Minimalist tutoring

Minimalist tutoring

 · The process of minimalist tutoring is, unfortunately, somewhat counterintuitive to me after years of behavioral conditioning in my writing classes and peer editing groups. The promise, or should I say threat, of a grade at the end of every assignment is a confusing one to deal with as a tutor. The final grade on an assignment is in many cases the students’ main objective in seeking tutoring Posts about minimalist tutoring written by kotel In Muriel Harris’s article “Collaboration Is Not Collaboration Is Not Collaboration: Writing Center Tutorials vs. Peer-Response Groups”, Harris juxtaposes the two learning processes in an effort to highlight their influence in improving student writing; at the same time she attempts to distinguish writing center tutorials from peer Minimalist Tutoring DRAFT. a month ago. by blogger.comse. Played 16 times. 0. 12th grade. 82% average accuracy. 0. Save. Edit. Edit. Print; Share; Edit; Delete; Host a game. Live Game Live. Homework. Solo Practice. Practice. Play. Share practice link. Finish Editing. This quiz is incomplete! To play this quiz, please finish editing it. Delete Quiz. This quiz is incomplete! To play this

ENGL Gammar for Teachers: Minimalist Tutoring

Reflecting on:. Jeff Brooks, minimalist tutoring. Before even reading this piece, I was extremely interested in it from the title alone, minimalist tutoring.

I have seen other writing consultants use similar methods of asking their clients lots of questions about their writing, and for the most part, remaining in the background of most consultation sessions aside from these intermittent questions. Minimalist Tutoring: Making Students Minimalist tutoring All the Work. The first thing that Brooks points out minimalist tutoring that tutors come into the session with the implication that it is our minimalist tutoring to correct the paper, minimalist tutoring.

When in fact, he points out, it is neither our obligation, or realistic for us to do this. He emphasizes the idea that the goal of the student should not be a perfect paper, but that the process is far more important than the product.

Brooks offers us this as an explanation:. Here is where I really begin to disagree with Mr. Why should their products not be considered important? While I understand that most likely there needs to be a greater emphasis on the process, why should we take away from the end product? Minimalist tutoring the process not also improve the product? I feel that as the process improves, so should the product, and in order for students to improve their writing process in the session, some improvement needs to be seen on the paper.

Otherwise, to what use is the process if there is not improvement to the paper? He insists instead that tutors take a back seat, and allow the students to be the authority over their work, and over the session. Tutors are there to talk and listen to the student about his paper and his minimalist tutoring process, minimalist tutoring. Brooks suggests that there are four basic steps that allow the student to be the authority over his work, and to ensure that the tutor does not become an editor.

These four steps are:. Sit beside the student, minimalist tutoring, not across the desk. This demonstrates that you are not in a position of authority. Try to get the student to be physically closer to the paper than you are — it will give them more authority, and also allow them to make their own corrections and improvement.

Have the student read the paper aloud to you, and suggest that he hold the pencil while doing so. Some of these things we already do minimalist tutoring the writing center — in fact, we do almost all of them. We always sit next to the student, and never across from them, which can come off as intimidating. By sitting next to them, it creates a friendlier environment.

We also always have the student or ourselves read the paper minimalist tutoring — this often helps the student to catch his own mistakes in his writing.

I think the only thing that varies among writing consultants in the writing center is whether or not they have a writing utensil in their hand.

I know I almost always have a pencil in my hand, but this might be something that I adjust and try to change — and I can see if this change is more effective for my writing consultations, minimalist tutoring. Concentrate on success in the paper, not failure. Get the student to talk — ask questions about their paper and process. If you have time during your session, give the student a discrete writing task, and then go away for a few minutes and let him do it. Again, most of these are already strategies we use in the writing center.

We often do not have the extra time to do this sort of thing, nor does it seem possible for us to get up and leave.

What we can do however, is if the student has more things to work on and improve past the time of the writing center, we can write down a list of goals and tasks minimalist tutoring accomplish that students can do on their own.

The last thing that Brook mentions in this piece is dealing with students who are unreceptive to this minimalist style of tutoring, minimalist tutoring, and simply want the tutor to edit their paper. To this type of student, Brooks suggests the following:. Borrow student body language. Be completely honest with the student minimalist tutoring is giving you a hard time.

I found this first suggestion a little troubling. So with this established, it might be better to adhere to the second recommendation, of being honest with the student in a friendly, and non-threatening manner, asking of what help we can be in the writing process. Overall, minimalist tutoring, Brooks is primarily looking to change the student, not the piece.

I think Brooks brings up a lot of really interesting points — most of his suggestions for better tutoring we already use in the writing center. However, in my opinion, I think his idea of minimalist writing often goes into too far of an extreme.

All in all, minimalist tutoring, I think what I will take from this reading and try to employ in my own consultations, will be the idea of not having a pencil in my hand, and making an effort to ask the students more questions about their work.

Sign in Recent Site Activity Report Abuse Print Page Powered By Google Sites. Teaching and the Writing Center. Search this site. Annotated Bibliography, minimalist tutoring. Fast-Write Reflections, minimalist tutoring. Mini CSW - Transformed Genre. Shamoon and Deborah H. Clark and Dave Healy.

Research Synthesis. October 1 - 5, October 15 - 19, October 22 - 26, October 29 - November 2, October 6 - 12, minimalist tutoring September 10 - 14, September 17 - 21, September 24 - minimalist tutoring, Minimalist tutoring Writing Center Consultation Form, minimalist tutoring. Minimalist Tutoring: Making Students Do All the Work The first thing that Brooks points out is that tutors come into the session with the implication that it is our responsibility to correct the paper, minimalist tutoring.

These four steps are: 1. Get the student to talk — ask questions about their paper and process 3. To this type of student, Brooks suggests the following: 1.

decluttering and minimalism for students // the basics

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Minimalist tutoring: making the student do all the work | My Blog

Posts about minimalist tutoring written by kotel In Muriel Harris’s article “Collaboration Is Not Collaboration Is Not Collaboration: Writing Center Tutorials vs. Peer-Response Groups”, Harris juxtaposes the two learning processes in an effort to highlight their influence in improving student writing; at the same time she attempts to distinguish writing center tutorials from peer Minimalist Tutoring Online? Amy Sexton, Kaplan University Writing Center Tutor “Minimalist Tutoring: Making the Student Do All the Work” by Jeff Brooks first appeared in The Writing Lab Newsletter almost 25 years ago, long before online learning  · Minimalist Tutoring & Collaborative Learning 31Mar By studying theory on the practices of writing and tutoring, tutors gather information to coincide with the empirical knowledge they gain from the act of writing or tutoring itself. Only when coupled together do theory and practice produce strong writing and strong tutoring. Lisa Ede says in Writing as a Social Process, “theory without