Describes the Writing Tutorial Service at Carleton University, Ottawa, which provides individual tutoring for students who want help with their writing. Outlines some of the teaching techniques used, showing how they vary according to the stage of the composing process at which tutors are required to intervene. (GT)

Describes generic problem-solving model constructed by D. Koberg and J. Bagnall that can be used by writing center tutors and that progresses as follows: (1) accept situation, (2) analyze, (3) define, (4) ideate, (5) select, (6) implement, (7) evaluate. Provides tutors with coherent framework and with way of breaking larger framework down into…

Making the process-oriented writing center an integral part of the community, as well as of the campus, can be crucial to ensuring its survival. Using students as tutors gives the center free tutoring and the students "hands on" experience. To reach students, the director can provide campus-wide publicity and attend meetings for…

Intended as an overview for English department faculty with no direct experience in teaching freshman composition, this report contains a general account of the origin, basic features, and current direction of using tutorial methods in freshman composition classes. The five sections of the report provide the following information: (1) the history…

The investigation of peer response groups in a basic college writing class was one method of charting the development of students' writing skills over the span of a semester to see if collaborative learning was beneficial to the writing process. Response groups were tape-recorded and observed, and members were interviewed. By the fourth week of…

This booklet is one of a series of teacher-written curriculum publications launched by the Bay Area Writing Project, each focusing on a different aspect of the teaching of composition. After a brief introduction in which the writing concepts of fluency, shape, and correctness are defined, the rest of the booklet presents the work of three…

When students do not write well in stressful situations, traditional instruction such as grammar exercises, sentence combining, and imitation of sentences will not be especially useful. Students are not often aware of their linguistic insecurity or of how insecurity affects language usage. The writing lab, however, creates an ideal setting for…

Offers perspectives of four different writing lab personnel, namely: (1) a new peer tutor with writing skills but no formal training in teaching; (2) a graduate teaching assistant in writing with no tutoring experience; (3) an experienced tutor reflecting on what he wished he had been taught; and (4) a director-tutor sharing her lab experience.…