My method follows the one I learned from my college's Writing Center. This approach first and foremost takes into consideration the amount of time the student has: How much time does the student have to work on this project in the moment? How much time would they have to edit and possibly return for further edits? When is the project due? Knowing the amount of time available to the student allows me as the tutor to gage what can be accomplish in the allotted time frame while still gaining the best results possible.
I like to do editing in steps. For example, if a student is struggling with both organization/structure, in addition to their argument and grammar, I would first give attention to their argument. Solidifying the argument usually guides what the best way to structure a paper is. For instance, would you want your strongest point to be first or last? Is a point by point approach the best for getting your point across, or would a comparative approach work better?
In terms of grammar/syntax, my approach to this also depends on many factors, such as the conventions in a student's discipline, personal style, as well as professorial expectation. For example, in my writing, i would often construct sentences beginning like: "However, etc...." However (do you see what I mean?), I had a history professor who hated the sentence construction and preferred "however" to be used in this way: "The other group of students, however, etc...."
My style of tutoring and editing also depends heavily on understanding your argument as well as the standards of a given discipline, as this is often what makes or breaks a paper, and informs how we should go about improving the paper. I have plenty of experience in this area, working at my college's writing center and as someone with a dual degree; I am not only comfortable with, but trained to engage in different disciplines, their conventions, and the sort of thought process that goes along with them.
My capacities to tutor college-level writing stems from my background as an English and Africana Studies major – both writing intensive disciplines. As an English and Africana Studies major, I am trained to pick up on and pick apart any arguments or contradictions, techniques, themes, and biases found in an author’s argument(s). Furthermore, my disciplines force me to be aware of any socio-historical contexts within texts and how this relates to the structure or organization of a student’s paper and their argument as a whole.
In addition to the skills I have gained from my majors, I have worked with my college’s Speaking, Arguing, and Writing Center for two years, serving in two similar, but slightly different capacities. One role entailed me working in the center itself. In this role, I worked with a variety of disciples, ranging from the humanities to the hard sciences. This has given me the ability to understand and clarify arguments even for those disciplines that I am not trained in. In my second role, I worked with mostly first-year students to help them transition from high school to college writing, and the kind of thinking that goes along with it.
I can also provide support for those doing undergraduate theses, as I have done one myself (receiving High Honors and three awards from my English department) and worked with other students in their process of thesis writing.
MOUNT HOLYOKE COLLEGE, South Hadley, MA Majors: English and Africana Studies
B.A., May 2020 GPA: 3.89, magna cum laude
Awards/Honors: Weissman Center Annual Award for Leadership (2020); Elizabeth Anderson Cameron Prize for Writing/Criticism (2020); Virginia Lee Barnes Prize for Best Critical Essay (2020)
SPEAKING, ARGUING, AND WRITING (SAW) CENTER
SAW Center Mentor | SAW Course Mentor
South Hadley, MA
Sept. 2018–May 2020
- Fostered effective writing and communication skills via individualized meetings that assisted with course
materials, brainstorming, outlining, or revising written work.
- Facilitated workshops on close-reading analysis, successfully working in groups, and choosing a topic.
- Conducted class discussions in professors’ absence.
- Communicated students’ comprehension of reading material and assignments to professors.
- Served as a resource and an academic mentor for recently matriculated students.
Curriculum & Program Designer
June 2019–Aug. 2019
- Designed and implemented African literature curricula for three age groups, ages 3–12.
- Co-taught the 9-12 age group.
- Engaged in community outreach to build brand recognition
- Collaborated with co-teachers and supervisor to nurture students love for African literature and increase
their reading proficiency.
- Acted as first-in-command during supervisor’s absence, often attending to parental inquiries. v Managed
logistics such as scheduling activities as well as supply and book inventory.
Program Assistant for Education and Healthy Living
May 2018–Aug. 2018
- Updated and implemented summer literacy curricula for three age groups, ages 4–14.
- Assisted with Healthy Living and Gardening curriculum to promote healthy food choices.
- Supported low-income students, including refugee students with limited English proficiency. v Prepared
flyers for community outreach and maintained routine office organization.
- Curated age-appropriate book selections for students.
- Inventoried books used for giveaways and donations.
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