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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.

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2019

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From Statia to School, Frances Avery

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Forget Power Dynamics: Why You Should be BBFs with Your Students and Professors, Maygan Barker

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Questionable Behavior in the Writing Lab, David Bates

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PhD Technical Communication Writing Fellows: A Proposal, Rachel Bryson

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Old Buildings have Old Drafts, Emma D. L. Chadwick

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Audience Awareness in the Writing Center: Guiding Introductory Writing Students with More Directive Comments, Samantha Clem

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Learning on Equal Grounds, Andrea Diamond

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Wearing a Hat or a Mask: How to Consolidate the Teacher/Tutor Identity, Tyler Hurst

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The Wall of Silence: Disrupting Kairotic Spaces, Victoria Jaye

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High, Cry, Hesitant: A Lesson in Effective Teaching, Macy Marin Keith

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Of Writing, Teaching, and Tutoring: Banishing the Presence of the Inner Critic in the Writing Center, Andrew Romriell

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Well, How Do You Feel About That Semicolon? Striking a Balance Between Instruction and Discovery as a Tutor and Teacher, Mark Smeltzer

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Self-Discovery, Self-Sufficiency: Assuming the Role of a Listener While Tutoring, Adrian Thomson

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Successful Tutoring Sessions, Successful Student Conferences, Elsa C. Torgersen

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Hats: Being a Tutor, Teacher, Student, and Mother Learning When to Wear What Hat, Holly Vasic

2018

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Teacher in Training: On Tutoring Before Teaching, Alyssa Witbeck Alexander

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One-on-One in a World of Twenty-Four, Brittney Allen

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You Matter to Me: The Necessity of Validation in the Composition Classroom, Shaun Anderson

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Quantumly Entangled: Cosmic Consciousness in the Classroom, Jack Daly

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Pedagogical Sandhi, Arie French

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Praising Students’ Writing: How Compliments Encourage and Motivate, Emma George

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Imagining Across Disciplines for a Sustainable Future, Emily James

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Teacher vs. Tutor, Brady Maynes

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“Does That Make Sense?” The Importance of Clear Assignment Instructions and Rubrics, Carly Schaelling

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Smiles, Sighs, and Nods: The Power of a Personal Narrative, Camille Sleight-Price

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Becoming a Tutor: Teachers as Tutors in One-on-One Conferences, Cree Taylor

2017

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A Folklorist's Touch, Daisy Ahlstone

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Learning to Write by Teaching Writing, Richard A. Blake

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Three Powerful Tools for Teaching and Tutoring, Chris Davis

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Lost in Translation: The Immigration to Academia and Implementing Critical Thought, Stacie Denetsosie

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Analyzing Wants Versus Needs in the Writing Center, Jessica Griffeth

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Skeptically Optimistic, Moira Hammons

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Age Perception and the Peer-Tutor Relationship, Cana Uluak Itchuaqiyaq

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Adaption Reaction, Michelle Jones

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“Whatever Happened With That Student?”: How to Measure Our Success as a Tutor and Teacher, Rachel Ross

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Engaging in the Drafting Process: The Key to a Student’s Writing Success, Camila Sanabria

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Cold Turkey Belongs on the Dinner Table: How Tutors Can Warm Up to New Tutoring Sessions, Terri Wesemann

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Getting to Know You, Emily Withers