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ERIC Number: ED455540
Record Type: Non-Journal
Publication Date: 2001-May
Pages: 12
Abstractor: N/A
Reference Count: N/A
It Was Easier When I Was a Tutor.
Petto, Christine M.
A European history professor who was once a discipline-specific writing tutor finds that she is now more actively involved in "teaching" writing to non-majors and majors. Her responsibilities as a discipline-specific tutor entailed some possible steps: upon beginning a tutorial session, she might only brainstorm with the student various ways to satisfy the assignment; after settling on the topic, student and tutor would outline or layout the plan for the paper; and addressed were both higher-level (macro) concerns and lower-level (micro/sentence-level) concerns. Ten years later the challenges for the professor of tutoring/teaching writing are similar but complicated by three issues she did not face as a tutor: (1) bureaucratic requirements for "separate" intensive writing courses and the problems that "segregation" might cause for student conceptions of writing; (2) the number of students filling four classes all with writing requirements though not labeled "intensive"; and (3) the challenge of teaching writing while conveying much content material. Satisfying the Board which approves intensive writing courses is relatively easy by way of a detailed syllabus, examples of clear writing assignments, and writing guidelines for the course. The greater challenge for a Writing Program is to convince administrators, faculty, and students that writing is an integral part in the learning process for all fields and then implement a program that serves both faculty and students. To create a culture of writing in her classes, the professor designs writing assignments to meet time constraints. She also chooses a historical problem or question for the students to grapple with in the way that a professional historian would. (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A