What Services Do We Offer?
Types of Conferences
- Assignment Comprehension: Although students should arrive at their sessions with an assignment sheet in any case, they should be especially mindful of bringing it in this type of session. Assignment Comprehension sessions are centered on the instructions and parameters provided by the class instructor. Tutors address student concerns and provide advice based on the assignment. Here, the session may also consist of understanding the concept of the type of assignment (i.e. classification/division, illustration, process analysis, etc.).
- Brainstorming: At this stage, the student may already understand the assignment but does not have a viable topic. The assignment sheet should also be readily available in this session given that the class instructor may also set parameters for essay topics. Tutors prompt students to formulate their own ideas, providing guidance along the way concerning the viability and focus of their topics. However, please note that tutors will not formulate ideas for students.
- Planning: Planning sessions are meant for students who understand the assignment and have formulated a viable topic or focus. This type of session involves the tutor and student discussing methods of planning or organizing ideas through visual diagrams or outlines. In such a case, the student is to formulate their own plan. The student has the choice of bringing the plan to the session or formulating one within the session. This type of session is also not designed for students to draft their essays. It is strictly about planning.
- Revision: Revision sessions are dependent upon students already having drafted and printed their essays prior to their appointments. Bringing an assignment sheet to this session is also beneficial. In this instance, the session centers on student concerns dealing with higher order issues (thesis statement, assignment focus, paragraph focus and development). Again, during these sessions, the tutors will not formulate or develop the essay. Rather, the tutors merely ask questions that prompt the student to further think about higher order issues.
- Learn-to-Edit: In a learn-to-edit session, the student must bring a copy of his/her essay to the session as it will be used to exemplify methods of editing/proofreading. The focus of this session should not be on any area of grammar/mechanics. Rather, the focus of the session is on methods of editing or proofreading. In many instances, students are limited in their own methods, merely reading their own work silently as they look for grammatical/mechanical issues. As tutors, we offer a variety of ways to edit or proofread. This type of work is tedious and cumbersome and requires stamina on part of the student. There is no “easy” method. Editing and proofreading can become a time-consuming part of the process and require a great deal of patience and dedication on part of the student. The student should be prepared to do some serious “heavy lifting” on his/her own following the session. Again, it is important to note that the tutor is not an editor or a proofreader of student work. Tutors will only offer methods and strategies for editing/proofreading.
- Documentation: In English classes, MLA is the preferred format for paging and research guidelines. In most instances, it is required. It is always important to follow MLA guidelines concerning paging and researching. However, it is even more crucial for students to follow MLA research guidelines as a simple mistake may become a cause for failure. In this type of tutoring session, the student is expected to provide a copy of his/her essay. The tutor will examine and analyze the student’s approach to MLA guidelines and offer discussions surrounding resources that may help the student. The discussions may also focus on how to use MLA guides more accurately or effectively.
- Post-Grading Conference: A Post-Grading Conference consists of examining an essay that has received a grade from a classroom professor or instructor. This type of conference strictly focuses on objectively discussing and understanding instructor comments. We do not discuss the classroom professor’s approach to grading. If the student has a disagreement with a grade, he or she must discuss it with the classroom professor. However, we may offer resources that can help the student improve his or her writing.