Tutor’s Readiness
- I am ready and prepared for facilitating writers.
- I am prepared to fulfill the objective of the tutorial session that is to nurture writer’s authority and self learning.
- I am interested to share questions, stories, and perspectives about writing tutorial session with my peer tutors and others in the writing center.
- I am interested to learn how to manage ESL or EFL 's expression of Language.
Tutor’s Awareness
- I am aware that all writers and all writings are seen in processes as a part of a rich writing world (within and outside the university) (Hedengren, 2014).
- I demonstrate my awareness about individual writing need of every writer including answering questions, writing processes, cultural presuppositions, and reflecting on issues in writing tutorial sessions.
- I self evaluate tutorial sessions by utilizing above questions that provide information in writing center tutoring sessions in terms of tutoring roles, goals, and approaches.
- I am capable to share constructive feedback during the tutorial sessions that increase students’ self efficacy.
- I have the skills to manage students’ writing anxiety and emotional problems.
- I am responsible to deal any tutorial situations in caring ways to develop the tutor and student’s interpersonal relationship.
- I am committed not to fix writing.
- I can't assume that writers who are asking for help, they have writing problem.
- I facilitate writers to brainstorm, discuss, and share possible strategies to discover their own identity.
- I bring new techniques and activities to demonstrate how to generate ideas in writing.
- I encourage to set up an internal writing deadline or daily writing goals.
- I persuade to return to the writing center for discussing writing processes and difficulties as the continuation processes of generating a lot of writing (Mackiewicz and Thomson, 2014).
- I reflect on writing issues as a learner, an explorer, a writer, a communicator, and a
- I list and consult unmanageable tutorial situations with peer tutors and others in the writing center.
- I change students’ proofreading expectations.
Tutorial Conversation
- I am concerned about student’s writing thought about the tutorial session. (Does that make sense to you?, Is this talk helping you?)
- I ask questions to encourage students’ thinking and help them to brainstorm, respond, and reflect.
- I respond as a reader and a tutor by sharing my reflection.
- I am responsible to check with writer whether tutorial conversation is helpful.
Tutoring undergraduate and graduate writing practice
- I am committed to encourage writers talking about main topic and focuses of the writing processes.
- I am able to engage writers in writing processes.
- I am responsible to lead writers discovering own ways of making meaning in writing.
- I like to praise about the strength of the writing (That sounds very clear and meaningful to me.)
- I am responsible to lead writers discovering own ways of making meaning in writing
- I am knowledgeable about how to reinforce writers’ ownership and control by letting them decide about their own writing. (You are the author of the writing. You could think and rethink what writing expressions sound more meaningful to communicate your own ideas).
- I have the ability to talk with students about writing in all the disciplines.
- I am capable of building self confidence and reducing writers’ frustrations and anxiety towards writing (You can make your words talk for your readers, Can you?)
- I remind about the deadline and encourage research writers to return to the writing center
- I show empathy or sympathy by saying ‘It takes time to conceptualize about research ideas and it is very difficult to transfer your understanding into writing’
- I suggest different tips and techniques for clarifying ideas of different writing contexts.
Undergraduate writing practice
- I demonstrate the ways of adjusting and adopting to the disciplinary undergraduate writing requirements.
- I am well informed about the following worksheets in three different categories
- Worksheets for concept writing development:
Graduate Writing Practice
- I demonstrate the ways of adjusting and adopting to the disciplinary graduate writing requirements.
- I am knowledgeable about graduate writing requirements. These writing requirements are doctoral dissertation, research paper, research proposal, class assignment, conference presentation, and so on.
- I am well informed about the following list of research writing development worksheets for facilitating Graduate writers:
Writing Center Tutoring Prospects
- Tutorial suggestions are summarized at the end of the tutorial session.
- Students are encouraged reflect about the tutorial session (in 1 or 2 sentence).
- Student’s writing confidence as writer is improved.
- Student’s question is answered.
- Students receive constructive feedback and writing suggestion for the next step of the writing revision.
- Students’ writing anxiety and emotional problems are reduced at the end of the tutorial session.
- Students are encouraged to revisit the writing center.
