CCOG for WR 180 Fall 2023
- Course Number:
- WR 180
- Course Title:
- Composition Conferencing and Tutoring
- Credit Hours:
- Lecture Hours:
- Lecture/Lab Hours:
- Lab Hours:
Intended Outcomes for the course
Upon completion of the course students should be able to:
- Demonstrate familiarity with the pedagogical theories underlying tutoring practice.
- Recognize the common challenges that students face in their reading/writing assignments.
- Employ culturally responsive tutoring strategies.
- Create and employ strategies for addressing challenges students face in their reading/writing assignments.
Course Activities and Design
Course activities may include:
- Read, discuss and write about composition theory
Observe and reflect upon experienced tutors at work
Practice using directive and indirective methods of tutoring.
Keep and maintain a log of their activities
Facilitate the client’s discovery of writing solutions
Self-evaluate their relative success as tutors
Practice the use of the tools (handbooks, word processors,
grammar practice programs, documentation formats) of a Reading &
Identify the special needs of non-native speakers
Practice one-to-one conferencing in the Reading & Writing Center under the
supervision of the Director or one of the professional staff.
Meet with a variety of faculty tutors with different areas of expertise
Outcome Assessment Strategies
The course grade is determined by appraisal of the student's written
work, performance in class, and guided tutoring practice in the Writing Center.
Instructor will meet with each student in individual conference at
least once during the quarter for the purpose of assessment.
Course Content (Themes, Concepts, Issues and Skills)
Learning Center theory, writing center pedagogy, culturally responsive pedagogy, directive versus indirective tutoring, the role of the peer tutor ,reading and writing as intersecting practices, the "myth of standard English, an anti-racist understanding of written English, tutoring practices for non-native speakers, self-evaluation, writing as a process, active reading strategies, revision strategies, professionalism, confidentiality of the student’s work, and more.