Tag Archives: PWT

Organization Meeting Spring 2011

If you are working or training as a Peer Writing Tutor or a First-Year Seminar Mentor this semester, you must attend this meeting.

All: Fill out our information form. Get information about pay and training schedule

New PWTS:

* Collect your training folder.
* Learn how to get paid
* Have your picture taken.
* Begin training.

Experienced tutors

* Apply for drop-in assignments.
* Share tutoring tips.

If you have a serious and unavoidable conflict, contact Mary Ellen Bertolini immediately.

Where: CTLR, Lib 225

When:  Thursday, February 10 from 4:30 pm to 6:30 pm

Drop-in Peer Writing Tutors

Peer Writing Tutors are available for drop-in meetings, Sunday-Thursday 7:30-midnight (except during school vacations) in the Center for Teaching, Learning, and Research (Davis Family Library 225). Sunday and Thursday evenings, Peer Writing Tutors are available also in Ross and Brainerd Commons.  Peer writing tutors can, also, help with oral presentation skills. No appointment is necessary.

Documents Useful for Drop-in Tutors:

Drop-in Tutor Regulations (S11)

Best Practices of Drop-in Tutors (S11)

Writing in the Disciplines (10-11)

Quick Reference Sheet for Drop-in PWTs (S11)

Spring 2011 Training Dates for Peer Writing Tutors

Org Session Thursday, February 10, CTLR, 4:30-6:30
Session 2 Wednesday, February 16, CTLR, 4:30-6:30
Session 3 Thursday, February 24, CTLR, 4:30-6:30 (Bring a paper)
Session 4 Thursday, March 3, CTLR, 4:30-5:30
Session 5 Thursday, March 10, CTLR, 4:30-6:30
Session 6 Wednesday,March 17, CTLR, 4:30-6:30

Please bring your folder to every training session. You will be paid for training on completion of all of your mandatory sessions.

Supervising Peer Writing Tutors and First-Year Seminar Mentors

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

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.