"Responding to Texts: Provocative Revision"

Although this article, written by Toby Fulwiler, ostensibly focuses on Writing Center tutors, much of his advice seems to target instructors more. He does add a caveat on page 166: "Many professors who assign research projects will have a specific idea of what such reports should look like, and tutors need to be careful to counsel the student in those directions." I like many of his ideas, but I'm not sure we tutors want to take on as much authority as he seems to suggest.

Still, Fulwiler targets some of the areas that inexperienced writers often struggle with, specifically, "over-generalizations, prejudgment, and directional uncertainty." But that's what early drafts are for: to figure out the perimeters of a student's topic and to understand exactly what she wants to write. How does she know until she starts writing?

We've read other articles about writing-as-discovery, and that theme is repeated in Fulwiler's reference to the potato paper. Sometimes early drafts are simply exploration, that pre-writing that Ellen Harcourt likes to emphasize with her students.

However, many of our students convey the attitude of "Just tell me what to fix so I can be done with this assignment." The idea of using writing as a tool for thinking more deeply and imagining more broadly is difficult for some students to wrap their minds around. They're busy and they may have to be here and they may not want to be here. In some cases, they just want to be told what to do so they can do it and leave.

So how do we engage students in their own writing? How do we get them excited about the possibilities? How can we encourage them to recognize the importance of finding their own writer's voice? How did you all get excited about finding your voice? Was there a specific trigger or influential person who encouraged you?

"FAQs about Lab-based classes for WRT 1000/1150 Students"

Thanks to Marian for this clear and comprehensive question-and-answer handout for tutors, and another version for students. There's been a lot of confusion about the responsibilities of both tutors and our WRT 1000/1150 students, and these handouts give all of us a lot more clarity. Hopefully, when our students read their handout, they'll know--from the start--what's expected of them.

These lab-based classes are very unusual, and I believe that's why both students and tutors have struggled. We ask a lot from our student tutors in re to WRT 1000/1150: You're expected to provide some instruction as well as feedback. Please, when you feel uncertain or that you're in over your head, ask me or another, more experienced tutor for help. We're a collaborative bunch.

Those of you who have worked with lab-based students: What have you struggled with? What have you found particularly rewarding? What areas--if any--are still a little confusing? As you're probably aware, tutoring is a sloppy, recursive process, and most of us, to some degree, are tutoring "without a net." But that's what also keeps the job from getting dull or stale.