What I like about this program is that it aligns with the Writing Center's pedagogy by providing strategies to help students become independent thinkers, writers, researchers, etc. The cool thing about the strategies I've seen here is that they are fun, interesting, and more importantly, meaningful.
As of right now, I just have been incorporating the different activities to help students become independent thinkers. If they need help understanding the reading, I use the direct reading and text annotation strategies I learned here. If they need help researching, I use the "Searching is Strategic: How do I find my Best Bets?" handout and if they need additional help, I encourage them to book a librarian.
I guess I am not planning to change the way I tutor, but rather, I am planning to enrich it with the strategies I have learned in here.
Rick Saldana, Super Tutor
One activity that I like to do often is having a student pick a paragraph in their essay that stood out to them, highlight a weak and strong sentence in different colors, analyze why one is weak and one is strong, then rewriting the weak sentence in three different ways to see which one is the best fit for the paragraph. The problem with that is that once a student revises a portion of their essay, they may feel that that portion of the essay no longer needs any more revisions. I'm wondering what are some ways to invite students to think of writing as perpetually unfinished?