How to Facilitate a Tutoring Session

No doubt you’re most concerned with how to conduct an actual tutoring session. There are no hard-and-fast rules as to how to do this; just like every tutor is different, every tutor’s sessions will be different. This section will give you a brief overview and some general advice about best practices, but when you’ve had some practice, you’ll find yourself adapting examples and advice to suit your style of tutoring.

Objectives for the Session

• Set goals for the session together
• Foster critical thinking
• Enhance co-learning
• Help writers  learn to ask questions and see their work from a reader’s perspective
• Promote active learning
• Help writers develop strong learning skills

Elements of a Session

Every session has three elements in common: the beginning, middle and end; or, like an essay, prewriting, an introduction, body, and conclusion. Each element is equally important and each requires slightly different tactics or skills.

Before your session

When you arrive at the Writing Center, sign in, check your schedule in WC Online. Put on your nametag. When you’re not in sessions, greet anyone who catches your eye —they could be your next writer!

Pick up your purple sheet on the way to your session.

The beginning: first impressions count

You’re likely aware of the importance of first impressions when you meet someone. A writing session is no different. In the first five minutes, you should take the time to establish a rapport with the writer. This rapport will make the session much more enjoyable and productive. Nobody wants to work with a stranger!

1. Have a seat. If you have a table you prefer, this is fine; otherwise, you can let the writer choose where to sit. Sitting next to the writer will reinforce the idea that you are a peer instead of a commanding figure—it’s no coincidence that during job interviews, you sit across the table from the interviewer, after all!
   • Keep the paper close to the writer. If you’re working on a computer, let the writer have the keyboard.
   • Keep your tools, such as pencils and paper, nearby. If you know you’ll need specific books, such as the APA or MLA manual, bring those to the table as well.
2. Introduce yourself. This is the single most important (and most often forgotten) point. Knowing someone by name creates an instant level of familiarity and comfort. If you’re sitting at your table, stand up and shake the writer’s hand. If you’re up at the reception desk, stop and shake the writer’s hand before you go back to the table.
   • Start with something like, “Hi, I’m [name]. Welcome to the Writing Center. I’m glad you’re here!” Feeling welcome will immediately put the writer at ease. Then say, “We’re interested in learning more about our writers, so I have a couple of questions for you before we get started.” Don’t abruptly jump into the questions; let the writer know why you’re asking.
   • Ask the writer if this is their first visit to the WC. If it is, spend a few seconds explaining how we do things. You can say something like, “Let me explain what we’ll do. First, we’ll set a goal for the session together, and then we’ll go over your paper. We’ll take notes on this purple sheet so you have something to take away.”
   • Don’t underestimate the importance of spending a moment or two on this part of the session. You have limited time with the writer, but the more comfortable you are with one another, the more work you’ll get done.
3. Be curious. Ask the writer what he/she has brought in to work on. Ask them how the paper is going. Ask them about the class the paper is for. Exchange pleasantries. This will help the writer feel more at ease rather than simply jumping into the work, and this part of the conversation will provide you with important information about the writer and the writing.
4. Set the agenda together. The first several minutes of the session is most often spent in conversation, rather than looking at the paper. Engage the writer in the session. Ask him/her what he/she would like to work on, and set specific goals for the session. If it helps, write these goals down.
   • Look at the assignment sheet, if provided, and read it carefully. If no assignment sheet is available, ask the writer if the instructor gave any assignment guidelines. Either way, try to get as much information as possible as to the parameters of the assignment and any specific limitations about length, style, content, etc.
   • Ask questions, such as “Is this your first draft? How long have you been working on this project?” “How long do you have before this assignment is due?” “What are you writing about?” “Who is your audience?” “Could you tell me how you set up your argument?”
   • Never underestimate the value of asking the writer to summarize their paper (and asking questions as to the content or subject) before you read it. What they tell you and what they have written may have a different message or tone. This will allow you to get an idea of what the writer is trying to do with the paper so you have a lens through which to read it, and a goal to work toward.
   • If the writer asks you for grammar help, explain that you can’t correct every grammar error in one session, but that you can help him/her spot patterns of error so they can proofread themselves.

During the session: getting things done

You only have 25-50 minutes with each client. He or she may come back to you in the future (we certainly hope so!), but each session is a very limited time slot, and it’s important to remember that while you should make the most of those minutes, you can’t produce a perfect paper in that time. Always encourage the writer to return to the Writing Center for subsequent sessions, either on the current paper or future papers.

