Tutoring Diverse Populations

1. Tutoring Diverse Populations April 6, 2019 Northern California Writing Centers Association Rebecca Day Babcock William and Ordelle Watts Professor www.utpb.edu

2. Researching the Writing CenterbyRebecca Day Babcock and Terese Thonus • Evidence-Based Practice www.utpb.edu

3. Populations we will cover • Basic Writers • Graduate Students • L2 Students • Students with Disabilities www.utpb.edu

4. Basic Writers • One-to-one tutoring • Group Tutoring • Tutor Beliefs and Strategies • Mandatory Visits • Writer Apprehension and Motivation • Writing Outcomes • Writing Outcomes www.utpb.edu

5. Graduate Students • Need for Graduate Tutors • Graduate Tutors and Graduate Tutees • Advice and Accounts • Graduate L2 Writers • Writing Groups and Boot Camps • Writing Outcomes www.utpb.edu

6. L2 Writers • Contextual Factors • Linguistic Realities • Tutee Experiences and Expectations • Tutorial Focus • Tutor/Tutee Interaction • Camps • Writing Outcomes www.utpb.edu

7. Writers with Disabilities • LD and Dyslexia • AD(H)D • Pragmatic Impairment • Deaf or Hard-of-hearing • Blind or Low-vision • Camps • Writing Outcomes www.utpb.edu

8. Conclusion • Writing Instruction • Simple and Intuitive • Flexible in use • Tolerant of error • Create a community of learners • Universal Design • Equitable use • Perceptible information • Low physical effort • Flexible in use • Size and space • Welcoming and inclusive www.utpb.edu

9. Thank you! • For references please see Researching the Writing Center, Revised edition, chapter 4.