You will now be presented with situations that often exist in the Writing Center.  THIS IS NOT MEANT TO BE A TEST! Rather, these case studies are presented so that you can become accustomed to some of the situations that arise in the SRU Writing Center, giving you an opportunity to analyze the situations and develop techniques to counteract them.  After each slide, you will be shown some solutions that experts, faculty and past tutors feel can be used.  

It may prove helpful for you to write down your own responses to the problem before going on to the solutions page.  This will help you learn how you are analyzing the situations, which areas you may need further help in and what problems you may want to discuss during the one-on-one tutoring sessions.

A Case for Proofreading

A student from College Writing 101 enters the Writing Center searching for a conference.  He doesn't seem particularly thrilled to be at the Center.  His responses to the tutor's small talk are short, curt and anxious.  When the tutor suggests that they look at the draft, he pulls out a sheet of paper, stating that "I want you to look at this and tell me what's wrong with it and how to fix it.  I think the main problem is proofreading."  He goes on to tell you that he has been sent down here by one of his professors, who told him that "they're the experts, and they can tell you what is wrong better than I can."   What should you say and do during this situation?

The Opinionated Student

The assignment asks the student to take a stance on a current issue. The paper is meant to be persuasive, with supporting evidence from books, magazines and/or internet sources.  When the student comes in for the tutoring session, she mentions that organizing the paper is her biggest problem. The paper deals with heavy metal music. You are astonished to find that the student's argument is that anyone who listens to heavy metal music will become suicidal.   While the organization does need some improvement, you are alarmed by the student's arguments.  What can you do in this situation?

The "Where to Start" Student

After handing you his assignment sheet (which asks the student to talk about a famous person and why he likes/dislikes the person), you ask the student to see a copy of his paper.  A sudden look of terror is followed by the statement "I don't have anything.  I can't think of what to write!" The student proceeds to tell you that he hasn't taken a college class in about ten years.  What can you do to help this person?

The Antagonistic Student

A student arrives for a conference.  From the beginning of the conference, you realize that the student is unhappy about something. He hands you the assignment sheet, which asks him to do a reflective response to a poem the class has recently read.  He tells you he is having problems getting started with the paper and only has the introduction done so far.  You ask the student about his reactions to the poem while reading over his introduction. Here is the student's answer:

"I don't know what to think about this poem.  I hate poetry to begin with, and this poem makes no sense.  Of course, the class itself makes no sense.  Have you ever had Professor __________?  I can't stand him/her.  He/She isn't a very good teacher in my opinion.  What do you think?" How can you answer this student?  How can you get him back to the issue at hand, his paper?

Now that you have had the opportunity to evaluate some particular situations that can occur in the Writing Center, here are a couple of papers for you to look at.  Once again, take some time after reading the papers to write down your comments and reflections on them, then go to the suggestion page for some more information.

Paper #1

The paper assignment asks the student to write about his or her childhood neighborhood, focusing on one person, place or event from that period.  Here is the beginning of one student's paper:

 "There is a guy that lives in my old neighborhood that is very strange.  He does things that most people would never do.  At least from the people that I've been around.  I cannot mention any names in this.  The reason for that will be obvious later.  Here are some of the stupid things I saw after spending a day with this guy.

We went to a fast food joint and I bought him a number three extra value meal.  He didn't even ask.  I was shocked.  We walked up to the cashier.  He said "Can I use your phone."  He said sure.  Then, he went ahead and used the phone numerous times.  I was completely embarrassed.  I was never gonna go back there again.

Later, I went over to see him at his house.  He said "What's up?"  In a piercing tone of voice that makes you want to scream and hit the person hard.  I said "Do you want to go to the mall today?" he didn't answer.  As he sipped a glass of Coke while not asking me if I wanted one.  He didn't seemt want to go but went anyways.  So, we went to the mall and bought a CD, he said he had a nice time, but I am not sure about that."

How should you respond?

Paper #2

An ESL student arrives for a session.  The paper assignment asks for the following:  Write to a good friend of yours at home who is thinking about starting college.  What kind of advice could you give the student in such areas as preparation, out-of-class activities, experiences, etc.?

The following is the student's paper:

"Dear **,

How are you?  I hope your well.  One week, hours passed since I arrived here at SRU.  It rains recently and it seems that summer is over.  Also cold.

Have you contacted Educational Commission yet?  If not, do it soon. They will help to facilitate your admission to U.S. colleges.  Also, you need to take the TOEFL if you are coming to SRU.  It is required by most colleges and you have to get over 500 for admission into SRU.  I would begin preparing at least a year before school begins.  That means you should start now and check the deadlines carefully.

There are over two thousand colleges in U.S.  SRU is a nice college. Once you arrive here, you will make many friends.  You can work on campus.  There are lots of benefits for international students.  And you don't have to worry about homesickness!  My roommate Y is very nice!

Well, I have to go.  Just remember to study English conversation hard.  Listen to the radio and television before you arrive here.  I look forward to seeing you next year.

Love,

++"

What are some high order concerns you would point out during the session?  Low order concerns?  What suggestions, based upon your knowledge of ESL, could you give this student? 

These were just a  few of the situations that can occur while tutoring in the Writing Center.  As you leave the case study portion of this training program, here are a few more situations to think about.

Okay, so now what do you do when:

• the paper the student brings in is heavily marked up?
• the writer is crying?
• you, as the tutor, disagree with the comments from the teacher?
• the writer won't listen to your suggestions?
• instead of a writer, you have a writing group?
• the writer needs more help that you can give in one session?
• the writer won't leave?
• the writer has to turn the paper in immediately following the session, so there is no time for revision?

Everyone likes to bask in the afterglow of a good session. However, not every session will work and many may completely fall apart. Knowing some strategies before the situation occurs could be the difference between a good or bad session.