This document provides guidelines and requirements for tutors at the Carol Jones Writing Center. It outlines various tasks tutors must complete on a daily, weekly, or monthly basis, such as checking email, attending weekly training sessions, and filling out paperwork for each tutoring session. It also describes the tutoring process, including how to schedule and conduct sessions, as well as how to document sessions by filling out forms. Tutors are expected to follow certain practices to stimulate critical thinking in students and address higher-order concerns before lower-order concerns when time is limited.

1. The Carol Jones Writing
Center Training Manual
A Guide for Employees
By Chloe Massengale

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Table of Contents
About the Writing Center................................................................................................................ 5
Introduction..................................................................................................................................... 7
Our Mission ................................................................................................................................ 7
What to Expect............................................................................................................................ 7
Culture (Kulchur)........................................................................................................................ 8
Keeping the Main Thing, the Main Thing .................................................................................. 8
Daily, Weekly, or Monthly Requirements...................................................................................... 8
The Tutoring Process .................................................................................................................... 13
Scheduling a Session................................................................................................................. 13
During a Session ....................................................................................................................... 13
Ending a Session....................................................................................................................... 14
Session Summaries ................................................................................................................... 14
When to File a Bit Report......................................................................................................... 15
Online Appointments................................................................................................................ 16
To Wrap it All Up..................................................................................................................... 16
Other Services and Important Information ................................................................................... 19
In-house Orientations................................................................................................................ 19
The Speech Center.................................................................................................................... 19
Other Writing Center Services.................................................................................................. 19
Other Campus Resources.......................................................................................................... 19
Contact Information and Hours .................................................................................................... 20
Tutor Feedback ............................................................................................................................. 21

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About the Writing Center
A look into the culture and mission of the Last Best Place, and the requirements
that come with the position of being a tutor at the Carol Jones Writing Center.

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Introduction
Welcome to the Carol Jones Writing Center (CJWC) at Ozarks Technical Community College
(OTC). Within this manual you will find useful tips, guidelines, instructions, and overall
requirements expected of each tutor throughout the semester. Other helpful insight will also be
provided by current tutors in order to help answer frequently asked questions that you may have.
Our Mission
Here in the Last Best Place, each tutor helps students during all stages of the writing process. As
outlined in our mission statement, which can be found posted across the back wall of the CJWC,
we help people negotiate the process of solving problems through the act of writing. This means
that we work with students needing help with any class, as long as the assignment has something
to do with some form of writing. We also work with anyone on material that may not pertain to a
class, such as scholarship essays, resume or cover letter help, or any other personal work that
involves writing. One does not have to be a student at OTC or any other college institution to be
tutored.
What to Expect
There is no specific, scripted way to tutor a student. We do follow the Socratic Method, but as
you will learn in training each week, everyone has their own way of handling a session because
each student is different. Some students are nontraditional and may be returning to college after
taking some time off, while others are completely new to college. We also work with English as
a Second Language (ESL) students who aren’t as familiar with the English language and may
require a different degree of help. Some students may have physical, mental, learning, or other
disabilities, (Disability Services for Students, or DSS), that we are more than happy to assist
while helping them manage their assignment. Other students simply want someone to look over
their paper, and may/may not require more help than others. We even tutor each other (as is
required) on any chosen assignment or personal work. We help anyone with any part of the
writing process.
As a tutor, you are expected to have a certain level of knowledge pertaining to writing as well as
the main foundations of the English language. With this in mind, we are not experts in the
subject. It is okay to have questions, ask other tutors for help, or refer to other guidebooks or
online outlets to use during a session or on your own time. Tutors often refer to the Prentice Hall
Reference Guide1
, for example, as a means of help for the tutor and student in problem solving
and answering any questions over citations, grammar, how to do research, or the process of
writing as a whole. Students can also utilize citation help websites such as OWL Purdue. Some
websites, often recommended by teachers, do the citation work for the student, though not all are
reliable or entirely correct. Whenever in doubt, always ask Dr. Ball or other tutors to be assured
that you are not aiding the student in plagiarizing or incorrectly citing a source.
1
Prentice Hall Reference Guides are available for student and tutor use within the CJWC, or
may be purchased at OTC/other bookstores.

