Design Document IV

Writing Protocol
Facilitators• Keep a notebook in order to take notes
• Keep track of time (a student will do this)
• Introduce yourself to the students and ask them how their day was
• Ask the students what they have brought in today to work on
• Encourage students to talk with one another “Ask, (student) what do you think about (topic)?”
• Give students equal chances to talk to one another
• Ask the students if they have encountered the same issues as the person who is talking
• Ask students what advice they can give if they have encountered a similar situation
• Make sure that the students have written something down before the session ends
• Ask the students what they can work on in order to improve their paper (what is their plan?)
• Always emphasize the positive areas before addressing some areas of concerns
• Make the students own their writing, don’t tell them what is wrong, ask them what they think about it.
• Ask the students for positive feedback, what did they like?
• Brainstorm with students who came to the session with no writing or draft. Have them free write or jot down some ideas and then have students explain.
• Direct the flow of conversation traffic. Make sure that students are not off topic, always bring them back to the focus of the group
• Take notes not only on what the students read on their paper, but how they explain their work. They may be revealing some great ideas but have not tied it together with their writing.
• Direct students to the main ideas on their readings, don’t tell them the answers. Show them how to find the answers.

Students
*should reflect on their writing
Should avoid just trying to fix grammar
Should focus on their content, audience and organization before the low order concerns
Should come prepared to class, bring drafts, writing prompts, outlines, syllabus and resources
Take their own attendance by signing in on the board or on paper
Provide classmates with electronic copies of their work in order for the rest of the group to follow along
Provide peers with constructive criticism through conversations prompted by facilitator
Tell the facilitator and peers about what the professor said about the assignment and how they will be graded and how they have been graded in the past (if this is not their first time working with that professor)

Planing Document IV

What if the student refuses to read the paper outloud?• Take some time to ask the student some questions about his or her paper:
o What are you feeling confident about?
o What do you want to change?
o Ask the student if they can point out to you the areas of where they think their strengths and weaknesses are.
o You can tell the student that you are having trouble reading it, if they can read that part to you out loud.
o Have someone else read their paper first and then tell the student to be prepared for when you will call them
What if the student has an attitude problem and pressures the coach to do his/her work?
*Always remain calm
*Ask the student what they need help with
*Remain positive, mention that the paper would be awesome if the student had more time to work on the paper.
*Sometimes you have to let them feel that pressure, it’s not your fault. You can’t save them. They have to do this on their own. You are to guide them to the appropriate resources and ask questions to help them find the answers.
What if the student is disrespectful interrupts other students who are talking?• Be firm and tell the student they will have their own time to speak, right now you are having trouble understanding what the other student is saying because there is too many people talking at once.
• Be fair to the students, it is not right for someone to dominate the conversations especially when a different student is trying to get feedback.
*Redirect the conversation and directly ask the student who you were talking to a specific question to show the rest of the students what topic the session is currently focused on.

What if a the students are off topic?
*first listen to the conversation, see if there is something that can be related to the focus of the group
*Find an appropriate time to redirect the conversation. Sometimes students need to vent.
*Ask the students how they can relate that issue to their project, their school work or their writing (sometimes you can relate it)
*Be firm and ask "Well, what do you think about _________ type of writing"
or "So tell me your plan, on how you are going to modify or improve your writing".

Facilitator must mention that there is not enough time to cover all the material necessary for the session, so we must get back to work.