University Writing CenterThe English and Foreign Languages Department generally requires students in the ESL track (English 098, 099, and 102) and the Basic Writing Track (English 095) to attend at least eight tutoring sessions during the quarter. English 096 students are sometimes directed into this program on the basis of need. The Writing Center serves these students in 50-minute group tutorials called English Writing Groups. Each Writing Group meets once a week for 10 weeks and contains up to eight students. Our primary reason for offering group tutorials is efficiency, because in fall quarter we typically have more than 650 students involved and there is no other way we could serve them all. However, we also believe that the weekly group meetings offer some other advantages over one-on-one sessions for this student population.
We offer two types of groups: ESL groups for English 098, 099, and 102, and native-speaker groups for English 095 and 096. In practice, there are non-native speakers and dialect speakers in both tracks, but the curriculum in the English 098, 099, 102 track is based largely on grammar exercises and short paragraph assignments, while the English 095/096 track offers a wider variety of writing assignments and readings.
You will be given a roster with the names of the students who have signed up for your group. They will not usually be from the same section, and in fact they may be in different courses. It is important to make sure that the course names and section numbers on the roster are correct so that the final report on the students’ participation will be correct. Mark a diagonal slash through the appropriate box to indicate that the student was present. The deskperson will put in another slash, to complete an “X” when the attendance is input into the computer. A student who misses 15 minutes or more of a meeting, either by showing up late or leaving early, should be marked absent. Most instructors require at least eight meetings. Missed group meetings can be made up with one-on-one appointments, but no make-ups will be counted after Friday of the tenth week, because the final attendance report goes to the instructors on Monday morning of finals week. We usually submit attendance reports to the instructors in the second week, the sixth week, and right after the tenth week.
If a holiday causes some students to get behind on their eight visits you can schedule a makeup session at an alternative time. Talk to the front desk about making this arrangement.
On the first day, make sure everyone has filled out the pink student information form, and give the students the “Welcome to the English Writing Group” handout. Introduce yourself and have each participant give his or her name, major, and other information such as languages he or she speaks, hobbies or other interesting facts. The main purpose is to let the participants get to know each other, so other ice-breaking activities may be appropriate. We have found that it is a good idea to repeat these introductions in the fourth or fifth week, because by that time they are more interested in each other, but often have forgotten who is who.
Each student is also required to share two drafts of paragraphs or essays with the group during the quarter, so there are boxes on the roster sheet labeled “D1” and “D2” for checking these assignments off. Start out each meeting by asking if anyone has a draft to share. If so, collect these and make enough copies that each member can look on while the draft is discussed, usually one copy for every two students. Then ask what each participant has to work on. At this point, you have to make some quick decisions about how you are going to use the time. There are three possible modes: whole group activity, subgroup activities, and individual work. Drafts and writing topics should be shared and discussed with the whole group. The group may be divided into subgroups based on course levels or types of tasks. If students have homework or reading to do, make sure it is writing related. They should not be using the writing group as a study hall. If some or all of the students claim that they have nothing to do, give them a writing assignment or a sentence combining exercise. You can’t assign homework, but you can certainly make assignments to be done in the group meeting.
Any activity that improves writing ability or will help a student succeed in his or her writing course is a potential group activity. Some possibilities:
Sharing drafts of paragraphs, essays, and other writing is probably the most important activity in the English Writing Group. When students give you drafts to share, make just enough copies so that each student can look on. Give the group about 10 minutes to read the draft you are going to work on. Then begin your discussion by reminding them that the goal is constructive feedback. Positive comments are welcome, but insincere praise is not very useful in helping someone improve. Constructive suggestions are useful, but negative comments without suggestions for improvement are not.
It is best to collect the copies at the end of the process. We don't want them to be recycled in illegitimate ways.
In the first week or so, some of the participants will be a bit resentful. They are unhappy that they tested into a remedial course, and then doubly unhappy to learn that they have a weekly tutoring appointment. This is natural. We have found that by the third or fourth week, most participants are enjoying the group. By the end of the quarter, the evaluations for all groups have been very good. They enjoy the interaction with their peers and value the feedback they get on their work. However, on occasion there are individuals who continue to resent the group long after the others have adjusted, and sometimes these students disrupt the group activities. If you have such a student, there are a number of possible strategies. You can try taking the student aside and talking to him or her separately. You can arrange one-on-one appointments for the student for a few weeks, or for the rest of the quarter, and excuse him or her from the group meetings. Or, you can send the student to talk to the director.
In fall almost all of the students in the groups are first time freshmen who are new to Cal Poly Pomona. Interacting with a small group of peers on a weekly basis is a valuable experience for students in this situation, and most tutors enjoy working with their groups. If you have questions of any kind regarding your group please don’t hesitate to ask the director.
