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Supervising Peer Writing Tutors and First-Year Seminar Mentors

Categories: Midd Blogosphere

At the Center for Teaching, Learning, and Research, over the course of the semester, we check in with our  PWTs and FYSMs to see how they are doing, to offer advice, to help them with problems that arise. Over the first half of the semester while regular training sessions are scheduled, we see PWTs and FYSMs weekly, but we are available all through the semester to offer advice and encouragement and to deal with problems as they arise. Throughout the semester, we check in with our PWTS and FYSMs in multiple ways:

Drop-in Peer Writing Tutors, fill out a daily Tuttee Log Sheet to let us know how many students they have seen each night, to report difficulties, to ask for advice: Drop-in Tutee Log Sheet.

When we complete training each semester, we ask all our PWTs and FYSMs to evaluate our training program:  FYSM Evaluation of the training progam Peer Writing Tutor Evaluation of the training program.

When the semester is slightly more than half over, we ask PWTs in classes  and FYSMs to complete a survey about their work in classes:   Mid-Semester Survey for FYSMs in Classes Survey for PWTs in Classes. We ask their faculty members to complete a survey about their use of PWTS and FYSMS at this time, also: Faculty Survey of FYSMs in Classes.

At then end of the semester, we ask all students who has a FYSM or PWT attached to a class to complete a written evaluation: Student Evaluations of PWTs and FYSMs in Classes. This is also another opportunity for faculty to let us know how things are going, too: Letter to FYS Faculty about FYSMs in classes, Letter to CW Faculty about PWTs in Classes.

Finally, this year we have asked all PWTs and FYSMs, to complete a Self-Evaluation. This new self-evaluation form was designed by CTLR tutors and mentors this fall:  Self-Evaluation Form for PWTs and FYSMs.

Each year, we review these documents to improve our programs.

The funnel paragraph

Categories: Midd Blogosphere

I had a great question from a tutor this week about the “funnel paragraph” popular in high school.  I’m giving you my response and Catharine Wright’s response:

The “funnel intro” paragraph taught in high school is often very broad. First-years often start their intro paragraphs with sweeping observations about life, the cosmos, how great a particular author is. Most Midd profs want intro paragraphs  that jump into the meat of the topic.  There can be a somewhat modified funnel intro moving from the meat of the topic through some background down to the thesis, but the vast generalizations of the high school intro are frowned upon.

Catharine Wright added the following:

And another thing that I tell my students and tutees is that intro paragraphs are often increasingly disciplinary specific as the course levels go up, as in, the context in the intro targets a debate within a discipline or several disciplines and works from there. So, yes, the broad funnel model is more appropriate for high school, and the intro context in college papers is more focused.

Banner Web Training for FYSMs today

Categories: Midd Blogosphere

Lib 201

5-6:30PM

This session has NO makeup.

Overland

Categories: Midd Blogosphere

learn more at our presentation: TUES, NOV 9th 6pm in MBH 220
Overland summer leadership positions
outdoor | service | writing | language | field studies
overlandprograms.com/leaders

Overland, a company that runs summer programs for 4th – 12th graders will be hosting their fall leader presentation on Tuesday, Nov. 9th at 6pm in MBH 220.  Overland offer summer leadership positions for college students and recent grads to co-lead hiking, biking, language, service, writing, and field studies programs across the US and around the world.  This year Overland will offer programs in New England, Nova Scotia, North Carolina, New Orleans, the Western US, Alaska, Hawaii, Costa Rica, the US Virgin Islands, Ecuador, Peru, France, Spain and Tanzania.   Trip leaders work in male/female pairs and lead groups of 12 students from one to six weeks at a time.

In the last two years, 17 Middlebury students, more than any other college in the country, have traveled all over the world working for Overland: Reid Berrien ’08, Liana Sideli ’08, Dave Birr ’09, Ramona Richards ’09, Laurel Wickberg ’09, Will Silton ’10, Raina Crawford ’10, Emily Allison ’10, Catherine Klem ’10, Bruce Hallett ’10, RD Jenkinson ’10.5, Dave Clark-Barol ’10.5, Andrew Forsthoefel ’11, Emma Lennon ’11, Sara Cohen ’12, Margo Cramer ’12 and Carson Hartmann ’12.5.

Interested students should contact Liz Kantack (liz@overlandprograms.com) to set up a brief, informal interview with us while we’re on campus. Our application is available online at overlandprograms.com/leaders.

Session 5–Problems Students Face

Categories: Midd Blogosphere

Thursday, October 7, CTLR, Davis Family Library 225

All New Peer Writing Tutors Must Attend.  All First-Year Seminar Mentors (except previously trained PWTS) must attend.
  • First Hour: Problems Students Face
  • Second Hour: Educators not Editors–Working with Multilingual Students with Shawna Shapiro
Optional for Trained Peer Writing Tutors. Unfortunately, optional means unpaid.  If you have a Drop-in shift you will find this session very helpful.


Session 4 Oral Presentation

Categories: Midd Blogosphere

Useful handouts from this session:

Oral Presentation Yonna’s Rubric

Tips for Talks

First-Year Seminar Mentors for Academics and Writing

  • This is a mandatory session for First-Year Seminar Mentors—even those already trained as Peer Writing Tutors and ACEs.
  • You will learn much that you can use as a student and much for you to use in your roles as FYSMs.
  • Note that this is a longer session. 4:30-7:00 PM, Thursday, September 30th, CTLR
  • Please come on time so that we can move things along as quickly as possible.

Peer Writing Tutors

  • This is a mandatory session for all trained and new Peer Writing Tutors.
  • 4:30-5:30 PM, Thursday, September 30th, CTLR
  • When this session is over, trained Peer Writing Tutors get paid for training

Follow-up to thesis statment development

Categories: Midd Blogosphere
  1. Choose a Topic. What is a Topic?
  2. Define a PROBLEM within your topic. How?
  3. Explore/ Analyze the PROBLEM. How?
  4. Create a Thesis Statement. What is a Thesis Statement?
  5. Find evidence that supports the Thesis Statement. How?
  6. Organize your writing around your Thesis Statement. How? (Answers in How to Form a Thesis Statement Powerpoint)