Tutoring doesn’t always go according to plan, and that is totally okay. Here are a few common situations you might run into and how to handle them calmly and professionally.
No draft, no prompt, no idea where to start.
What to do:
Ask: “Do you know what the assignment is about?”
If they know: help them break it down and start brainstorming.
If they don’t: suggest pulling up the syllabus or class site together.
You can work on outlining or practice thesis writing using a general topic if needed.
Helpful phrases:
“Let’s start by talking through the assignment.”
“No worries, we can still be productive. Want to try brainstorming some ideas together?”
They ask, “Can you just read this and tell me what’s wrong?”
What to do:
Remind them that tutoring is collaborative and not an editing service.
Ask if there is a specific part they are unsure about (intro, thesis, etc.).
Read with them, pausing to ask questions and make suggestions.
Helpful phrases:
“I won’t correct everything for you, but I can help you figure out how to make it stronger.”
“Let’s work through this section together. Tell me what you were going for here.”
They ask something technical (e.g., “Is this MLA citation right?”) and you’re unsure.
What to do:
Be honest. Say you’re not 100% sure, and model how to look it up!
Use a trusted resource (like Purdue OWL or your center’s guide).
Remind them that it’s good to double-check, and even tutors do this.
Helpful phrases:
“I’m not positive, but let’s look it up together.”
“This is exactly the kind of thing writers double-check. Great catch.”
They seem overwhelmed, upset, or disengaged.
What to do:
Slow down. Ask how they’re feeling about the assignment.
Validate their frustration and then shift to small, doable steps.
Focus on one clear win during the session (like a stronger intro).
Helpful phrases:
“I know writing can feel frustrating. Let’s take it one step at a time.”
“You’re not alone. Let’s see what we can do in the time we have.”
The session turns into them venting or circling ideas without progress.
What to do:
Acknowledge their ideas, then gently steer toward writing.
Suggest jotting down key points or drafting a rough outline together.
Use time cues if needed: “We’ve got about 15 minutes left, and I want to try getting a few sentences down.”
Helpful phrases:
“These are really good thoughts. Let’s try turning one into a sentence.”
“Let’s write down your main idea before we forget it.”
The writing has deeper issues with grammar, clarity, or structure, and you feel overwhelmed.
What to do:
Zoom out: What’s the one thing they could improve today?
Use guiding questions (“What are you trying to say here?”)
Focus on global issues first (ideas, clarity) and not every grammar rule.
If absolutely needed, refer them for more support.
Helpful phrases:
“Let’s work on getting your ideas across clearly. We can worry about the smaller stuff after.”
“Would it help if we talked this part out together first?”
They came prepared, but haven’t written anything yet.
What to do:
Help them pick a starting point: intro, body, or thesis.
Use freewriting or sentence starters (“One reason is…”)
Even writing one paragraph or sentence can be a huge win.
Helpful phrases:
“This is a solid plan. Do you want to try turning this bullet into a full sentence?”
“Sometimes it helps to write the body first and intro later. Do you want to try that?”
They seem annoyed, give short answers, or don’t want to listen.
What to do:
Stay calm and professional and don’t take it personally.
Keep your tone respectful and steady, even if they aren’t.
Try to find a small, non-threatening starting point.
If they completely shut down or are disrespectful, it’s okay to pause or end the session and seek help from a supervisor (if applicable).
Helpful phrases:
“We can work on whatever’s most helpful to you. Is there anything you’d like to focus on?”
“I want to respect your time. If today’s not a good time to work, we can check in again later.”
“I’m here to help, but it’s okay if now’s not the right moment for this.”
Key reminder:
You’re not responsible for fixing someone’s attitude. You are there to offer support and professionalism. It is important to also have boundaries and protect your own energy when needed.
The writing seems off. It is very polished but vague, or doesn’t match how they speak or explain their ideas.
What to do:
Stay curious, not accusatory. Ask gentle questions about the writing process.
Focus on helping them take ownership of the work, and ask them what they think the paper is saying.
If it’s clearly AI-generated, steer the session toward revision and personal input.
Don’t confront them or accuse them, just shift toward helping them engage authentically.
Helpful phrases:
“Can you walk me through how you approached this?”
“This is very polished. Do you feel like it reflects your voice and thinking?”
“Let’s try rewriting this paragraph in your own words together. It will sound more natural and be easier to explain in class.”
Key reminder:
Your job isn’t to police, but to encourage student ownership and growth. Even if AI was used, this can be a chance to guide them toward more confident, original writing.