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Finally, you can’t always expect what will happen during a session or any time on the job. As
mentioned above, each student is different. The way you tutor one student may not be as
effective with another. There will be good sessions and bad ones, days that build your confidence
or may make you question your tutoring abilities, but you learn from these experiences and share
that knowledge with other tutors so we can learn how to manage different sessions to better suit
each individual.
Culture (Kulchur)
This job is what you make of it. Enjoy the time you are here! At the Writing Center, you make
friends and build relationships. Working as a tutor requires you to work one on one with others,
which enhances communication, confidence, and overall people skills. This job is not only a
learning experience for the student or tutee, but for you as well. You will learn a lot from this
job—about people, teamwork, writing, and more. Be responsible and respectful of others. We
help people in many ways, but keeping the Writing Center a fun, welcoming, engaging, and
brain-stimulating environment helps us build the culture that makes the CJWC the last best
place.
Keeping the Main Thing, the Main Thing
Everyone needs help with writing. As often discussed in our In-House Orientation meetings,
even the most acclaimed authors need help with their writing. You can find those helpers—
parents, editors, friends, whoever—in the acknowledgements page in any novel. There are many
people who help us the best they can with our writing, but that help and knowledge can only go
so far at times. As mentioned before, we help during all stages of the writing process. We try to
address all areas of concern in the student’s paper, but we can’t always go over everything. It is
important to consider the higher order concerns (HOCs) and lower order concerns (LOCs), and
be able to distinguish between the two. If you do run out of time before covering all areas of
concern, you can at least address the more important areas, first.
HOCs LOCs
 Thesis
 Audience/Purpose
 Organization
 Development of ideas
 Sources/Evidence (in terms of
plagiarism)
 Sentence structure
 Grammar
 Spelling
 Punctuation
 Word Choice
Daily, Weekly, or Monthly Requirements
As Dr. Ball or any tutor in the Writing Center will tell you, it is vitally important for you to do a
number of tasks required daily, weekly, or monthly, as a required part of the job. Not doing or
correctly performing these tasks could result in penalty, a talk with Dr. Ball, or future
termination of the position.
These tasks or requirements include (listed in no particular order):

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1. Checking your email: You may receive emails from Dr. Ball any weekday—some sent
solely to you, some sent to everyone. There are different types of emails to look for, as
well as other information to remember:
o Always check your student and employee email accounts. Many of the group
emails sent out to all employees from Dr. Ball or sent between tutors are through
your employee email, while messages between you and Dr. Ball can more often
be found through your student email. This is not always the case, though, so it is
important to always check both accounts frequently.
o Check your email each weekday before noon. Doing this makes sure you are
aware of what is going on, ready to act on any issues or concerns which may
present themselves, and that you are up to date on any further requirements Dr.
Ball may ask of you.
o Look for boogie checks—these are sent out by Dr. Ball to make sure you are
checking your email and are responsive in the given time period.
o Look for subliminal messages—these emails are sent to let you know that Dr.
Ball has posted an important message to everyone under the Lessons link in
Blackboard. You will need to read the post and respond to it via email in the time
allowed (as Dr. Ball will mention in the subliminal message email). Subliminal
messages may include his discussions over any issues in the shop, words of
wisdom and helpful instruction, and other important information.
2. Attend weekly training: when you fill out your schedule preference sheet, you will note
which training hour you will attend weekly. The training hours to choose from are
Tuesday, 2:30 p.m. to 3:30 p.m., or Wednesday, 8:30 a.m. to 9:30 a.m. You are required
to attend training once every week, where we may discuss “nuts and bolts”, any issues in
the shop, topics in the chosen tutor-instructional book of the semester, and any writing
exercises to improve tutoring skills.
Note: when marking the time you worked each week on the paysheet, for training
hours, only mark the time in 30 minute intervals. Ex: Tuesday: 2:30 p.m. to 3:00
p.m., or 8:30 a.m. to 9:00 a.m. (with other hours for the day marked as well).
3. Fill out the paperwork: there are various forms and worksheets we are required to fill
out during and after tutorials, as well as when we enter and exit the Writing Center. It is
important to keep track of this paperwork and know the appropriate locations to put and
retrieve different forms.
Note: examples of most of the paperwork listed below can be found in the back of
this manual beginning on page 11, under Paperwork Examples.
This paperwork includes:
o Time Sheet: you will need to clock in and out (for your shift) on the computer
and in print.
 Print version: There is a Time Sheet located in the purple folder at the
front desk—by your name, write the times in and out that you are there for
that day. Do the same for each day of the week you are there.

