter to initiate a meeting with the instructor:
Dear......
My name is....., and I am a tutor in The Center for Reading and Writing
(CRW). I am writing to introduce myself as well as inform you that I
have been paired with your spring section of......
As a tutor, I hold specific hours at the CRW and work with students on
strategies to assist them with their writing. Those hours will be
worked out once the tutoring schedule is set. Of course, students are
welcome to visit The Center for Reading and Writing and work with
anyone who is available. However, as the tutor for your section, I am
available to address your assignments and your students' concerns more
specifically. In addition, I can visit your class to assist your
students with peer-critiques.
DRAFT 14
I was wondering if you have time during the first or second week of
classes to meet with me so I can introduce myself and talk about the
services we provide. Please feel free to let your students know either
in the syllabus or verbally my name and contact information.
Lastly, if you would like me to have a copy of your syllabus and
writing assignment guidelines, please feel free to send them to me.
Sincerely,
Writing Tutor
tutor's email
Center for Reading and Writing
The Tutor’s First Visit to the Class:
RESOURCES
“Abstracts,” The Writing Center. University of North Carolina at Chapel Hill, 2007.
Web. 19 Jan 2011. www.unc.edu/depts/wcweb/handouts/abstracts.html
“Answering Essay Questions.” Writing Center. Troy Universit y, 2010. Web.
19 Jan 2011. troy.troy.edu/writingcenter/special.html.
“Argument.” The Writing Center. University of North Carolina at Chapel Hill, 2007.
Web. 19 Jan 2011. www.unc.edu/depts/wcweb/handouts/argument.html
“Body Paragraph Outline.” Writing Center . Troy Universit y, 2010. Web. 19
Jan 2011. troy.troy.edu/writingcenter/process.html.
“Chicago (Turabian) Documentation.” Writing Center. Troy University, 2010.
Web. 19 Jan 2011. t roy.troy.edu/writingcenter/research.html.
“Citing Quotations.” Writing Center. Troy Universit y, 2010. Web. 19 Jan
2011. troy.troy.edu/writingcenter/research.html.
“Editing the Essay, Part 1” The Writing Center. Harvard College Writing Program, 2011.
Web. 19 Jan 2011. www.fas.harvard.edu/~wricntr/documents/edit1.html.
“Editing the Essay, Part 2.” The Writing Center. Harvard College Writing Program,
2011. Web. 19 Jan 2011. www.fas.harvard.edu/~wricntr/documents/edit2.html.
“Essay Exams.” The Writing Center. University of North Carolina at Chapel Hill, 2007.
Web. 19 Jan 2011. www.unc.edu/depts/wcweb/handouts/essay-exams.html
“Essay Outline.” Writing Center. Troy Universit y, 2010. Web. 19 Jan 2011.
troy.troy.edu/writingcenter/process.html.
DRAFT 15
“Evaluating Web-Sites.” KU Writing Center. University of Kansas, 2011. Web. 19 Jan
2011. www.writing.ku.edu/~writing/guides/evaluate.shtml.
"Getting Ready for a Tutoring Session." Writing Resource Center .
Bemidjii State Universit y, 2011. Web. 18 Jan 2011.
<http://bemidjistate.edu/students/wrc/tutoring_session/>.
Hacker, Diana and Barbara Fister. “Research and Documentation.”
hackerhandbooks.com, 2011. Web 20 Jan 2011.
<bcs.bedfordstmartins.com/resdoc5e/>
“Incorporating References.” K U Writing Center. University of Kansas, 2011.
Web. 19 Jan 2011. www.writing.ku.edu/~writing/guides/references.shtml.
“Internet References.” Purdue Online Writing Lab. Purdue University, 2011. Web. 20
Jan 2011. owl.english.purdue.edu/owl/resource/738/01/
“Just Check My Grammar.” The Writing Center. University of North Carolina at
Chapel Hill, 2007. Web. 19 Jan 2011. www.unc.edu/depts/wcweb/esl/wc.html.
“Outlines.” KU Writing Center. University of Kansas, 2011. Web. 19 Jan 2011.
www.writing.ku.edu/~writing/guides/outlines.shtml.
“Paraphrase, Summary, and Precis.” KU Writing Center. University of Kansas, 2011.
Web. 19 Jan 2011. www.writing.ku.edu/~writing/guides/paraphrase.shtml.
“Plagiarism.” Writing Center . Troy Universit y, 2010. Web. 19 Jan 2011.
troy.troy.edu/writingcenter/research.html.
