Hierarchy of Concerns: A Standardized Approach to Every Tutoring Session

Assignment Remember to ask every student you tutor for a copy of the assignment to ensure you know the writer’s task. Remember to ask every student you tutor for a copy of the assignment to ensure you know the writer’s task. If a students says, “It’s in my backpack,” then ask the student to go get it. If a students says, “It’s in my backpack,” then ask the student to go get it. As you’ve tutored that particular assignment several times, you’ll be familiar with the assignment, but you should still have it present, so you can reference it, if you need to. As you’ve tutored that particular assignment several times, you’ll be familiar with the assignment, but you should still have it present, so you can reference it, if you need to.

Clear Focus A clear focus should be evident in the first paragraph as the student writer offers a hook, some discussion of the issue(s), and an arguable thesis. A clear focus should be evident in the first paragraph as the student writer offers a hook, some discussion of the issue(s), and an arguable thesis. Keep in mind that the thesis may be a response to someone else’s idea(s) or it may take a side in a debate. Keep in mind that the thesis may be a response to someone else’s idea(s) or it may take a side in a debate. Also keep in mind that the student’s argument may not be arguable. Also keep in mind that the student’s argument may not be arguable. The thesis may be followed by a POD (Plan of Development), which typically breaks the thesis down into three parts (in preparation for the body paragraphs) The thesis may be followed by a POD (Plan of Development), which typically breaks the thesis down into three parts (in preparation for the body paragraphs)

Organization As you read the essay, the organization may be chronological, it may be emphatic (from least to most important), or it may be logically tracking someone else’s argument. However, if you can’t follow the pattern, it may be haphazard, in which case, you should ask the student what he/she had in mind—and then make suggestions to improve it. As you read the essay, the organization may be chronological, it may be emphatic (from least to most important), or it may be logically tracking someone else’s argument. However, if you can’t follow the pattern, it may be haphazard, in which case, you should ask the student what he/she had in mind—and then make suggestions to improve it.

Development As you read the body paragraphs, you should look to see that they have a clear focus in a topic sentence. There may also be a transition at the start of the topic sentence to help to connect to the preceding paragraph. As you read the body paragraphs, you should look to see that they have a clear focus in a topic sentence. There may also be a transition at the start of the topic sentence to help to connect to the preceding paragraph. The paragraphs should offer both evidence and analysis (or commentary). If you notice that the assignment has readings with it, but there’s no evidence from reading, you can suggest more use of quotation. The paragraphs should offer both evidence and analysis (or commentary). If you notice that the assignment has readings with it, but there’s no evidence from reading, you can suggest more use of quotation. If there’s a lot of evidence, but no analysis, help the student by asking what a particular piece of evidence shows or suggests. If there’s a lot of evidence, but no analysis, help the student by asking what a particular piece of evidence shows or suggests.

Paragraph If you notice that the paragraphing is uneven, i.e., some paragraphs are much more developed than others, you might box off the body paragraphs and label them A, B, C, etc., and show them the varying length. If you notice that the paragraphing is uneven, i.e., some paragraphs are much more developed than others, you might box off the body paragraphs and label them A, B, C, etc., and show them the varying length. If there are many extremely short paragraphs, you might suggest combining like material. If there are many extremely short paragraphs, you might suggest combining like material. If you notice the conclusion is missing, you might ask, “Don’t you need a means to sum up your argument?” If you notice the conclusion is missing, you might ask, “Don’t you need a means to sum up your argument?”

Sentences If you notice the writing is choppy because there are too many short, declarative sentence, model for the student how to combine or recast a few sentences. If you notice the writing is choppy because there are too many short, declarative sentence, model for the student how to combine or recast a few sentences. If you notice that sentences are awkward phrased, you might suggest the student read a few of these aloud. Native speakers will likely hear that awkwardness—and then you can ask, how would you say that more naturally. If you notice that sentences are awkward phrased, you might suggest the student read a few of these aloud. Native speakers will likely hear that awkwardness—and then you can ask, how would you say that more naturally. If you notice a lack of transitions, you might ask, how could you move from one place to another? What bridge would serve? If you notice a lack of transitions, you might ask, how could you move from one place to another? What bridge would serve?

Words If you notice repetition, mark it and show them. If you notice repetition, mark it and show them. If you notice misused words, let them know. If you notice misused words, let them know. If you notice a place for better vocabulary, you might ask if they know a better word you have in mind. You could teach the student that word and help them look for key areas to strengthen vocabulary. If you notice a place for better vocabulary, you might ask if they know a better word you have in mind. You could teach the student that word and help them look for key areas to strengthen vocabulary. If you notice inappropriate or sexist language, ask the student about the audience for the paper—and suggest that the audience is more formal than such language suggests. If they’re unfamiliar with the concept of non-sexist language, clarify that concept for the student. If you notice inappropriate or sexist language, ask the student about the audience for the paper—and suggest that the audience is more formal than such language suggests. If they’re unfamiliar with the concept of non-sexist language, clarify that concept for the student.

Style If you notice the style is effective, compliment the student on how smooth the writing is. If you notice the style is effective, compliment the student on how smooth the writing is. If the style is ineffective, give some thought as to what is making it ineffective: grammar, word choice, lack of transitions, lack of clarity, etc. Then ask the student about that issue, i.e., does he or she notice this issue in a particular passage or sentence? If the style is ineffective, give some thought as to what is making it ineffective: grammar, word choice, lack of transitions, lack of clarity, etc. Then ask the student about that issue, i.e., does he or she notice this issue in a particular passage or sentence? If you’ve covered everything else, you can touch briefly on grammatical issues you understand. Remember, you’re not a fix-it shop, but you can explain to the student a particular issue in a sentence. Then show a similar mistake and ask the student to fix that issue. If you’ve covered everything else, you can touch briefly on grammatical issues you understand. Remember, you’re not a fix-it shop, but you can explain to the student a particular issue in a sentence. Then show a similar mistake and ask the student to fix that issue.