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Course Description & Syllabus (Click here for a PDF copy of the course syllabus) CHSS 390 Course Description A variable credit, experiential learning course in the teaching and tutoring of writing across the disciplines. Students receive Writing Center training in theory and techniques of tutoring writing and work a minimum of three hours a week in the Writing Center. The course focuses on practical application of writing theory and pedagogy from course readings, development of tutoring styles and skills, and self-reflection through journals and a final paper. Students may take this 1-credit course up to three times. CHSS 390 Format Students will generally spend three hours per week in the Writing Center. Each peer tutor will meet once a week with the Director, and will be assigned to a graduate student mentor, who will assist in the tutor's training. During weeks 1-3 of the course, students will read selected course materials; be tutored themselves; observe regular tutoring sessions; practice tutoring with a graduate student tutor; and write reflective journal entries about each of these tutoring sessions. During week 4, students will begin tutoring with supervision. During week 5 and thereafter, students will begin tutoring independently. Students are expected to maintain their reflective journals throughout the semester by writing on tutoring sessions that raise relevant problems or issues. In addition, students may assist a teacher with writing instruction and assignments in a particular course. The final course requirement is an 8 to 10 page reflective paper. Course readings and reflective journal entries should inform this paper. CHSS 390 Objectives The course aims to provide students with a theoretical and experiential grounding in peer tutoring of writing, allowing them to move from the traditional role of instructed subjects to a more dynamic role as peer instructors and collaborators. Throughout the semester, our concerns will be practical as well as pedagogical. We begin by examining theoretical/ pedagogical approaches to peer tutoring, and move into practice, emphasizing the collaborative nature of writing. Students will engage in active sharing and development of tutoring styles, skills, and strategies, investigate writing in the disciplines, and engage in self-reflective and meta-cognitive thinking about the practice of peer tutoring. CHSS 390 Methods of Evaluation Students will be evaluated on their thoughtful, engaged completion of the course requirements. CHSS 390 Course Texts
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