“Plagiarism—Making Sure You Are Safe.” Writing Center . Troy Universit y,
2010. Web. 19 Jan 2011. t roy.troy.edu/writingcenter/research.html.
“Prewriting Strategies.” KU Writing Center. University of Kansas, 2011. Web. 19 Jan
2011. www.writing.ku.edu/~writing/guides/prewriting.shtml.
“Proofread & Revise.” Writing Center . Troy Universit y, 2010. Web. 19 Jan
2011. troy.troy.edu/writingcenter/process.html.
“Research-based Writing.” The University Center fo r Research-based
Learning. DePaul Universit y, 2011. Web. 20 Jan 2011.
http://condor.depaul.edu/writing/writers/types.html.
"Resources for Tutors." College of Wooster - Writing Center. College of
Wooster, 2008. Web. 18 Jan 2011. www3.wooster.edu/writing_center/resources
for tutors.html.
DRAFT 16
“Revising the Draft.” The Writing Center. Harvard College Writing Program, 2011.
Web. 19 Jan 2011. www.fas.harvard.edu/~wricntr/documents/Revising.html.
“Step Eight: Improving and Refining Organization.” The Writing Center. Portland State
University, 2007. Web. 19 Jan 2011. writingcenter.pdx.edu/resources/guide/step08.php.
“Step Five: Creating an Organizational Plan.” The Writing Center. Portland State
University, 2007. Web. 19 Jan 2011. writingcenter.pdx.edu/resources/guide/step05.php.
“Step Nine: Checking Your Use of Research.” The Writing Center. Portland State
University, 2007. Web. 19 Jan 2011. writingcenter.pdx.edu/resources/guide/step09.php.
“Step Seven: Expanding and Improving Ideas.” The Writing Center. Portland State
University, 2007. Web. 19 Jan 2011. writingcenter.pdx.edu/resources/guide/step07.php.
“Step Ten: Checking Final Details. ” The Writing Center. Portland State
University, 2007. Web. 19 Jan 2011. writingcenter.pdx.edu/resources/guide/step10.php.
“Subject Specific Resources.” Purdue Online Writing Lab. Purdue University,
2011. Web. 20 Jan 2011. owl.english.purdue.edu/owl/section/4/.
The Universit y of Chicago . The Chicago Manual of Style Online, 2010..
Web. 20 Jan 2011. www.chicagomanualofstyle.org/home.html.
“Thesis Statements.” The Writing Center. University of North Carolina at Chapel
Hill, 2007. Web. 19 Jan 2011. www.unc.edu/depts/wcweb/handouts/thesis.html.
“SUNY Adirondack CRW Guides and Handbooks.” The Center for
Reading and Writing . SUNY Adirondack, 2011. Web. 20 Jan 2011.
libguides.sunyacc.edu/content.php?pid=47858&sid=1008451
“Ten Tips for ES L Tutorials.” The Writing Center. University of North Carolina
at Chapel Hill, 2007. Web. 19 Jan 2011. www.unc.edu/depts/wcweb/esl/wc.html.
Toledo, Cheri. “’Does Your Dog Bite?’ Creating Good Questions for
Online Discussions. ” International Journal of Teaching and Learning in
Higher Education 18.2 (2006) n.pag. Web 20 Jan 2011.
<http://www.isetl.or g/ijtlhe/>.
“Toulmin Demonstration.” Writing@CSU. Colorado State University, 2011. Web. 19
Jan 2011. writing.colostate.edu/guides/reading/toulmin/pop2f.cfm
“Word Choice.” The Writing Center. University of North Carolina at Chapel Hill, 2007.
Web. 19 Jan 2011. www.unc.edu/depts/wcweb/handouts/word_choice.html.
“Writing Concisely.” The Writing Center. University of North Carolina at Chapel Hill,
2007. Web. 19 Jan 2011. www.unc.edu/depts/wcweb/handouts/concise.html
DRAFT 17
“Writing Conclusions.” Writing Center . Troy Universit y, 2010. Web. 19 Jan
2011. troy.troy.edu/writingcenter/process.html.
“Writing for Specific Fields,” The Writing Center. University of North Carolina at
Chapel Hill, 2007. Web. 19 Jan 2011. www.unc.edu/depts/wcweb/handouts/index.html
“Writing Guide: Development.” Writing@CSU. Colorado State University, 2011.
Web. 19 Jan 2011. writing.colostate.edu/guides/processes/develop/
“Writing Resources Guided Tour.” The Writing Center. Portland State University, 2007.
Web. 19 Jan 2011. writingcenter.pdx.edu/resources/index.php.
“Writing Self Assessment” Writing Center. University of Washington Bothell. 2010.
Web 19 Jan 2011. uwb.edu/writingcenter/assessment.