| Introduction
This section of the website contains two sets of resources. The first is a collection of strategies for working with students in the Writing Center, written up by tutors in the Rutgers Writing Centers as part of their Writing Center Internship, Spring 2003. The second section is a collection of resources for working with Grammar That Works, for both teachers and tutors.
We welcome additions to both of these sections. Send suggestions to Michael Goeller at michael.goeller@rutgers.edu.
Things That Work for Tutoring
Starting From Scratch
- Andrea - Working with the Text Questions
- Response to Andrea
- Joe - Rewriting the Question
- Kathryn - More on Breaking Down Assignments into Digestible Parts
- Neha - The Double Column Comparison
- Denise - Asking Questions: "Why?" and "So What?"
- Neha - The "So What?" Question
Working With a Draft
- Alexa - The Reverse Outline Draft
- Aparna - The Reverse Outline Draft
- Shannon - The Post (or Reverse) Draft Outline
- Lana - Reply to Shannon
- Lana - The Two Sentence Drill
- Denise - My Reply to Shannon and Lana
- Shannon
- Grad - Don't Forget Grammar
Online Tutoring
Things That Work for Grammar That Works
Heather Robinson, Plangere Writing Center Coordinator, 2006-2007
This is the beginning of a collection of activities that have proven successful in incorporating Grammar That Works (GTW) into in-class activities. A lot of the activities suggested here are corrective, though the book doesn’t emphasize this aspect of sentence-level work. For constructive grammar work, I mostly use the pedagogy laid out in GTW. The variation came from where I selected the sample sentences from, and I chose different places for different reasons. I find that the most creativity is required in incorporating the constructive lessons into the paper-writing process.
I took a two-pronged approach in my class. We looked at sentence structure some lessons, which meant we dealt with language use issues, and sometimes we worked on spelling/punctuation – superficial but essential writing elements. The grammatical work informed some of the punctuation work, but not all of it. Quizzes, for a few minutes at the beginning of class, worked really well for the punctuation work.
In the pages included below, I’ve included some notes which expand on the information in the User’s Manual, as well as some in-class or one-on-one exercises that have worked for me, and other instructors using GTW. If there is no name on one of the activities, it’s something that I’ve contributed to this list. If you come upon anything that is useful and successful, please let me know at heather.robinson@rutgers.edu. The activity will be duly attributed to you. Thanks to those who have already written – if your idea is not yet included here, send me an email and I will track it down and use it. Or, if you’d like it to appear more quickly, describe it to me again.
- General Notes for Using Grammar That Works
- Choosing Sample Sentences
- Starting off Using Grammar That Works by Mary Jane Oltarzewski
- Comma Use
- Working on Sentence Boundaries
- Paragraphing
- Should of Versus Should Have by Mary Jane Oltarzewski
- Correcting Apostrophe Errors (from a suggestion by Jeff Glick)
- Building a Paragraph Around Subject Nouns
- Verbs and Tenses
- Grammar Team Challenges by Karen Kalteissen
- In-Class Work - Problem Sentences by Jennifer Schubert
- Grammar on Final Draft Day
- Proof-Reading and Grammar by Mary Jane Oltarzewski
- Author-Approved Edits by Michelle Brazier
- Making Mistakes on Purpose
- New Jersey: It's Where You Wawa
- Quote Incorporation
|