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 Online/Electronic version: This copy is sent to HR at the end of each
month and must be done correctly in order to be paid the following month.
To navigate to the payroll sheet, follow the steps below. Note: you must be
logged into an OTC computer to retrieve your paysheet.
o CRLA log: used for keeping track of tutorials. You will write the date, followed
by the total time in the session (round the minutes), your initials, and a brief
description of the session. Once all 20 slots on the sheet are completed, leave the
log in the purple folder behind the front counter.
o Session summaries: include a detailed description of what was discussed/what
work was done during the session. This is the only section you should fill out—
the rest is done by receptionists. More details on how to fill out a session
summary form can be found in the Tutoring Process section.
o ENG 040/050 rubric: these sheets are not really for tutors to fill out, but act as
more of a checklist to follow when tutoring ENG 040 and 050 students. The
objectives on these sheets are what the professors are looking for when grading
the student’s papers, so it can be helpful to reference when discussing the
student’s work/paper with them. These rubrics can be found in the filing cabinet
at the front desk.
o 20 Valued Practices for Tutoring Writing: a list of objectives for tutors to
follow and use during their sessions, and record their observations weekly in the
column next to the tutoring practice listed. Practice 1 should be used during Week
1 of the semester, for example, and so on.
o Weekly Tutor Checklist: a list of ten required items (or “Ten Commandments”)
you are required to do weekly. You will complete this checklist for the first four
weeks of the semester (as a new tutor) and continue to carry on these tasks for as
long as you are employed. If you did not complete one of the items, provide a
reason at the bottom of the worksheet.
4. Payroll: Once you have completed the payroll sheet on the computer, you will print it
out, sign and date the form, and put it in the purple folder for Dr. Ball. It is recommended
to have another tutor look over your payroll sheet to make sure all items have been filled
out correctly. Tutors are paid between 15th
and 18th
the following month.
5. Online Session Summaries (Blackboard): By the end of each week, tutors are required
to post a summary of the week’s sessions under the Discussion link on Blackboard. Here,
tutors can comment and discuss on each other’s thoughts and questions over tutorials.
6. Other information available on blackboard: On the Writing Center’s Blackboard,
tutors can not only find various discussions over different topics and important “lessons”
posts dating back to 2007, but also view staff contact information (phone number, email,
etc.), and easily navigate to the “send email” link, where you can send emails to all or
select tutors.

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Tutorial Set-Up
When working with a student in a session, it is important to know how to properly
document it afterwards, how to work with different types of students, and manage
a session overall.

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The Tutoring Process
As mentioned before, there is no specific, outlined script for everyone to use when conducting a
tutorial. Everyone has their own way of tutoring, while keeping the Socratic method in mind—
asking the student thought-provoking questions and stimulating their own critical thinking,
instead of telling them the answers outright. You may also refer to the various levels of Bloom’s
Taxonomy (provided in the Paperwork Examples section) on how to solve problems and
enhance critical thinking, break down learning, and analyze/help the student analyze their work
during a session. There are good and bad elements to each tutorial with a student, as each student
is different, and different ways of handling specific situations during a session. There are certain
things to keep in mind during a session, guidelines to follow, and other methods to consider, as
well as knowing how to document sessions correctly, especially if issues arise for any reason.
Scheduling a Session
Students are allowed two sessions per week. The normal session duration is one hour, though the
session may not last the entire hour, dependent on the student. Students can schedule a session
over the phone or in person, and walk-ins are welcome as well, though the availability of
tutors/session times may vary. We typically get busier during the last half of the semester,
especially closer to finals, though this is not always the case.
During a Session
As noted before, every session is different, and you may encounter issues. Some students are
more willing to work with you than others, and sometimes, you may not be very compatible with
the student. There are certain ways to introduce a session, ways to handle different situations,
and particular items to remember as you work through the tutorial. These items to remember are
listed below.
1. You may have a session scheduled first thing when you start your shift. Be prepared.
Regardless of whether the session is in person or online, it doesn’t hurt to keep the
Prentice Hall Reference Guide on hand, or grab a scrap piece of paper to help you or the
student work through the session.
2. Always introduce yourself and be friendly to the student. Students may choose to sit at
one of the tables or may access one of our computers.
3. Ask the student:
a. what they are working on. You may go over details of the assignment so you
know what is expected and required in the student’s work.
b. if they have any questions from the beginning, or if there are any areas of concern
they want to address in their papers (first). We cannot always cover an entire
paper in the hour time slot, or answer all of the questions they may have, so it is
important to go over grey areas or the major questions they have first, (addressing
their HOCs), before moving on.
4. It is encouraged to have the student read their paper aloud. This way, students may catch
their own mistakes as they read through their work. Some students do not want to read
their paper, which we can still work with, but the main area of concern is that we cannot

