After two sold-out digital round table conversations lead by SSWCA board members Seth Czarnecki and Stephanie Passino, along with two-year tutor representative Paul Probst, the call for resources to help SSWCs shift to online tutoring echoed loud and clear. Some centers will be holding synchronous sessions while others will choose asynchronous. To quote one of our round table attendees, lean into the technology your school currently uses and has already approved; your technology department will be better able to help you when you use pre-approved platforms. If you have resources or strategies you would like to share on this page, please email sswca.board@gmail.com. We will update this page as we gather more materials.
To help you navigate this page, here is a table of contents:
- Video Summary of Round Table Discussions
- Link to WLN’s blog with dozens of WC director responses to COVID-19 and Praxis’s issue on Wellbeing in the WC
- 8 Steps Tutors Can Use When Doing Asynchronous Online Tutoring
- Tips for Training Tutors for Online Clients
- Synchronous Online Tutoring Ideas
On WLN: A Journal of Writing Center Scholarship’s blog you’ll find over 3 dozen responses by writing center workers writing about the following: (link on the right side of the homepage):
- usage has increased
- counseling is being offered to help worried students
- platforms for virtual interaction are being tried out, including one usually used for gaming
- community is being maintained
- lack of computers and internet access is causing serious interruptions for students and tutors
In Praxis’s 17.2 (2020) issue, you will find the theme of Wellbeing in the Writing Center has relevant articles, including avoiding burnout for directors and tutors during these labor-intensive times.
8 Steps Tutors Can Use When Doing Asynchronous Online Tutoring created by Algonquin Regional HS tutor alum and SSWCA tutor representative Paul Probst in 2019
- Client completes digital form: A form (e.g. Google Form) with introductory information such as name, year, class paper is for, concerns, etc. and the paper (via Google Doc or file upload) is shared with the WC staff.
- Email sent to tutor who will work with client: A tutor leader or director will match each client to a tutor and send him or her the client’s information or a link to the information if working in a shared folder or drive.
- View client’s information: After logging into the school’s account or drive (e.g. school Google account), the tutor views the client’s information to understand who he or she is and to build rapport and view the submitted paper.
- Read the paper and leave marginal feedback: Aim to leave approximately two comments per page and focus on recurring issues. If possible, use questions designed to guide the writer instead of leaving instructions. If a grammatical or other low-order concern is chronic, consider leaving them a link to an online resource (such as the Purdue OWL) that can help them identify and solve their problem. (Note: two comments per page was determined after interviewing both tutors and clients to determine how much feedback would provide clear guidance without fatiguing each party. For a sample of marginal questions and comments, see below.)
- Write summative feedback: Create a comment linked to their title/heading/top of document if using Google Docs. This summary could also be placed in an email to the client. Include equal amounts of positive (2-3 sentences) and constructive (2-3 sentences) feedback and make sure what you write is connected to specific aspects of their piece. You don’t have the facial or verbal cues that you’d have in an in-person tutoring session to soften the blows of your criticism, so keep your language casual and light. Write as you would talk to them in the center. Wrap up with 1-2 sentences that focus on concrete steps the writer can take moving forward. (Note: for a sample of positive and constructive sentences starters, see below.)
- Email the writer: Create a template (like the sample below) that tutors can use to respond to the client quickly and consistently. Tutors should CC emails to the director or center.
- Create a copy of the client’s document with tutor comments: If possible, your center may find it helpful to document comments. This could help if a client or teacher returns with questions; it can help a director to monitor or grade tutor work, or it could be used for training purposes if you have the client’s permission.
- Complete necessary documentation and closure steps: Ensure and note that the client’s work was seen by a tutor and that the client received email feedback (e.g. date and tutor’s name documented via Google Form or shared center file).
| Examples of Marginal Questions |
| “Why did you include this detail here?” “Is there more you can add to this point?” “How does this tie into the overall theme/main idea/thesis?” “Is this something your audience would understand?” |
| Examples of Marginal Comments |
| “I was a bit confused when you said… Can you clarify?” “As a reader, I’m not sure how … connects to … Perhaps you can…” “This sounds like a different idea from the rest of the paragraph. Should this be in its own paragraph?” |
| Positive Sentence Starters | Constructive Sentence Starters |
| “I really like how you phrased __________.” “You did a really nice job connecting _________ with your main idea.” “__________ was a clear theme throughout the essay.” “I love how you mentioned _____________.” “The strong details in your ______ paragraph really brought _____” “Your introduction was very interesting; it made me interested in the rest of the essay.” “I love how you transitioned from _________ to _________.” “Your word choice was amazingly vivid and really pulled me in.” | “As a reader, I was confused by ____________.” “I liked the way you _________________ in your ____ paragraph, what do you think about trying that [other location]?” “I’m having trouble seeing the connection between __________ and your thesis/main idea.” “Your transitions are very similar. Here is a link to [website] that has examples of other transitional words and phrases you could include.” “I am confused what source was used in _________. This site [linked] has examples of how to cite your sources.” |
Hi [writer’s first name]!
My name is [insert your first name]. I am your online tutor. A few things about me: [insert three interesting details about yourself to build rapport].
I just finished looking over your submission. You can find my feedback in the document you shared.
If you need more feedback, I’d encourage you to revise and resubmit your revised draft [insert link where student can resubmit].
Finally, you’ll be sent a survey in the next day or two asking for your thoughts on my feedback. Your honest opinion is valued.
Thank you!
[insert your full name]
Tips for Training Tutors for Online Clients: Online tutoring is still peer tutoring. You want to adhere to your center’s values. When possible, we support tutors having voice in the training and decision-making process. Below are some ideas that were generated at our digital round table discussions.
- Writing Center case studies as a way to replicate role-playing
- Student mentor texts: Where would you start this conversation & why? How can you use an “I” statement in your comments?
- Tutor comments as questions to guide client to their own end.
- Building rapport: Add a few questions on client intake forms to learn about writer beyond the paper.
- Voice comments make it more personal: Add-on in Google that allows you to attach voice blurbs. Voice Thread will allow you to provide voice comments/videos.
- Discuss the “why” with tutors. Online tutoring opens up the center for students who were otherwise unable or hesitant to come in – both as clients and as tutors – , meeting the student body where they are and fostering inclusivity.
Synchronous Online Tutoring Ideas: There are several online platforms that can help writing centers through this transition including WCOnline, YouCanBook.Me, and Acuity. These scheduling tools often also sync with face-to-face technology like Zoom, Google Hangout, and/or Microsoft Teams.
- Determine a privacy procedure: Will the director sit in on each session (break-out rooms are an option with some video conferencing), will sessions be recorded, or how else will you ensure the privacy and safety of students in line with your school’s policies? You may find a tutor contract a helpful addition to your center’s procedures.
- Determine a schedule of tutor availability: If you do not have scheduling software, determine when each tutor is available to meet with clients.
- Advertise available times to clients: Consider going through the teachers and asking your colleagues to advertise to their classes since students will be checking their teachers’ digital classrooms more often.
- Coordinate between parties to send meeting room links: The director or a tutor leader will need to match up clients with available tutors and send the needed information. Tutors will need to be able to see the client’s writing, so screen sharing or sharing a Doc so both parties can annotate it should be part of the protocol.
Cite this page: “Online Tutoring Tools.” Secondary School Writing Centers Association, 2020, sswca.org/resources/online-wc-tools/. Accessed [today’s date listed as 3 Feb. 2021].