Yasmin - Post #7

I haven't formally done any online tutoring without face-to-face contact, but I have done lots of editing from afar, which in some ways feels similar to the asynchronous form of online tutoring we'll do in the Writing Center. I do have a lot of concerns even after reviewing the Bedford Guide -- about pacing, making sure to actually address the students concerns (rather than the errors/issues I identify), and not getting too in depth in the way it can be easy to do when you're just looking at a text.

One technique I've implemented in my rhetoric class that I imagine would be helpful with online tutoring is to ask the student for specific questions that they would like my feedback to address. I think it would also be great to utilize the stock responses referenced -- there are so many times when I'm giving feedback that I know I've just made the exact same comment on another student paper, but fail to actually save these tips and pieces of information.

I guess some advantages are the fact that the text really gets to stand for itself, as I'm often heavily influenced by a student's description of what they are trying to do and that sometimes gets in the way of the reality that their work is simply not clear or effective. I also think that it better mimics the way that their paper will be read by a professor or instructor and that there's more opportunity to be specific about critical parts of the paper that would be hard to hear in person.

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