Focused Writing Centers for English Language Learners: Advancing ELLs and English-Fluent Tutors’ Academic Skills

Charis Elliott & Mailinh NguyenLEAP Intensive English ProgramWright State University

How Do You Give Feedback?

▪ A student needs help with his/her homework. What kind of help would you give?

▪ Individually

▪ Read the student’s writing.

▪ What kind of feedback would you give? How?

▪ In small groups

▪ Discuss the feedback you would give.

▪ Discuss how you would prepare a tutor (non-instructor) to give good feedback.

▪ Share your small group’s thoughts with the large group.

Giving Feedback

Wright State University’s Problems & Solutions

▪ The University Writing Center’s difficulties▪ IEP – a lot of demand for

language acquisition help (vs. university-level writing help)

▪ UWC workers did not feel adequately trained to help them.

▪ The UWC’s funding is for university students. IEP students are not part of the university yet.

▪ The LEAP Learning Center▪ LEAP – our IEP (Learning

English for Academic Purposes)

▪ Started as the LEAP Writing Center & expanded with the “expertise” of our tutors (aka consultants)

▪ A place for our IEP students to get one-on-one help with their assignments

▪ One-time appointments (not typical tutoring)

▪ Fall 2012, Spring 2013, Fall 2013 so far

Initial Model: University Writing Center

Research▪ UWC practices for native speakers don’t quite fit ELLs’ needs because...

▪ tutors are discouraged from addressing grammar or addressing issues line-by-line.

▪ cultural differences between tutors and NS students aren’t as big of an issue.

▪ What different things do ELLs need from a tutoring session?• “Tutors should be comfortable using a directive approach, especially with

local concerns such as grammar, punctuation, idioms, and word usage. “ (Barnett & Blumner, 2001)

• Tutors to help them overcome cultural differences in communication style (Bruce & Rafoth, 2004)

• Tutors’ expertise as an English speaker, experience in academic settings, and understanding of American culture

• Tutors to listen carefully as miscommunication is common

• Your additions?

Source of Tutors: Integration with University Classes

▪ Collaboration with TESOL professors and their courses

▪ Getting volunteers from English Honors courses, Education majors, etc.

Tutor Training▪ Go to tutors’ classrooms for about 30 minutes at the

beginning of the semester before sessions start

▪ Provide a training PowerPoint ahead of time for them to read

▪ Answer questions they have about procedures

▪ Demonstrate a bit of a session (role-play)

▪ Make ourselves available for questions throughout the term▪ email, office hours, etc.

▪ Provide reference materials for them during sessions

The “Paperwork”▪ Google Drive

▪ Forms for students to bring to their session

▪ Instructors’ assignments

▪ Collection of common problems & solutions from instructors

Tutor Sign-up Doc▪ Tutors are given a

deadline of when to finish signing up for all their times.

LEAP Student Sign-up Doc▪ Instructors are the only

ones who have access to this document.

▪ Instructors are the only ones who can sign up the students.

LLC Student Session Form

Nuts & Bolts▪ 3 days a week, 2 hours a day (four 30-minute sessions),

Weeks 4-14

▪ Tutors sign up for their time slots on a Google doc before sessions begin for the term.

▪ Number of tutors may vary with LEAP classes’ demand (projects).

▪ LEAP faculty on hand as supervisors to take attendance, answer questions, & make resources available to tutors

▪ Ideally we’d have one room with computers; we take what we can get.

Tutors’ Comments

Students’ Comments▪ “Some people [tutors] are good, but some people are not good.”

▪ Be careful that tutors come from classes that should know English teaching well.

▪ Supervisor more vigilant to stave off wrong information

▪ “In my opinion, writing center can not help me to develop my ideas . However, I found them very helpful to correct the grammatical errors.”

▪ This is one student’s experience. Other participants have directly mentioned help given with the earlier parts of the writing process.

▪ Make sure tutors and students keep their roles in mind – students should be attaining skills to correct their own mistakes.

▪ “They help me to recognize the grammatical errors by my self. And that was very helpful for me.”

▪ “Learn how to write a Amercan essay better"

Results & Changes We’ve Made▪ “Going green”▪ Electronic schedule

▪ Electronic sign-up

▪ Space

▪ Appointments unfilled & dealing with no-shows

▪ More efficient training

▪ FAQ Documents

▪ Still working: ▪ Faster contact method in

case of emergency absence (tutor)

▪ Students should have a better understanding of what they need when they arrive.

▪ Making sure students come completely prepared

Application Activity (time permitting) ▪ Discuss in a small group:

▪ Is there a need for something like this in your program?

▪ What similarities and differences does your program have to a college-level IEP?

▪ How would those similarities & differences affect your application of this model to your context?

QUESTIONS?

Resources & Feedback▪ Our documents:

http://ohiotesolmoodle.org/2013/handouts/session_c.html

▪ Individual session feedback: http://www.surveymonkey.com/s/otesol13s 

▪ Overall conference feedback: http://www.surveymonkey.com/s/otesol13 . In order to receive a certificate of attendance we ask that you fill out this survey. 

▪ Ohio University’s OPIE Writing Lab: http://www.ohio.edu/linguistics/opie/writing_lab.html

▪ Feel free to email Charis (charis.elliott@wright.edu) if you have any questions in your own endeavors to set up a learning center!

References▪ Barnett, R. W., & Blumner, J. S. (2001). The Allyn &

Bacon guide to writing center: Theory and practice. Boston, MA: Allyn and Bacon.

▪ Bruce, S., & Rafoth, B. A. (Eds.). (2004). ESL writers: A guide for writing center tutors. Portsmouth, NH: Boynton/Cook Publishers.