Information for Writing Program Tutors

The Peer Tutoring Practicum trains a cohort of students, like the 2009-10 tutors pictured above, who tutor peers and represent EMU’s Writing Program in various classrooms.

Student tutors enroll in the LARTS 390/391 Peer Tutoring Practicum, offered by the Academic Support Center/Writing Program, in which they explore a variety of topics (the role of the tutor, confidentiality issues, multicultural interactions, ethics) prior to completing eight weeks of supervised tutoring.

Students enrolled in LARTS 390 (1 credit hour) in the fall semester may re-enroll in the course in the spring semester [LARTS 391] for additional supervised tutoring from the appropriate faculty member. They may also choose to enroll for yet another credit hour the following semester for additional training and for enhanced transcripts and resumes.

NOTE: The course serves as a community learning designate after the second semester course, which consists of additional supervised tutoring. Prerequisites are a B grade in WRIT 130 or WRIT 140 and a 3.0 cumulative GPA.

Course Goals and Objectives

This course introduces tutors to the idea of an Academic Support Center and to a tutoring pedagogy which embraces collaborative methods as a means to develop stronger students at EMU. The course will lead students through both observations of and supervised tutorial sessions.

This course will train a cohort of students who will work in the Academic Support Center, tutoring peers, representing the Academic Support Center in various classrooms, facilitating faculty in teaching writing skills in the classroom, holding mini-workshops for peers, and modeling tutoring to in-coming potential student tutors in subsequent semesters.

Students will…

  • embrace collaborative methods as a means of developing stronger writers, and not merely of strengthening or helping to “fix” individual writing assignments.
  • engage in best practices of the writing process, error analysis, and tutoring ESL students.
  • be exposed to a range of pivotal readings in the field.
  • be led reflectively through increasingly more demanding engagements in the actual tutorial process, from conducting initial observations of experienced tutors, through joint
  • tutoring, and finally into tutoring independently.
  • develop instructional strategies that incorporate theories and practices from the fields of
  • composition and Academic Support Center studies, collaborating regularly with instructors.
  • engage in additional opportunities to refine their personal pedagogy.