FAQs about Writing Center Tutoring Sessions
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- Do consultants "fix" papers for students?
- Our consultants don’t “fix” papers because a tutorial session is designed to provide additional skills or insights about the writing process. However, they do teach students strategies to edit and proofread their own papers.
- Why didn't my student's writing improve after attending the writing center?
- Students usually need more than a single visit to remedy a serious writing problem.
- Is the writing center only for students with writing problems?
- Definitely not. Our client population includes students at all stages of writing excellence. Many of our tutorial sessions involve students who want to make a good paper better or who are looking for someone to discuss various writing strategies.
- Does the writing center work with students with ESL issues?
- Yes. In fact, we urge such students to make regular appointments at the writing center.
- Can I force a student to attend the writing center?
- We have found that such students learn little from a consultation because they feel that they are being punished. Instead, we suggest you encourage students to make an appointment.
- Some of my students' first papers are filled with errors. Should I send them to the writing center?
- Often seemingly serious problems are the result of haste, lack of diligence, or lack of preparation. In other words, a given piece of writing may not represent the student’s best efforts. You might, for example, speak to the student about the problems you see and express your expectation that subsequent writing will address these problems. You might also, at your discretion, give the student a chance to rewrite it, pointing out what you perceive to be the most glaring problems.
- Will you notify me if any of my students attend the writing center?
- All visits are confidential unless the student gives us permission to notify you. However, we do remind students that many professors are pleased when students show initiative by attending the writing center.
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