Tutoring Strategies: Revision
Strategies that are useful for visual learners:
- Bring the paper up on the computer and change the font or size of the text.
- Outline the draft—but try a creative outline rather than a traditional one. Have the student “draw” their paper. Since the conclusion should mention the thesis explicitly, maybe a circle outline would work. Does the end come “full circle” to the beginning? Do any of the ideas in the paper “spin off” the circle? How can those ideas be worked into the circle, or should they be deleted? A flow chart might be another way of visually representing the draft.
- Look for long or short paragraphs. Long paragraphs might have more than one idea and need to be broken up; short paragraphs might need to be merged or further developed. Single-spacing might help you see the paragraphs next to each other and be able to compare.
- Categorize the type of information needed in the paper and highlight that information with different colored highlighters so the student can see how information is distributed and if anything is missing.
- For example, if their teacher has suggested that they follow PIE format, have one color represent Point, one for Illustration, and one for Explanation. Go through each paragraph and locate these aspects—does each paragraph have all three colors?
- For example, if the student is working on a rhetorical analysis, have one color represent ethos, another for pathos, and a third for logos. Do they discuss all three? Do they discuss each in turn, or are the colors scattered throughout the paper? This can work with any paper that has several main points, to identify where those points are discussed—colors should be grouped together.
Strategies that are useful for auditory learners:
- Read the paper out loud to the student, or have them read it out loud to you. Each of you should have a copy in this circumstance, so the other can follow along.
- Try having whoever is listening make an outline as they listen, writing down the main points that they hear being discussed. Compare that to the actual draft.
- Try reading the paper out loud twice—once with the student reading aloud, and once with you reading aloud. Each of you should make an outline, and once you have both read, compare them.
- If instructor comments are available, read those aloud.
- Put the paper aside and have the student “explain” it to you without referring to it. Take notes as the student does this, and compare the notes to the draft.
- Although you should never rewrite a student’s paper, in these sessions it may be helpful for you to take the majority of notes and do the writing so the student is free to think aloud. Try to take notes on a separate piece of paper, rather than the draft, so the student maintains ownership.
Strategies that are useful for kinesthetic learners:
- Encourage the student to stand up or walk around when discussing their paper. Walk with them—go outside if you want. Sit on a bench or the steps; get away from the computer.
- Have the student make an outline of the paper, but make sure they write it out longhand. The physical act of writing the words out may help the student focus. Or try writing each of the main points of the paper on post-it notes that can be stuck on the wall and moved around to try out different orders.
- Make sure that the student has the pen and makes all the notes on the paper and writes down your, and her, suggestions and ideas. You may want to have the student write the suggestions on post-it notes that can be stuck to the draft and removed when that step is completed.
- Cut the paper up by paragraphs and spread it out. Now put the paper back together. Was the original order the best one? Is there a better way to arrange? Does the conclusion work better as an introduction?