Who are the Writing Mentors?
The Writing Mentors are a small group of trained students who can assist faculty when teaching writing-related skills. All Mentors have taken or are currently enrolled in Com 310, a course co-taught by Rachael Zeleny and Megan King. These Mentors will continue to meet with us throughout their careers for extra support.
Those teaching Writing Enhanced courses are given priority for the opportunity to work with Writing Mentors but all instructors may request this support. Requests will be granted by considering the timeliness of the request, the needs of the instructor, and the abilities of the available Mentors. Among other skills, Writing Fellows are trained to facilitate peer response groups, work one-on-one with student writers, to provide feedback on drafts at various stages, conduct research on writing in the discipine, and to assist with writing workshops. If you wish for all of your students to meet one-on-one with a Mentor, you should consider scheduling more than one Mentor at a time (assume one Mentor per 12 students).
Faculty, see the attached document for an example of the type of feedback you can expect when working with a mentor. For this assignment, students are asked to provide their perspective on an assignment. After researching issues of pedagogical theory, students provide constructive feedback as to how an assignment might be more clear, more effective, or better scaffolded to emphasize the student process in writing. The narrative attached was written by Morgan Kurtz, a Writing Mentor assigned to Dr. Bertoti's Athletic Training course.
Mentors, like tutors in the Learning Center, are not copyeditors. Simply marking or correcting a student's error does not help the writer learn how to avoid these mistakes in the future. However, the tutor can observe certain patterns in error and assist the writer in learning particular skills or rules. Proofreading is the responsibility of the writer not the Mentor.
While we will do our best to pair you with a student in your discipline when we can, this is not a guarantee. Therefore, the Mentors should be understood as a support system for the writing process and writing concerns; they should not be expected to function as experts in the content.
Major: English, Secondary Ed
Major: Behavioral Health
Major: English, Secondary Ed
Major: Occupational Psychology
Major: Occupational Therapy
Major: Criminal Justice
Major: Political Science
Recommend a Writing Mentor
The program will thrive through faculty recommendations. In identifying students who excel in writing across the disciplines, this is how we will best support our students and our faculty in best practices in writing. The course is a one-credit course so as to minimize strain on the student and we organize our class time around the schedule of students enrolled in this course. We are doing everything in our power to make this experience enriching for students and faculty alike.