1. Focused Writing Centers for English Language Learners: Advancing ELLs and English- Fluent Tutors’ Academic Skills Charis Elliott & Mailinh Nguyen LEAP Intensive English Program Wright State University

2. How Do You Give Feedback? ▪ A student needs help with his/her homework. What kind of help would you give? ▪ Individually ▪ Read the student’s writing. ▪ What kind of feedback would you give? How? ▪ In small groups ▪ Discuss the feedback you would give. ▪ Discuss how you would prepare a tutor (non-instructor) to give good feedback. ▪ Share your small group’s thoughts with the large group.

3. Giving Feedback

4. Wright State University’s Problems & Solutions ▪ The University Writing Center’s difficulties ▪ IEP – a lot of demand for language acquisition help (vs. university-level writing help) ▪ UWC workers did not feel adequately trained to help them. ▪ The UWC’s funding is for university students. IEP students are not part of the university yet. ▪ The LEAP Learning Center ▪ LEAP – our IEP (Learning English for Academic Purposes) ▪ Started as the LEAP Writing Center & expanded with the “expertise” of our tutors (aka consultants) ▪ A place for our IEP students to get one-on-one help with their assignments ▪ One-time appointments (not typical tutoring) ▪ Fall 2012, Spring 2013, Fall 2013 so far

5. Initial Model: University Writing Center ▪ Teach; don’t tell. ▪ Help them find the answer and learn; don’t just give them answers. ▪ Ask questions to help them see their mistakes. ▪ Help them learn how to correct mistakes on their own, if possible. ▪ Address errors. ▪ Global to local ▪ Patterns ▪ Avoid editing. ▪ Maintain student ownership. Write on scrap paper (that they can’t take with them). Encourage them to take their own notes. Display small power distance. Encourage them about what they’re doing well. Sit right beside the student (instead of opposite).

6. Research ▪ UWC practices for native speakers don’t quite fit ELLs’ needs because... ▪ tutors are discouraged from addressing grammar or addressing issues line-by-line. ▪ cultural differences between tutors and NS students aren’t as big of an issue. ▪ What different things do ELLs need from a tutoring session? “Tutors should be comfortable using a directive approach, especially with local concerns such as grammar, punctuation, idioms, and word usage. “ (Barnett & Blumner, 2001) Tutors to help them overcome cultural differences in communication style (Bruce & Rafoth, 2004) Tutors’ expertise as an English speaker, experience in academic settings, and understanding of American culture Tutors to listen carefully as miscommunication is common Your additions?

7. Source of Tutors: Integration with University Classes ▪ Collaboration with TESOL professors and their courses ▪ Getting volunteers from English Honors courses, Education majors, etc.

8. Tutor Training ▪ Go to tutors’ classrooms for about 30 minutes at the beginning of the semester before sessions start ▪ Provide a training PowerPoint ahead of time for them to read ▪ Answer questions they have about procedures ▪ Demonstrate a bit of a session (role-play) ▪ Make ourselves available for questions throughout the term ▪ email, office hours, etc. ▪ Provide reference materials for them during sessions

9. The “Paperwork” ▪ Google Drive ▪ Forms for students to bring to their session ▪ Instructors’ assignments ▪ Collection of common problems & solutions from instructors

10. Tutor Sign-up Doc ▪ Tutors are given a deadline of when to finish signing up for all their times.

11. LEAP Student Sign-up Doc ▪ Instructors are the only ones who have access to this document. ▪ Instructors are the only ones who can sign up the students.

12. LLC Student Session Form

13. Nuts & Bolts ▪ 3 days a week, 2 hours a day (four 30-minute sessions), Weeks 4- 14 ▪ Tutors sign up for their time slots on a Google doc before sessions begin for the term. ▪ Number of tutors may vary with LEAP classes’ demand (projects). ▪ LEAP faculty on hand as supervisors to take attendance, answer questions, & make resources available to tutors ▪ Ideally we’d have one room with computers; we take what we can get.

14. Tutors’ Comments ▪ Fears ▪ I don’t feel like an expert in grammar. I’m afraid I’ll say something wrong. ▪ Academic Benefits: ▪ “I learned better methods of teaching grammar.” ▪ “Know more common questions ELLs have” ▪ Able to apply what tutors were learning in their classes ▪ Personal/Cultural Benefits: ▪ “I made friends.” ▪ “Exposure to ESL students” ▪ “Felt good to help others; feels right to teach” ▪ “Gained insight into different cultures; enhanced worldview” ▪ “It has made me feel like a much more rounded student, given me five new friends, and has helped me with my English grammar and peer editing skills."

15. Students’ Comments ▪ “Some people [tutors] are good, but some people are not good.” ▪ Be careful that tutors come from classes that should know English teaching well. ▪ Supervisor more vigilant to stave off wrong information ▪ “In my opinion, writing center can not help me to develop my ideas. However, I found them very helpful to correct the grammatical errors.” ▪ This is one student’s experience. Other participants have directly mentioned help given with the earlier parts of the writing process. ▪ Make sure tutors and students keep their roles in mind – students should be attaining skills to correct their own mistakes. ▪ “They help me to recognize the grammatical errors by my self. And that was very helpful for me.” ▪ “Learn how to write a Amercan essay better"

16. Results & Changes We’ve Made ▪ “Going green” ▪ Electronic schedule ▪ Electronic sign-up ▪ Space ▪ Appointments unfilled & dealing with no-shows ▪ More efficient training ▪ FAQ Documents ▪ Still working: ▪ Faster contact method in case of emergency absence (tutor) ▪ Students should have a better understanding of what they need when they arrive. ▪ Making sure students come completely prepared

17. Application Activity (time permitting) ▪ Discuss in a small group: ▪ Is there a need for something like this in your program? ▪ What similarities and differences does your program have to a college-level IEP? ▪ How would those similarities & differences affect your application of this model to your context?

18. QUESTIONS?

19. Resources & Feedback ▪ Our documents: http://ohiotesolmoodle.org/2013/handouts/session_c.htmlhttp://ohiotesolmoodle.org/2013/handouts/session_c.html ▪ Individual session feedback: http://www.surveymonkey.com/s/otesol13s http://www.surveymonkey.com/s/otesol13s ▪ Overall conference feedback: http://www.surveymonkey.com/s/otesol13. In order to receive a certificate of attendance we ask that you fill out this survey. http://www.surveymonkey.com/s/otesol13 ▪ Ohio University’s OPIE Writing Lab: http://www.ohio.edu/linguistics/opie/writing_lab.html http://www.ohio.edu/linguistics/opie/writing_lab.html ▪ Feel free to email Charis (charis.elliott@wright.edu) if you have any questions in your own endeavors to set up a learning center!charis.elliott@wright.edu

20. References ▪ Barnett, R. W., & Blumner, J. S. (2001). The Allyn & Bacon guide to writing center: Theory and practice. Boston, MA: Allyn and Bacon. ▪ Bruce, S., & Rafoth, B. A. (Eds.). (2004). ESL writers: A guide for writing center tutors. Portsmouth, NH: Boynton/Cook Publishers.