Here you’ll find the schedule as well as links to the readings and assignments in the recomm ended order of completion. All weekly tasks should be completed by the end of the day Friday of each week. Feel free to contact me at any point if you have any questions.
For a streamlined version of the due dates for all assignments, follow this link.
*Note: This course schedule is tentative and subject to change based on the needs of the students and events in the world at large. That said, I will never move up deadlines, and I will give you advanced notice of any significant changes.
Quick Schedule Navigation
Week 1: What Are We Doing?
September 28 – October 2
Readings
Tasks
Monday 9/28
- In-class Activities
- “Getting to Know You” survey
- Individual: Read the course website (all of it) and set up your Google Drive folder
Wednesday 9/30
- In-class: recap of Monday, follow-up, practice dialectical journal/reading discussion
- In-Class Practice Dialectical Journal
By end of day Friday 10/2
- Individual: Participation Notebook (this first week will just be about the class in general – thoughts, concerns, questions, hopes, etc.)
- Individual: Practice Dialectical Journal – make sure you have at least one entry and one comment completed (Follow this link: Dialectical Journals, for a general description on the website)
- Individual: Schedule a meeting with Beth for Week 2 (optional, but definitely encouraged; if these times don’t work for you, let me know and we’ll figure something out)
Week 2: The Tutoring Session
October 5 – October 9
Readings
- Reading: Gillespie & Lerner, “The Tutoring Process”
- Reading: “Inside the Tutoring Session”
- Reading: “Helping Writers throughout the Writing Process”
- Optional Reading: Lammott, “Shitty First Drafts” (if you haven’t read it, I strongly recommend it… it’s short)
Tasks
Monday 10/5
Wednesday 10/7
- Group: Discussion and Activities;
- Class Discussion and Follow up
By end of day Friday 10/9
- Individual: Dialectical Journal
- Individual: Participation Notebook
- Individual: Meet with Beth (if scheduled)
Week 3: Negotiating Identities and Affect
October 12 – October 16
Readings
- Reading: Hitt, “Access for All: The Role of Dis/Ability in Multiliteracy Centers”
- Reading: Werner, “Negotiating Authority: Perceptions of Age in the Writing Center”
- Reading: “Coping with Different Tutoring Sessions”
- (Optional) Reading: Degner et.al, “Opening Closed Doors: A Rationale for Creating a Safe Space for Tutors Struggling with Mental Health Concerns or Illnesses”
- (Optional) Reading: Mundy & Sugerman, “‘What Can You Possibly Know about My Experience?’: Toward a Practice of Self-Reflection and Multicultural Practice”
Tasks
Monday 10/12
Wednesday 10/14
- Group: Discussion and Activities
- Class Discussion and Follow up
By end of day Friday 10/16
- Individual: Dialectical Journal
- Individual: Participation Notebook
Week 4: Making Connections
October 19 – October 23
Readings
- Reading: Find two articles from Praxis and/or The Peer Review and/or WLN: A Journal of Writing Center Scholarship and/or The Dangling Modifier (Archives can be found here) (These are all online Open-Source Writing Center Journals)
Tasks
Monday 10/19
Wednesday 10/21
- Group: Reading Discussion; Prompt Discussion
- List of Gathered Articles
- Class Discussion and Follow up
By end of day Friday 10/23
- Individual: Dialectical Journal
- Individual: Participation Notebook
- Individual:Consultation & Reflection #1
Week 5: Working with/as Multilingual Writers
October 26 – October 30
Readings
- Reading: Matsuda, “Writing Involves the Negotiation of Language Differences”
- Reading: He, “Tutoring Multilingual Writers: Addressing the Dilemma of Voice and Identity”
- Reading: Minett, “Earth Aches by Midnight”
Tasks
Monday 10/26
Wednesday 10/28
- Group: Week 5 Group Agenda
By end of day Friday 10/30
- Individual: Dialectical Journal
- Individual: Participation Notebook
Week 6: Navigating Systems
November 2 – November 6
Readings/Video
- Reading: IWCA, “Readings for Social Justice”
– Read the initial paper (pages 1-10) and skim through the annotations (these might be helpful resources for the research project) - Video: Conversations from the Margins
Additional Optional (but encouraged) readings:
- Young, “Should Writers Use They Own English?”