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write on their papers. It is easy for the student to make their own corrections on their
paper as they read through it, if they choose, but we cannot do the same. We are not peer
reviewers, and do not “proofread”, but we can still help the student with any questions
they may have over their writing.
5. As they read through their paper, you may politely stop them in certain areas in a
paragraph, at the end of a paragraph, or the end of the paper, and discuss what they have
just read. Ask questions. From there, you can move on through the paper at certain pace,
stopping them when necessary.
Note: Sometimes, the students stop themselves after noticing errors and fix their
mistakes, which is essentially the plan. They may also stop due to uncertainty and
ask questions, which we can do our best to answer (or help the student find the
answer). Using sources such as the Prentice Hall Reference Guide and other
handbooks available in the Writing Center (and online), we can encourage
students to follow the guidelines presented in these sources to better answer
formatting, grammatical, or other similar questions they may have.
6. If the session lasts…
a. 15 minutes (or a similarly short time), are you asking questions and giving the
student time to answer? Are you doing the work for them?
b. 45-50 (or longer, often), are you keeping the main thing, the main thing? Are you
staying focused on the assignment?
7. If you and the student did not cover everything they wanted to cover in time, or you
noticed other errors in the paper you did not have time to review, let the student know of
these errors and note that you did not get to go over them in the session summary.
Ending a Session
When you are nearing the end of your session, be sure to let the student know. Mention
something like, “Just to let you know, we only have about ten minutes remaining. Is there any
final questions you have before we end our session?” It doesn’t hurt to let the student how much
time is left prior to the ten-minute mark, as well. In those last ten minutes, you may also discuss
what you and the student went over in the session, and what the student plans to work on once
he/she leaves the Writing Center.
Always recommend the student to set up a follow up session (or otherwise future sessions), to
look over the final draft of an assignment, to go over another assignment, or just to simply let the
student know that you (or anyone else) would be happy to work with them again. The student
may want to continue working on their own in the shop after the session, so whether the student
stays or not, be sure to let the receptionist know. Lastly, ask the student if they have a moment to
fill out the exit/satisfaction survey on the computer up front before they leave. It is a brief survey
asking a few questions about the session, and allows the student to add any comments
(anonymously) that they may have about the Writing Center or the tutor(s).
Session Summaries
In a session summary, you will provide a brief description of the session. Most other areas of the
form, such as the student’s name and course information, time in/out, etc. should already be

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filled out by a receptionist, but it doesn’t hurt to double check that the information is correct as
you receive the form. When your session is about to start, a receptionist will hand you the
session summary sheet, let you know the student’s name, and where the student is located in the
Writing Center. You will sit down with the student and begin the session as described in the
During a Session section.
During the session, you should not write on your session summary sheet as a courtesy to the
student. If the student asks about the form, you may let them know that a summary of the session
will be sent to their teacher. There are two sheets: the top white sheet is the copy that goes to Dr.
Ball, and the bottom yellow sheet goes to the teacher. Remember: Anything bad you think Dr.
Ball may need to know about that happened during the session should go on the bottom of the
white sheet only. This “bad stuff” may include:
 If the student was plagiarizing, and you let them know they were, but they took little to
no action to fix it.
 If the student has issues working with you or vice versa: list the reasons why.
 If the student was hostile, could cause harm to others or themselves. This information
could very well qualify for a BIT Report.
 If the student talks badly about the professor. This one may vary—sometimes, students
are looking to complain about the class, assignments, or professor. It happens, but do not
agree with them or further discuss the matter. Move on… The student could use this
against you and say you talked badly about the professor.
When to File a Bit Report
If you are ever at all concerned for a student’s wellbeing, (or others’ wellbeing in light of the
student’s behavior), this could be reason enough to file a BIT report. Sometimes, students are
having a rough time at school, at home, at work, whichever, and carry it with them wherever
they go. It happens to all of us. It’s hard not to bring those emotions in to the Writing Center, and
when it happens with students, they may look to us as someone to talk to. You always want to
make sure you are keeping the student on track with the assignment, but it’s important to be
understanding and listen to them as well. If a student is struggling, or seems hostile or violent
toward themselves or others, they may need to talk to someone (other than a tutor). There are
counseling services on campus who serve students with that need, and when a BIT report is filed,
this staff (among others) are notified, and the student may be pulled aside and offered counseling
help. You may be contacted about the situation, but the student will not know who filed the BIT
report.
When in doubt, file anyway. It doesn’t hurt you or the student, and initially, it may even help the
student and any others involved in the matter.
To file a BIT report, you can find the protocol and how to submit one by typing it in the search
engine on OTC’s website, or go to this link:
https://publicdocs.maxient.com/incidentreport.php?OzarksTech

