Sample Note-Taking Log for Tutoring: Name of Writer: Class/Level of Writer: 1102 Time/Day of Session: 1:30pm What was the assignment the writer was working on? personal narrative. Actually a student from my internship. What specifically did writer need assistance with? the brainstorming phase What are the major topics that were covered in the session? how to come up with material for this kind of assignment. What course readings or concepts connected to this session? Not sure at this moment.
What I saw Student brought in nothing, but signed up for a brainstorming session Tutor Paul did a good job pulling information out of her, guiding her narrative. Encouraged her to use sensory information. Student switches to a different paper. Real smart.
What I thought This is a tricky session. Theres not a whole lot for Paul to go on. session is pretty boring. real difficult. Paul kind of complicated the situation by recommending a complex literary device, â€œthe flash backâ€?. Real awesome that the student was smart enough to switch to a different paper for another class that she actually needed help on. With both assignments Paul does a good job asking questions, keeping the student in charge of the session.
Sample Note-Taking Log for Tutoring: Name of Writer: Jaime Class/Level of Writer: 1102 Time/Day of Session: 2:00pm What was the assignment the writer was working on? same class, same assignment. What specifically did writer need assistance with? brainstorming. Noticing that these students are just “checking off” the writing center from the list of assignment objective. Coming in with little interest in the actual session. Probably wont 'require' students to make RWC visits. Maybe you can schedule a whole class without them knowing? What are the major topics that were covered in the session? Brainstorming. How to figure out where your story is in your content. What course readings or concepts connected to this session? Not sure at this moment.
What I saw Jaime was not very engaged or prepared. Paul encourages Jaime to focus on the “conflicts” possible in his narrative. The problems. The stuff that went wrong. These elements are what make our personal stories interesting. Again, focusing on detail. Student is having a hard time articulating why they chose the subject they did, yet unwilling to admit there's something wrong with the subject, that it itself is uninteresting and thats why they are having a hard time generating ideas. End of the session student admits that they wrote about this same experience in high school. Clearly they are just bullshitting their way through this session.
What I thought Theres not much paul could do with this kind of session, but he tried his best. Paul pushed the flashback again.
Co tutoring :
Another student from the same class. Im co tutoring with Geoff. Again the first five minutes are derailed by my previous knowledge of the assignment. Geoff and I read the assignment in silence, something we both agreed afterwards we shouldn't have done. The paper is clearly writeen with just a few transition problems. We ask the student what she wants to focus on and she says she thinks the paper is terrible. When pressed for reasons why she cant come up with any. Shes visibly nervous and insecure and uncomfortable. Geoff and I take turns re-assuring the student that the paper is actually exemplary. Minus a few transitional moments that could benefit from revision, this paper is ready to go. Geoff goes further, talking the student up, complimenting various stylistic choices she made with her essay. This is all an attempt to effect the students self-efficacy. At the end of the session, Geoff points out my lack of question asking at the beginning and my bone head move to read the paper in silence. Other than that, he says it was a really successful session.
Solo-Tutoring My session is an hour long and with a senior student working on his med school personal statement. We spend the first five minutes discussing the purpose of the writing, its strengths and what he perceives to be its weaknesses. He thinks that there have been “too many cooks in the kitchen” having had three session in the RWC and a editing session with his advisor. He's been told the paper is not personable enough and doesn't quite understand how to make those necessary changes. Since we have an hour, i opt to read the entire paper aloud. I stop on awkward sentences and ask for clarification on some confusing ideas. WE make those minot changes as we go. Once we finish reading through we address the issue he has, its personableness, and the issue we discover, its organization. The first issue is fitting since I've been teaching the personal narrative for the last few weeks in class. I explain how sensory information and emotional content are what get “us” into our stories. We go through and find places in the paper where this information can be added. For organization, we reverse outline the paper, breaking each paragraph into three to four sentences summarizing it's main ideas. Once we do this, it becomes obvious that the body of the essay needs to be arranged and the student rearranges them himself. We leave with a plan to add sensory information and work on the needed transitions for reordering the essay. Student tells me its the most helpful tutoring session he's had. Period. I am the king of the world.
Published on Aug 5, 2013