- Baker-Bell, April, “Black Language is Good on Any MLK Boulevard” from Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy
- Anzaldua, Gloria, “How to Tame a Wild Tongue”
Tasks
Monday 11/2
Wednesday 11/4
- Group: Discussion and Workshop
By end of day Friday 11/6
- Individual: Dialectical Journal
- Individual: Participation Notebook
- Individual: Consultation & Reflection #2
Week 7: Tutoring Unfamiliar Subjects
November 9 – November 13
Readings
- Reading: Johnson, Clark, & Burton,“Finding Harmony in Disharmony: Engineering and English Students”
- Reading: Ryan and Zimmerelli, “Helping Writers Across the Curriculum”
- Reading: “Tutoring in Unfamiliar Subjects”
Tasks
Monday 11/9
- Group: Week 7 Agenda
Wednesday 11/11
- No Class – Veteran’s Day
By end of day Friday 11/13
- Individual: Dialectical Journal
- Individual: Participation Notebook
Week 8: Online Tutoring (Pre & Mid Pandemic)
November 16 – November 20
Readings
- Reading: Bell, “Rethinking What to Preserve as Writing Centers Move Online”
- Reading: “Tutoring Strategies for Online Students”
- Reading: “The Online Writing Center Is About Equity for Students (and You Too)”
Additional Optional Reading:
Tasks
Monday 11/16
Wednesday 11/18
- Group: Discuss Readings and WiPUs
By end of day Friday 11/20
- Individual: Dialectical Journal
- Individual: Participation Notebook (reflect on the activities from Monday, the class as a whole, and/or how you’re feeling heading into the last couple of weeks)
- Individual: Annotated Bibliography & Literature Review
- Individual:Consultation & Reflection #3
- Individual: AWO Tutor Interview and Reflection AND AWO CLAS Writing Tutorial and Reflection
Week 9: Mindfulness in the Writing Center
November 23 – November 27
Readings
- Reading: Dueck, “Mindfulness in the Writing Center: How Deepening Your Presence Makes You a Better Tutor”
- Reading: Featherstone, Barrent, & Changler, “The Mindful Tutor”
- If you’d like to know more about this topic: “A Matter of Method: Wellness and Care Research in Writing Center Studies” (entirely optional)
Tasks
Monday 11/23
- Group: Week 9 Agenda
Wednesday 11/25
No Class – Thanksgiving
By end of day on Friday, 11/27
- Individual: Dialectical Journal
- Individual: Participation Notebook – this should be a kind of check-in moment. Reflect on and write about how you’re feeling with everything, the major research project, WIPUs, final week(s), etc. Just touch base with yourself and with me. 🙂
By end of day on Monday, 11/30
- Individual: Work-in-Progress Updates
Week 10: What’s Everyone Else Doing?
November 30 – December 4
Readings
- Videos: Peer WIPUs
Tasks
Monday 11/30
- Individual: post a link to your “update” in the Dialectical Journal (as early as possible in the week)
- In-class Activities (online; asynchronous)
- Course Evals
Wednesday 12/2
- Group: Discussion
By end of day Friday 12/4
- Individual: Consultation & Reflection #4
- Individual: Dialectical Journal
- Individual: Participation Notebook
- Individual: Online Course Evaluations
Finals Week
December 7 – December 11
Tasks
- Final Research Paper
- AWO Handout Creation/Revision and Reflection
- All make-up work
Due Date
By end of day Monday, December 7th
(Due to institutionally enforced deadlines and the existence of time constraints, I cannot offer extensions.)