A Tutor's Guide - Main Points

Chapter 1

• Start with an agenda/plan/negotiated roadmap to set goals
• Balance feedback between generic and editor-type/minutiae comments
• The plan can be revised, be visually helpful, be realistic for time constraints and deadlines
• Put effort into seeing things from the writer's perspective

Chapter 2

• Better writers and better writing are not mutually exclusive
• Work with students' strengths and weaknesses
• Each role a tutor takes on has the potential to help and hinder
• Use methods to be helpful while leaving ownership of the writing with the student
• Better writer > better paper
• It is hazardous to be over empathizing, overwhelming or overtaking
• If you think you've overstepped, you probably have
• You can return to productivity quickly
• Each session is unique

Chapter 3

• Tutor and student both come into sessions with expectations
• Take (sometimes non-verbal) cues from the student to treat situations uniquely
• Improvise your plan and demeanor when necessary

Chapter 4

• A multitude of factors can lead to a reluctant/withdrawn student
• Empathize, go for small successes, reschedule if necessary, change the type of questions you are asking, embrace the quiet with leading questions to reflect on
• Do what you can to move forward with the student

Chapter 5

• Staying focused is important in emotionally-charged situations
• Compassion and effectiveness simultaneously
• Acknowledge difficulty, push writer's focus, suggest the writer take more time
• Raise awareness of negative terms in helpful ways
• Be honest with yourself about your own emotions
• Maintain a respectful, productive environment

Lingering questions and first impressions of A Tutor's Guide:

I am enjoying reading this text so far, and as someone who has little experience tutoring, I already feel a bit more prepared for our ETC sessions to come. Some thoughts that have occurred to me during the readings have raised a few questions...if you have answers or ideas that respond to these, please feel free to chime in.
Is there a "most effective" way you've found to approach first-time (or even regular) sessions?
What are your personal approaches to a student who is not responding to guiding questions? How do you take on these situations without taking over too much of the conversation or assignment?