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Online Appointments
Online appointments are becoming more popular each semester. You may encounter only a few
in a semester, or none at all. Only Level II tutors and higher can do online tutorials, and if you
ever need help setting one up, don’t hesitate to ask. These appointments are aimed to help
students who can’t make the extra trip to school, go to a different campus or school, or otherwise
prefer to work in a session online. You will wear a headset, and speak to the student through the
microphone, or through the chat box on the computer. You may also work through the webcam
and see each other during the session. All of these methods of communication are optional for
the student, who may prefer one over the other.
To Wrap it All Up
Final do’s and don’ts of the job (in no particular order):
DO:
 Be on time.
 Clean up after yourself.
 Be kind, friendly, and welcoming to people.
 Check your email.
 Do a weekly session summary on Blackboard.
 Attend weekly training.
 Listen, learn.
 Leave drama at home.
 Fill out the necessary paperwork.
 When in doubt over something pertaining to writing, review sources such as
APA/MLA/other handbooks, the Prentice Hall Reference guide, and other print and
online resources available in the Writing Center and online.
 Ask questions.
 Ask students to fill out the exit survey when they leave.
 File a BIT report when necessary.
 Keep the main thing, the main thing.
DO NOT:
 Do not mark on the student’s paper.
 Do not discuss the student’s teacher, their teaching methods, a grade on a paper, a
grading system, or any other teachers with the student you tutor.
 Do not be too loud. Keep the noise level down/to a minimum.
 Do not talk about sessions outside of the Carol Jones Writing Center. If you have an
issue you need to address regarding a session, you may talk with someone about it in
“Narnia”, (or the outside hallway near the elevator).
 Do not work on a speech if you are a Writing Center tutor.
 Do not… worry too much the first day on the job!

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Other Important Information
The Writing Center offers a variety of benefits for students and is a welcome
environment for everyone. We not only help people in tutorials, but also guide
students to other in-person resources and services. Tutor feedback is also provided
in this section.

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Other Services and Important Information
In-house Orientations
Mostly at the beginning of each semester, teachers will bring their classes in to learn more about
the Writing Center and encourage their students to seek help with us for future writing
assignments. These meetings, called In-House Orientations, give us the perfect opportunity to
bring students in to the shop. Veteran tutors are scheduled, similarly like a session, to present the
In-House Orientation Spiel, which can last up to a half hour. There is a basic script that can be
used during the In-House or otherwise referenced to, which can be located in the filing cabinet at
the front desk. The tutor (speaker) will place emphasis on the services the Writing and Speech
Center have to offer, what a typical session will look like, and how we help people. The speaker
will give the audience members opportunities to speak up about their writing problems and who
helps them with their writing in order to let students know that we help with all stages of the
writing process. They will also provide other important information about the Writing Center and
answer any questions the students may have.
The Speech Center
The Writing Center also shares space with the Speech Communication center, which helps
students with all areas of Public Speaking and Communication. Students also have the option of
rehearsing their speech in a closed room or recording themselves on camera to better prepare for
a presentation.
Other Writing Center Services
Aside from offering help with writing, the Writing Center also serves as an open computer lab
and study area. Students can come in to be tutored, work on their homework alone at a computer
or table, and also work on group projects. The Writing Center is not the quietest place to study,
as we often tell students, but is a fun and welcome place if only just to hang out. We also provide
free coffee and a microwave.
The Writing Center staff is also ready to help students who are new to campus or unsure of the
locations of their classrooms. We are allowed to show, direct, and/or take students to the area of
campus they are looking for. We help people…
Other Campus Resources
There are several other tutoring and help resources available for students that need assistance
with other areas of study. A few are listed below, and their locations and even more resources
can be found on the Campus Resources page in the Required Paperwork section.
 Career Employment Services (CES): provides career assistance for students, alumni,
and community members. In the process of career exploration, CES helps with resume,
cover letter, and interview preparation, and other job search strategies. The CJWC can
assist students writing resumes and cover letters, but it is often best to advise them to go
to the CES first for specific questions and professional career-search assistance help.