1. Read the paper. Ask the writer if they would mind reading the paper aloud, if you are able to process spoken words effectively, and if the writer is okay with the idea.
   • If the writer doesn’t want to read aloud, don’t force them. You may read aloud if it helps you. If not, balance reading silently with conversation. Make verbal comments or ask questions frequently while reading. Remember that the writer is sitting there in silence, waiting for your response. It might be a good idea to give the writer something to do while you read, such as making a list of concerns they have about the paper.
   • If the writer speaks to you while you are reading, drop everything to pay attention to them! Nothing is ruder than not paying attention to someone who is talking to you.
2. Try not to make too many marks on the paper. Ideally, the writer will hold the pen or type on the keyboard. Most of the time, you should let the writer make the marks and corrections. If you do make marks, make sure you explain them to the writer and make sure he/she can remember what the marks mean when he/she comes back to the paper.
3. Listen actively. Give the writer your full attention; turn fully toward him/her and make eye contact.
   • Affirm that you’ve heard him/her; nod, ask for clarification (e.g., “When you say , do you mean…?”),
   • Paraphrase (e.g., “So you’re saying…” or “What I hear you saying is…”),
   • Ask open-ended questions regarding the subject (“Oh, that sounds interesting. Can you tell me more about…”), etc.
   • Read this handout for more suggestions about things you can say.
4. Facilitate. React as a reader. Tell the writer when you are confused; ask clarifying questions; paraphrase the writing, too.
5. Request information. “Can you tell me more about…?” is one of the most useful questions you’ll ask. You will often find that the writer will develop ideas further by talking about them. You can encourage them to do so by saying, “That’s great! I’m writing that down on the purple sheet.”
6. Request clarification. When writers’ answers or writing are vague, encourage them to clarify points by asking questions like, “What is your idea here?” “What are your thoughts about this?” “What do you want your reader to know in this paragraph?” “How does this idea connect with what you said before?” Again, you can paraphrase. “What I’m reading here is….Do I have that right?”
   • Pay close attention to the writer’s words when they answer your questions. Write them down on the purple sheet if possible. Often, writers can explain an idea verbally better than they wrote it, and it helps to have a written “script” of what they said when they revise.
7. Help the writer develop critical awareness. Experienced writers know to answer the question, “So what?” We can help writers develop this sense. Ask questions like, “Can you give me an example?” “This point seems important. Can you tell me more about it?” “Why would that be so?”
8. Help the writer develop audience awareness. This is possibly the most important thing you can do for any writer. Ask questions like, “Why does your audience want or need to know about this?” “What are you trying to tell your audience here?” “What does your audience need to know from this sentence/paragraph?” Help the writer remember that an actual person will be reading their essay, and that because writing is a medium that doesn’t require face-to-face communication, he/she needs to anticipate answer potential audience questions so the audience is not confused.
9. Refocus when necessary. If the writer’s ideas seem scattered, or if they have trouble developing ideas, try to get them to relate their approach to another idea. Ask questions like how would someone who disagrees with you respond to your argument?” “How is that related to…?” “What would happen if…?”
10. Prompt further idea development. These questions can also help if a writer is having trouble with idea development: “What happens after that?” “If that’s so, then what happens?”
11. Allow silence and wait time. Though it can seem awkward at times, allow writers silence with which to consider your question. Some writers need to think before they respond. You’ll develop a natural sense of when to pause and when to go on, but until then, read the writer’s nonverbal signals carefully. If they seem confused or hesitant, you might want to clarify your question. If they merely seem thoughtful, wait.

Wrapping up: ending the session

Most of the time, you’ll be able to tell when a session has come to an end. You’ll come to the end of the paper, or a stopping point, and you’ll have taught the writer the one thing he or she needs to take away from the session. Be aware of time and leave about five minutes to come to an unhurried conclusion.

Here are some things you can do to wrap up:

• Let the writer know how much time is left. You can say, “We have about five minutes left. What would you like to do with that time?”
• Ask, “What other questions do you have?” or, “What else can I help with?” Using this phrasing invites questions, whereas, “Do you have any questions?” can sometimes seem impatient to a shy writer.
• Summarize (briefly) what you’ve accomplished during the session. If it seems helpful, write a “list of things to keep in mind” on the purple sheet to use when the writer revises.
• Give the writer a “mini-assignment.” Mention, “For next time, you can try…” or, “As you revise, try this…” This works especially well for regulars, but it doesn’t hurt to treat everyone like a regular. Assume the writer will come back to you. (They often will!)
• Continue to express interest in the writer and the writer’s project. Don’t just brush him/her off. Wish him/her good luck.
• Invite the writer to attend workshop. Point out the workshop schedule on the board and ask if they’d like a schedule to take with them.
• Invite the writer to come back for future sessions with you. Let the writer know how many hours per week they can schedule (two total hours, one session per day) and how many days ahead they can schedule (about five).
• Thank the writer for coming!

Things to Remember

• The writer sets the priorities in the session. Respect their decisions. You can make suggestions about where you think the two of you should focus your efforts, but the decision is ultimately the writer’s.
• Ask questions but also make suggestions.
• Paraphrase what the writer tells you so you can both be sure you understand one another.
• Give options or choices when you do make suggestions.
• Model learning by using handouts, handbooks, and other tutors.