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The Utah State University (USU) Writing Center and the USU Writing Program teach a graduate seminar together every fall to prepare new graduate instructors to teach and tutor students in the English department. These new graduate instructors write a scholarly paper that analyzes and/or synthesizes their experience tutoring and teaching. Some of the topics these papers explore include the similarities and differences between tutor and teacher evaluations, incorporating the elements of writing rubrics, the effects of age differences between students and tutors, discerning students’ needs, and much more. The information offered in these papers provides a deep understanding and analysis of various aspects of tutoring that can be implemented by future writing tutors.
2019
From Statia to School, Frances Avery
Forget Power Dynamics: Why You Should be BBFs with Your Students and Professors, Maygan Barker
Questionable Behavior in the Writing Lab, David Bates
PhD Technical Communication Writing Fellows: A Proposal, Rachel Bryson
Old Buildings have Old Drafts, Emma D. L. Chadwick
Audience Awareness in the Writing Center: Guiding Introductory Writing Students with More Directive Comments, Samantha Clem
Learning on Equal Grounds, Andrea Diamond
Wearing a Hat or a Mask: How to Consolidate the Teacher/Tutor Identity, Tyler Hurst
The Wall of Silence: Disrupting Kairotic Spaces, Victoria Jaye
High, Cry, Hesitant: A Lesson in Effective Teaching, Macy Marin Keith
Of Writing, Teaching, and Tutoring: Banishing the Presence of the Inner Critic in the Writing Center, Andrew Romriell
Well, How Do You Feel About That Semicolon? Striking a Balance Between Instruction and Discovery as a Tutor and Teacher, Mark Smeltzer
Self-Discovery, Self-Sufficiency: Assuming the Role of a Listener While Tutoring, Adrian Thomson
Successful Tutoring Sessions, Successful Student Conferences, Elsa C. Torgersen
Hats: Being a Tutor, Teacher, Student, and Mother Learning When to Wear What Hat, Holly Vasic
2018
Teacher in Training: On Tutoring Before Teaching, Alyssa Witbeck Alexander
One-on-One in a World of Twenty-Four, Brittney Allen
You Matter to Me: The Necessity of Validation in the Composition Classroom, Shaun Anderson
Quantumly Entangled: Cosmic Consciousness in the Classroom, Jack Daly
Pedagogical Sandhi, Arie French
Praising Students’ Writing: How Compliments Encourage and Motivate, Emma George
Imagining Across Disciplines for a Sustainable Future, Emily James
Teacher vs. Tutor, Brady Maynes
“Does That Make Sense?” The Importance of Clear Assignment Instructions and Rubrics, Carly Schaelling
Smiles, Sighs, and Nods: The Power of a Personal Narrative, Camille Sleight-Price
Becoming a Tutor: Teachers as Tutors in One-on-One Conferences, Cree Taylor
2017
A Folklorist's Touch, Daisy Ahlstone
Learning to Write by Teaching Writing, Richard A. Blake
Three Powerful Tools for Teaching and Tutoring, Chris Davis
Lost in Translation: The Immigration to Academia and Implementing Critical Thought, Stacie Denetsosie
Analyzing Wants Versus Needs in the Writing Center, Jessica Griffeth
Skeptically Optimistic, Moira Hammons
Age Perception and the Peer-Tutor Relationship, Cana Uluak Itchuaqiyaq
Adaption Reaction, Michelle Jones
“Whatever Happened With That Student?”: How to Measure Our Success as a Tutor and Teacher, Rachel Ross
Engaging in the Drafting Process: The Key to a Student’s Writing Success, Camila Sanabria
Cold Turkey Belongs on the Dinner Table: How Tutors Can Warm Up to New Tutoring Sessions, Terri Wesemann
Getting to Know You, Emily Withers