The Writing Center
TUTORING FOR SUMMER COURSES: Students enrolled in RWU summer courses can access writing help by going to this website: rwu.edu/go/email-writinghelp. You will be asked to provide information about your assignment in the body of an email (link provided on the site) and attach your paper in Word.doc(x) format. Please, no Pages, PDFs, or Google docs. Review limit of 7 pages. If you have any questions or concerns, please contact Karen Bilotti, Director of the Tutoring Center and Coordinator of the Writing Center, at firstname.lastname@example.org.
The Writing Center provides free faculty and peer tutoring for all RWU students enrolled in writing courses or involved in writing-related projects.
To see a peer tutor, students can just walk in, no appointment necessary. To see a faculty tutor, students should sign up for an appointment. Students make appointments at the log-in desk immediately inside the door of the Tutoring Center, Main Library, 2nd floor.
See "Citing Sources" for help with documentation in your papers.
See "Tutoring" to connect to "Tutors and Majors/Schedule" and Grammar with Karen.
Writing Center Location
Main Library, 2nd floor
Hours of Operation
Monday - Thursday: 9 am - 8 pm
Friday: 9 am - 3 pm
Sunday: 2 pm - 8 pm
Please like us on Facebook at "RWU Tutoring Centers" for end-of-semester, holiday, or weather-related updates/changes to our normal schedule.
The mission of the Writing Center is to provide high quality tutoring that is curriculum-based, that maintains students' ownership of their own text, and that responds to the needs of the individual student. The tutors' mission is to act as facilitators, encouraging students to talk and ask questions about their writing as they engage collaboratively in the revision process. Ultimately, the mission of the tutors is to motivate and support students to exercise their agency through writing that is clear, ethical, focused and effective.
At its best, tutoring involves a conversation between a tutor and a writer about the ideology, purpose, direction, construction, and execution of a text. That conversation can involve the student’s own writing as well as a text the student might be analyzing, reviewing, or summarizing. The tutor will work collaboratively with the student to identify and discuss grammatical, mechanical, and editing issues, particularly as those concerns affect a reader’s understanding; however, the student should not expect the tutor to “catch and fix” every error in a paper. The tutors are also an important resource for students who want to understand and adhere to the expectations of college writing and are new to the discourse community. Therefore, tutors will also help students with language choice, documentation of sources, tone, and formality. We will work very hard to provide tutoring that is informative, engaging, thought provoking, culturally competent and, ultimately, helpful.
That philosophy in practice:
The tutor will discuss grammatical or mechanical issues that impact the readability of the text as well as “large-scale” concerns such as (but not limited to) the following:
- Is the thesis defined and arguable?
- Does it control the content of the rest of the paper?
- Does the paper address what is asked for in the assignment prompt?
- Does the student have a clear understanding of the material in the assigned text (if there is one) and in his or her own text?
- Are the topic sentences focused? Do all of the topic sentences relate back to and support the thesis?
- Are there appropriate transitional words and phrases to provide coherence?
- Is the organizational pattern the most appropriate?
- Are the most important points supported with sufficient details and examples?
- Is the tone appropriate and consistent throughout the paper? (Here, the tutor might discuss word choice and/or grammatical concepts like use of pronouns.)
- Is the paper formatted appropriately, according to the assigned documentation system?
For students, here are six ways to get the most out of a tutoring session:
- Come in to the Writing Center early in the process. Don’t wait until the day the assignment is due! The stress level for students and tutors is multiplied when there is an imminent deadline looming over a tutoring session.
- Arrive with some part of the process underway. If you want to work on a paper, have a draft or outline at least started. Even if you need help brainstorming, you can still begin that process on your own.
- Know your assignment! Bring your assignment sheet, any pertinent handouts, and/or textbooks to the tutoring session. If you and your tutor have some questions about the assignment, coming in early in the process (as suggested in #1) will allow you the opportunity to confer with your instructor and resume the session when you are sure of the assignment.
- If possible, set the agenda for your own tutoring session. While tutors can review a paper for general effectiveness, it is often more productive if you come in and ask to work on a specific concern.
- Be an active participant. You should be prepared to participate in a dialogue about your writing and work on any specific concerns you have, such as sentence skills, paragraph structure, and thesis construction. We encourage you to take notes during the tutoring session, so you will remember what you worked on. Remember: The tutors are trained not to “fix” papers for students; we will, however, help students become better writers.
- Follow through. Complete the revisions you and your tutor worked on before you submit the paper. If the tutor suggests you come back for additional assistance, be sure you do.
Coordinator of Writing Center
Director of The Tutoring Center