Tag Archives: PWT

Training: Session 2 Getting Started Thursday,September 18, 2013

FYSM Training #2–Getting Started
All new Writing and Academic Mentors must attend.

All trained Peer Writing Tutors now working as Writing and Academic Mentors must attend.

Trained Writing and Academic Mentors must attend either this session or Session 3 on Wednesday, September 25th.

  1. Become expert at Time Management!  Bring a syllabus from all four of your classes.
  2. You will practice a 15 minute-version of the 30 min. tutor session
  3. Always bring your training folder to all training sessions.

Make-up sessions are only for those who have received prior approval.

Peer Writing Tutor Session #2 Getting Started

All new Peer Writing Tutors must attend this session.

Trained Peer Writing Tutors must attend either this session or Session 3 on Wednesday, September 25th.

Trained Mentors who have never been trained as Peer Writing Tutors must attend this session.

 

Peer Writing Tutor Session #2 Getting Started

  • Brainstorming answers to frequently asked tutor questions
  • 15 minute-version of the 30 min. tutor session

Always bring your training folder to all training sessions.

For New PWTs and FYMS

If this is your first job on the Middlebury College campus, you will need to visit student employment with some documents:

Obtain a blue Student Employment Card from the Student Employment Office. (The Student Employment office is located on the second floor of the Service Building. The office is open Monday through Friday, 9:00am-5:00pm.) To do this, you must fill out your I-9 Employment Eligibility and W4 Tax Withholding forms. Typically, students present an original Passport (expired okay) OR a picture I.D. WITH a Birth Certificate OR Social Security Card. Please visit http://www.middlebury.edu/offices/business/seo for more information on this process and for a more extensive list of documents that you can present.

Please bring the necessary documents to campus, and visit SEO before we have our Organization Meetings:

Wednesday, 9/11/13 for Mentors (CTLR, DFL 225,4:30-6:30 PM)

Thursday, 9/12/13 for Peer Writing Tutors (CTLR, DFL 225,4:30-6:30 PM)

PWT/ FYM News for Fall 2013

Confirmations

I have sent out confirmations to all trained Peer Writing Tutors and Writing and Academic Mentors who have FYSE assignments. If you have not yet accepted your confirmation, please do so now.

Save the date!

Mandatory Organization Meeting for Writing and Academic Mentors: Wednesday, September 11, 4:30-6:30, CTLR
Mandatory Organization Meeting for Peer Writing Tutors: Thursday, September 12, 4:30-6:30, CTLR
You will receive an email notice of the meeting you must attend in early September.

Peer Writing Tutor/Writing and Academic Mentor 2013-201314 leadership team:

Head Tutor: Emily Colton
Head Mentor: Anna Flinchbaugh
Head Drop-in: Emily Auran

Change in Topics for Session 4 and 5

5– Problems/ Grammar INTL

 

Thursday October 11 CTLR 4:30-6:30
6– INTL /Getting Help/Grammar

 

Thursday October 18 CTLR 4:30-6:30

 

Due to some scheduling conflicts,  Session 5  for Mentors and Peer Writing Tutors will now cover Grammar issues as well as the previously scheduled Problems Students Face training.

Session 6 will now cover Working with International Students  as well as the previously scheduled Getting Help.

 

This change has no impact on new tutors who must attend both sessions, but I want to call it to the attention of those previously trained Peer Writing Tutors and Mentors who can choose between attending sessions 3, 4, or 5.

What about grammar?

What about grammar? The 3x PIC Rule: Point-Identify-Correct

Although we do not copy edit papers, we do not ignore grammatical, mechanical, and style problems in students’ papers. Instead, we draw a student’s attention to the error: POINT, ask if the student can recognize and IDENTIFY the error, and finally, ask if the student can CORRECT the error.

When you see a problem, ask if the student can identify the problem. If yes, ask the student to explain the problem, and then ask if the student can correct the problem. If the student cannot identify the problem, you should do that. If the student cannot correct the problem, you should help the student correct the problem.

Repeat this process three times. Each time, encourage the student to point out, identify, and then correct the error or problem.  After that, encourage the student to complete corrections of the error during the revision process.    If a student still has difficulty identifying and correcting the error, refer the student to one of the faculty writing tutors.

Remember the 3x PIC rule: Point—Identify—Correct—x3