Re: instructor/tutor roles

[diepenbrock@UHCL4.CL.UH.EDU]

Hi Lisa--I started up a writing center in Houston three years ago and was 
faced with that same question for my first batch of tutors: "Who do they 
practice on while training?"  I insisted on a training class even though 
some of the administrators thought they could learn on the job.  My 
argument was based on explaining that there was information and 
"subject-area" knowledge the tutors would need before beginning to tutor 
(I.e.: information about the writing process; one-on-one strategies, 
diagnosis techniques, a whole menu of revision strategies, etc.)  We 
began by having the tutors write papers and tutor each other using them.  
We role played in the fashion you mentioned.  I also had them write 
papers in which they purposely did not address the entire assignment 
and/or had organization and development problems.  The tutoring student 
then had to diagnose what the problem was.  (I handed out "secret" 
assignments for this one.)  
To satisfy those who wanted us to get started right away, we opened the 
Writing Center half way through the semester and let students know they 
were working with tutors in training.  The students loved the idea of 
coming in to "help" the tutors learn their job, and their expectations 
were different from those they would have had of experienced tutors.  My 
tutors also got valuable "real" tutoring experiences that we discussed in 
our weekly class meetings.  All together, the training worked very well 
and I think that group of charter tutors was one of the best I have had.
They were also very involved in shaping the philosophy of the center; 
they worked on handouts, debated the collaborative line with each other 
and me, and helped me set policies.  Thay sort of involvement inspires a 
great deal of commitment to the Center.  
I hope these suggestions will be of use to you.  Good luck--starting a WC 
is a lot of fun, but also a lot of work!
Chloe Diepenbrock
University of Houston-Clear Lake