The third Writing Tutoring session builds on what students did during the Writing Workshop on revisiting thesis development and academic essay structure. Tutors then have students sign up for 15-minute time slots in which students can receive targeted feedback on their thesis statements, arguments, evidence, and essay structure. Like in previous sessions, Tutors ask students to set one reachable writing goal for the evening.
Understand the value and importance of receiving feedback and asking for support
Articulate one writing goal to achieve by the end of the session
Summarize feedback received from Tutors
Apply feedback to individual writing
(See Writing Workshop one-pager for Unit 2 for learning objectives related to the assignment)
Below are required readings that students complete the night before and discuss in their study groups with fellows and in a seminar with faculty. Students also have the newest edition (6th) of They Say/I Say: The Moves That Matter in Academic Writing, so tutors should use this text to explain conventions of academic writing as applicable.
Herodotus, “The Histories”
Thucydides, “History of the Peloponnesian War”
Students will have attended a seminar in the morning titled, Origins of Democracy, during which they will have discussed the above readings. They will have attended a three-hour Writing Workshop in which they will have focused on applying the fundamentals of academic argumentative essay writing, revising their draft argumentative statement, building on the preliminary essay structure, generating goals for feedback (i.e., practice saying, “What I most need help with is…”), and producing a full rough draft of the essay.
Writing Tutors provide a core service in our academic boot camps by ensuring that WSP participants feel comfortable and confident in academic writing, including asking for support with their writing. Your role is, ultimately, to be yourself; to share your expertise with participants and to run the class like you would with traditional college students. We highly encourage you to find ways to connect with participants and to share any advice you have for them as they transition from military service to higher education.
Note: The following are broad guidelines and not meant to be prescriptive. All units are flexible so that faculty can teach to their expertise and highlight important and interesting aspects of their work. Keep in mind the reading that students will have done for the day.
