Training Grid

Depending on how you count them, there are fifteen (15) separate modules that you'll be completing during your training period. Each of them will be associated with some sort of activity in the CWL Portal (usually a reflective response). Some of you, if you're like me, will want a visual representation of the training period that you can see when you're not logged on to the Portal. To that end, I've attached a printable spreadsheet of the training period, which you can find at the bottom of this page. Feel free to keep track of your progress as you move through training, and be sure to invite me to give you feedback on your responses as well. I sometimes get busy and need that reminder. So here are the 15 modules that constitute your training. Where appropriate, you'll find links to additional resources (such a training papers, forum discussions, etc.) that you'll need to look at in order to complete the module. BASIC TRAINING:

    1. Introduction to the WC Portal (if you're reading this, chances are pretty good that you've completed it already).
    2. Writing Center Orientation. This is the prerequisite to all subsequent modules because it provides an overview of our center's philosophy and some guidelines for how to conduct sessions. This is a two-hour session that is usually scheduled during a couple slots during weeks 2 and 3. Please make every effort to attend this session. After attending the session, you should participate in this discussion.
    3. Observation of five (5) tutoring sessions. During your first days working at the Center, you should observe at least 5 sessions that are led by experienced writing assistants. (Please see Dennis or Erin if you're wanting some recommendations on who to observe.) There's a web form that you will be asked to complete after the session is over. You may want to print this form before the session begins, so you can attend to the issues that it addresses. It would be ideal if you could complete the web form with the writing assistant whose session you observed.
    4. The Longman Guide to Peer Tutoring. By the end of the third week of your training, you should have completed reading The Longman Guide to Peer Tutoring. After reading chapters 2-5 in week one, please respond to the Week 1 Discussion questions in the Training Forum. After reading chapters 6-9 in week 2, please respond to the Week 2 Discussion questions in the Training Forum. After reading chapters 10-13 in week 3, please respond to the Week 3 Discussion questions in the Training Forum.
    5. Paper 1: Ideas Paper. This is the first of three student papers you'll respond to. After you've read the paper, go to this discussion and post an overview of how you'd organize a session around this paper. Be sure to include specific, facilitative questions you would ask the writer.
    6. Rhetorical Appeals Training Activity and Discussion. Linked to the second training paper, this activity affords you an opportunity to review Aristotle's rhetorical appeals. A thorough familiarity with the appeals is an integral part of your day-to-day work at the Center.
    7. Paper 2: Rhetorically-Informed Argument. This is your second paper that you'll be responding to. After you've read the paper, go to this discussion and submit your analysis and session strategy, including questions for the writer.
    8. Paper 3: Psych 303 Literature Review. This is the third training paper you'll respond to. After you've read the paper, go to this discussion and submit your analysis, session strategy, and facilitative questions.
    9. Research Skills for Undergraduates Workshop. All undergraduate trainees are required to attend three workshops offered by the library. Go to the research skills training forum for more detailed instructions. Graduate trainees are exempt from this training requirement.
    10. Team-tutoring WR121 students (2). Ideally not later than the fourth week of the quarter, you'll be cleared to do sessions. Once you have been cleared, you will begin team-tutoring WR121 students with an experienced writing assistant. Once you have team-tutored WR121 students at least two times with lead writing assistants, go to this discussion and reflect on your experience.
    11. Working with English Language Learners (ELL). During Week 3 we will schedule a one-hour group workshop that will take place over the course of Week 4. The workshop will cover information about the language acquisition process.  After the workshop you will find a writing project created by one of the OSU’s international students.  Your task will be to describe your approach/concerns/challenges working on this writing project and explain why. The prompt for this assignment will be attached to the essay. Training Activity and Discussion.  --> modules 1 through 11 required in order to start doing sessions completely on your own
    12. Observations by lead writing assistant(s) (2). Once you begin to work with students on your own, invite a lead writing assistant to sit in and observe two of your early sessions (you may ask the same or different writing assistants for each session). You and the lead writing assistant will spend five minutes or so after the session reflecting on what worked well, suggestions, etc.
    13. Writing Across Borders DVD. Wayne Robertson's film, Writing Across Borders, discusses many issues that impact our work with international students in the writing center. Please reflect on your response to the film in this discussion.
    14. Grammar self-assessment.This is not a test. Read the goals of this particular activity carefully. You're not being graded. You're actually supposed to learn something from this exercise. Be sure to make an appointment with Dennis once you're done.
    15. Blue Slip training. Go to this discussion to complete your blue slip training.

--> modules 1 through 15 required in order to complete basic trainingINTERMEDIATE TRAINING:

  1. OWL training.
  2. Resume/cover letter training.