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Grogan, Jenna – Journal of College Reading and Learning, 2011
Maximizing student potential requires explicit (yet flexible) guidelines for tutors and advisors. Many tutors enhance student potential by utilizing an effective process known as the "The Tutoring Cycle," which promotes content knowledge and facilitates independent success (MacDonald, 2000). Similarly, when students attend advising sessions in…
Descriptors: Tutors, Tutoring, Change Strategies, Educational Strategies
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Schmidt, Hans – Journal of College Reading and Learning, 2011
This study considers how communication patterns shape the university tutor role. A combination of ethnographic observations and interviews were used to determine the communication behaviors of university tutors and tutees, which help to define what is, otherwise, an ambiguous role. Specifically, the communicative behaviors engaged in by tutors are…
Descriptors: Interpersonal Communication, Tutors, Higher Education, Ethnography
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Griswold, W. Gary – Journal of College Reading and Learning, 2006
Little research has discussed how writing center tutors can help postsecondary students develop skill in reading. Via individual interviews, this investigator collected data from eleven writing center tutors at a large urban public university. Analysis of this data suggests that while nearly all of the tutors lacked specific knowledge of how…
Descriptors: Reading Instruction, Reading Skills, Tutors, Interviews
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Flagel, Pam; Bell, James H.; Mullin, Joan; Rafoth, Ben – Journal of College Reading and Learning, 2001
Presents a case study of a tutoring session. Includes portions of the student's essay and perspectives from both student and tutor. Presents two responses to the case study that argue for focusing on the writer as a writer of a paper, instead of on the paper as a product of the tutorial; and on what makes a tutoring session effective. (SR)
Descriptors: Case Method (Teaching Technique), Higher Education, Teacher Effectiveness, Teacher Student Relationship
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Bell, James H. – Journal of College Reading and Learning, 1999
Describes in detail a one-to-one writing conference between a graduate student tutor and a basic writer in a writing center. Raises questions of problem identification, the university context, learning disabilities, tutor training, professional development, and what constitutes good tutoring. (RS)
Descriptors: Basic Writing, Case Studies, Higher Education, Learning Disabilities