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What we do:
1. We provide support and assistance in preparing students for school assignments or personal projects.
2.  We encourage students to recognize and articulate what they need from us when they come to the writing
3.  We offer recommended follow-up tasks to our clients.
4.  We schedule appointments with students.
5.  We keep regular, required meetings with students who have ongoing concerns.
6.  We provide peer tutor training on a regular basis.
7.  We provide instructional handouts for a wide range of writing principles, strategies, and rules.
8.  We can provide an accurate daily log of student visits for teacher reference.
What adult writing center staff can do (in addition to services already noted):
1.  Grammar
2.  Vocabulary review
3.  Punctuation/mechanics assistance
4.  Sentence-level corrections for lab reports
5.  Meet when time and resources permit with drop-in students
6.  Assist with writing-to-learn activities

What we cannot do:

1.        We cannot be expected to know all texts equally well.

2.        We cannot be expected to know the subject matter for term papers.

3.        We cannot be expected to address and correct all of a student’s writing challenges in one visit.

4.        We cannot take the place of the classroom teacher.

5.        We cannot guarantee that someone will be available every period of every day.

6.        We cannot help students with the overall structure and format for lab reports.

7.        We cannot address all of a paper’s weaknesses if the student only comes to us the day before the
            assignment is due.
  What we will not do:

1.        Write the paper for the student

2.        Proofread line by line

3.        Engage students in conversation about grades, but we will try to give the student tools to return to      

           the teacher for conversation


The writing center wants both teachers and students to make the most of opportunities and services.  Here are some guidelines to help students get the most from a session in the writing center:

·         To insure that someone will be able to work with you, plan ahead and schedule an appointment rather
           than “dropping in.”

·         Bring your book and the assignment sheet, if the teacher has prepared one.

·         Be sure that you understand the teacher’s expectations to insure optimum support.

·         Bring a draft, if you’ve written one, and be familiar with what you’ve written.

·         Come with specific questions.

·         Know what you’re hoping to accomplish (next steps).

·         Have quotes already selected for help with integration.

·         Be positive.

·         Be open to suggestions.

·         Listen.

·         Be willing to try something new with your writing.


Forty-minute sessions can be scheduled in advance, and walk-ins are welcome based on staff availability. 


Research papers, however, require special considerations:

·         Drop off the paper at least 48 hours in advance of when you need to have it back in your possession.

·         Remember that your classroom teacher should be consulted first, particularly in matters of content.

·         Peer tutors will focus primarily on issues of organization:  thesis, topic sentences, transitions,
            introduction, and conclusion.

·         Make sure to give yourself at least a week’s turnaround time for conferencing, revising, and editing.

·         Fill out the checklist and attach it to the paper when you drop it off.  This will focus the tutor on
            specific areas/components of the paper that you want to receive attention.

·         You must have a person-to-person conference with a writing center staff person.