Non-traditional Students:
How can tutors get non-traditional students to use their life experiences and acquired knowledge to their advantage when relearning the academia writing process?
In Defense of Conference Summaries:
Do you think teachers will be more willing to give their students a better grade if they see that they have worked with a tutor at the writing center? If a better grade is the outcome of these summary reports, do you think students will begin going to the writing center for the wrong reasons?
St. Martins: “Thirty Something” Students:
How can a young tutor approach a tutorial session with a non-traditional, older tutee who thinks that they know more than the tutor because of their age and life experience, and therefore does not value the “process” involved in academia writing?
Q&A Blog Posts
15 years ago
Responding to your first question, I know that I have had professors come out and say that going to the writing center can affect your grade possibly. I know that this had motivated many students to then go. However, even if they are going for the wrong reasons, they will actually learn something about the paper they are writing. So in the end, this actually helps the student and may cause them to come back again.
ReplyDeleteIn Defense:
ReplyDeleteI think that's an interesting question! Hmm, actually, I think professors might be more critical of students who went to the writing centre. This isn't necessarily a bad thing, especially if they are looking for better developed and expressed ideas, but if they are thinking more of a fix-it shop writing centre, this could detrimental to a student's grade.