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 Springfield Hamra Library: located directly downstairs below the Writing Center.
Aside from carrying a wide selection of books and magazines, the librarians also provide
one-on-one research help for students.
 Speckman Tutoring and Learning Center: offers tutoring assistance for courses such
as Math, Computer Applications, Chemistry, A&P, and Study Skills.
Aside from one-on-one tutoring assistance, there are also many print and online resources we
recommend for students in need of formatting and research help. On the student’s myOTC
account under the Resources tab, students can find research databases such as EbscoHost and
JStor, which provide academic articles for students looking for scholarly sources. Students can
also find helpful formatting, grammar, and structural guidelines in other texts provided in the
Writing Center (and some at the OTC bookstore, as well), such as the Prentice Hall Reference
Guide, and the APA and MLA manuals (various editions), which can be found on the
bookshelves at the entrance and near the back of the Writing Center.
Contact Information and Hours
The Carol Jones Writing Center and Speech Center hours are:
Writing Center Speech Center
Monday-Thursday: 8:30 a.m. – 6:30 p.m. Monday-Thursday: 8:30 a.m – 6:30 p.m.
Friday: 8:30 a.m. – 2:30 p.m. Friday: 8:30 a.m. – 2:30 p.m.
Saturday: 10:00 a.m. – 2:00 p.m. Saturday: Closed
Sunday: Closed Sunday: Closed
 Writing Center Phone Number: (417) 447-8235
 Speech Center Phone Number: (417) 447-8982

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Tutor Feedback
This section is devoted to things tutors wish they would have known prior to working at the
Writing Center—questions they had, their muddiest points, how they learned from each
experience, and what processes they used to solve these problems.
The list below was provided by current and previous tutors—updated December, 2015.
1. “If you need help, there will be others to help you. (The Writing Center) is like a second
family: it is a warm place that will always be there for our tutor family… Our last best
place.” – Alisha Howell
2. “It’s ok to keep the CRLA logs brief. If they are too long, it can become more work and
more complicated.”
3. “Not every session will go great. In some sessions, the tutor can’t always connect to the
student, and other times vice versa. Don’t take it hard if it doesn’t work out”. – Sandy
Oxendine
4. “Check your email to avoid issues!!!” – Brandon Perkins
5. “I was really nervous going into my first session. I wish I would have set up an
appointment with another tutor to get a better idea of how a typical session is run… but
you get the hang of it pretty quick. Get your work tutored… often!” – Chloe Massengale
6. “You don’t need to memorize and know everything right off the bat. There is help (we
help!) and resources available.” – Stephanie Tucker
7. “I found it helpful to keep a notebook of my sessions... That way, you can write out
different types and know more of what to do for each kind of session—what to do and
what not to do. It also helps you keep track of things amid all the paperwork.” – Elizabeth
King
8. “Check BOTH emails. Learn the practice. Keep up with everything on Blackboard.” –
Dylan Turner
9. “It didn’t occur to me until I had been a tutor for a while that, though tutoring is a job and
should be treated with all the respect that you treat a job, look at it like a class. We’re
here to learn as much as those we’re tutoring. So take notes, use highlighters, and do
almost all the things that you’d normally do in class, except sleep…” – Scott Cain
10. “I wish I would have known payroll better. It’s an intimidating system, but there are
people there to help and make sure you’re doing it right!” – Cassidy Bright

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Paperwork Examples
1. ENG 040 Grading Rubric
2. ENG 050 Grading Rubric
3. CRLA Log
4. Session Summary
5. Tutor Self-Assessment Questionnaire
6. Weekly Tutor Checklist
7. 20 Valued Practices for Tutoring Writing
8. Additional Worksheets (Not to Fill Out):
a. Bloom’s Taxonomy
b. Campus Resources