By Amber Cook, Senior Writing Specialist and Faculty Liaison
Many of Walden’s writing tutors—myself included—used to work
in brick-and-mortar writing centers. We sat next to students at actual desks,
looking at documents on printed sheets of paper. The online tutoring we do here
at Walden allows us many options that were unavailable to us in that setting:
We can instantly pull up useful links, review larger areas of text, and provide
students with advice in print that they can study on their own schedule. There
are some helpful exercises used in live sessions, however, that online students
can replicate on their own. Take a look!
Read your work aloud.
This is often the first step in live tutoring sessions. Reading your work aloud
can help you identify issues like redundancy, grammar errors, or rough transitions.
Most people write more slowly than they speak, so they might not notice those
issues during the writing process. Your ear will catch many problems that your
eye (or your grammar checker) missed. When reading aloud in consultations at
Walden residencies, most writers stop themselves after the first few sentences
to say “Wait! That part sounded weird” or “Oh! I see the problem!” Find a quiet
room and give it a try!
Give your elevator
speech. A common technique in thesis development is to verbalize the point
of your paper to someone else. Some tutors call this the “elevator speech,”
referring to that brief time you have to talk to someone on an elevator ride
before the doors open. If someone asks what your paper is about, and you can
articulate the basic argument in a few sentences, you’re in good shape. If you
find that you can’t narrow it down, or you don’t know where to start, you might
need to revisit your thesis.
Check for alignment
with your assignment. Most students in my live tutoring sessions arrived
with their assignment in hand, and we would briefly look it over to make sure
the student had appropriately addressed each required element. This is an easy
step to miss; many writers are passionate about some aspect of the paper and
will wander from the assignment’s original goals. Take a moment to look back
over your assignment to see if you’ve gone astray.
Explain what you
meant. A common problem in research writing is lack of clarity. Students
often create this problem by trying to make their sentences “sound scholarly,”
using a thesaurus tool to add syllables and fancier-sounding words to a
previously clear idea. When I read one of these difficult sentences in a live
session, I’ll often turn to the writer and say “Can you explain what you meant
here?” The writer’s response is almost always clearer than the sentence on the
page. If you have trouble getting your ideas clearly onto paper, consider
recording yourself as you describe them. You might just say something you can
use!
Have you found self-tutoring techniques that work? Let us
know what helps you!
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