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JOHN CABOT UNIVERSITY
COURSE CODE: "EXP 1009"
COURSE NAME: "Tutor Training Workshop for Writers"
SEMESTER & YEAR:
Spring 2017
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SYLLABUS
INSTRUCTOR:
Tara Keenan
EMAIL: [email protected]
HOURS:
FRI 9:00AM 1:00PM (Class meets on: January 27, February 17, March 10& March 24)
TOTAL NO. OF CONTACT HOURS:
15
CREDITS:
1
PREREQUISITES:
Prerequisite: EN 110 with a grade of B+ or above
OFFICE HOURS:
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COURSE DESCRIPTION:
This course analyzes peer tutoring theories, strategies, and methods. Students will familiarize themselves with current writing process theory, revision strategies for various genres of writing, documentation systems like MLA and APA, and various tutorial methods and techniques. Students will also explore contrastive rhetoric and language interference theories in order to inform their work with language learners. Participants will receive hands-on training as well through observation, analysis, reflection and application of methods in a tutorial setting. Finally, students will enhance their own writing, listening, speaking, assessment, and collaboration skills by conducting tutorials and writing about their experience.
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SUMMARY OF COURSE CONTENT:
Summary of Course Content:
Grading: This course will be graded on a PASS/FAIL scale.
1. Students will read about, discuss, write about, and practice methods of conducting writing tutorials.
2. Students will apply their learning toward writing tutorial work in a hands-on workshop environment that emphasizes collaboration.
3. Students will hone their communication and pedagogical skills in a workshop environment.
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LEARNING OUTCOMES:
Learning Outcomes:
Students will learn how to conduct individualized tutorial sessions responding to each writer’s specific needs. By the end of this course students will be able to:
- Lead a tutorial session with individuals or groups of writers.
- Assess language interference and contrastive rhetoric issues and help the writer to understand how these issues impact his or her writing
- Adapt sessions to a variety of discipline/genre specific writing styles
- Isolate the higher order concerns and lower order concerns that writers can work to address in their revisions
- Seek employment using this course certificate as evidence of training in tutoring English writing
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| The Bedford Guid for Writing Tutors, fifth edition | Leigh Ryan, Lisa Zimmerelli | Bedford/St. Martin's | ISBN-13 978-0-312-56673-9 | | Almost Corner bookshop is located in Via del Moro, near the Tiber building. | | | |
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REQUIRED RESERVED READING:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments |
| The St. Martin's Sourcebook for Writing Tutors | Christina Murphy, Steve Sherwood | Bedford/St. Martin’s | ISBN-13 978-0-312-66191-5 | | The Almost Corner Bookshop is located in Via del Moro near the Tiber Campus |
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Attendance and active participation | | 25 |
| Final tutoring session | | 25 |
| Reflections and presentation (late assignments will be penalized 10 points for each day late) | | 50 |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
Students must attend all classes.
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until the final day of exams.
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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Schedule
(Readings include sections of the following chapters)
Class 1 –The Writing Tutorial at John Cabot
Ryan/Zimmerelli –
Chapter 1 – The Writing Center as a Workplace
Chapter 2 – The Writing Process
Chapter 7 – Helping Writers Across the Curriculum
Class 3 – Tutors
Ryan/Zimmerelli
Chapter 3 – Inside the Tutoring Session
Murphy/Sherwood – Part I – The Tutoring process
Class 2 – Writers
Ryan Zimmerelli –
Chapter 4 – Helping Writers Throughout the Writing Process
Chapter 5 – The Writers you Tutor
Murphy/Sherwood – Part II choice read
Class 4 – Activation of learning – theory into practice
Ryan/Zimmerelli –
Chapter 8 – Coping with Different Tutoring Situations
Chapter 9 - Summing it all Up
Tutors Ask…
Murphy/Sherwood – Part II choice read
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