February 25th | MiraCosta College | Oceanside, CA Special Thanks to: Antelope Valley College Biola University California Lutheran University California State Univeristy, Channel Islands California State University, Fullerton California State University, Long Beach California State University, San Bernardino California State University, San Marcos Claremont McKenna College Concordia University Irvine Crafton Hills College Harvey Mudd College Long Beach City College Annual Marymount California University MiraCosta College th Moorpark College Mount San Antonio College One Tutor, Many Hats Nevada State College Navigating Roles in the Oxnard College Writing Center Southern California Writing Centers Association Tutor Conference Tutor Association Centers Southern California Writing Oxnard Community College 13 Pitzer College Point Loma Nazarene University Pomona College Riverside City College San Diego State University Scripps College Southern Utah University Southwestern College University of California, Irvine University of California, San Diego Woodbury University 2017 SoCal WCA Tutor *Please park in lot OC-3C, OC-3A, or OC-3B, circled in red. Conference *Please park in unmarked psaces. Permit not required. Schedule of Events *Do not park in spaces marked, “Staff.” *Dining Hall is located in Building 3400. 9:00 AM - 9:50 AM Registration, coffee & tea *Atzlan A & B are located in Building 3400. service, and light refreshments Dining Hall-3400 *Buildings T300 and 3500 will host all conference session and panels. 10:00 AM - 10:50 AM Session 1 Panel: Room: 11:00 AM - 11:50 AM Session 2 Panel: Room: 12:00 PM - 1:00 PM Lunch Dining Hall-3400 1:10 PM - 2:00 PM Session 3 Panel: Room: 2:10 PM - 3:00 PM Session 4 Panel: Room: 3:10 PM - 4:00 PM Community Hour Dining Hall-3400 1 2 The ESL Tutoring Toolkit: How to Meet Our Writers Where Session 1 They Are [Location: 3508] 10:00 - 10:50 AM Stephanie Caranica, Jasmine Betka, Kelsey Stuart, Kim Lewis Moorpark College Adapting to Confusion: An Essential Part of Learning and the The goal for our session is to show that the first step to walking with ESL Writing Process [Location: 3501] students in their writing journey is to meet them where they are. We will Randall Searcy introduce a practical toolkit that tutors can use to provide writing skills support, Oxnard Community College as well as emotional support, to ESL writers. Educational pedagogy and research will be presented indicating that when we seek to learn new concepts or approaches, and we deliberately move Consultants Without Borders: Learning to Adapt to Clients away from what we know toward what we know we do not know, confusion from Unfamiliar Backgrounds [Location: 3509] is common, normal, and essential (Vygotsky, 1978; D’Mello & Graesser, Jordan Koppany, Tori Knuppe, Carly Wolfe 2014). A discussion will then follow about how best to inculcate awareness Biola University and understanding that confusion exists in the “Zone of Proximal (Writing) This panel will discuss ways to adapt in tutoring situations overshadowed by Development” in our tutor-tutee relationships so that we might become more unfamiliar cultural backgrounds. Given the expansiveness of “culture” as a effective learners, writers, and writing tutors. concept, the discussion will focus on challenges associated with dissimilar linguistic, generational, and socioeconomic backgrounds. Mentoring vs. Being the Peer [Location: 3504] Kayla Arbini, Remington Rimple, Elizabeth Jaffari, Michael Kenney An Inquiry into Intersectional Identities of Writing Tutors California State University, San Marcos [Location: 3510] As a tutor, there is a fine line between being a mentor and being a peer to a Divya Bambawale, Hunter Sidel, Jordan Jenkins tutee. Therefore, during sessions with a tutee, it is important to navigate what Pitzer College can be construed as appropriate or misleading praise/encouragement. Just as writers negotiate multiple identities in their work, tutors, too, bring intersectional identities into the Writing Center. Through carefully crafted Emotionally Intelligent Tutoring [Location: 3507] reflective activities, this workshop will prompt participants to consider how an Alex Roman, Troy Shibukawa, Robert Brown, Ian Heisler awareness of any identity they feel is central to them can be used to become California State University, Fullerton an even stronger tutor, which is important because self-awareness about This presentation will explore the role and importance of empathy and our own identities is a crucial first step to creating a more inclusive space for emotional intelligence in tutoring while also maintaining professionalism and others. objective distance. The discussion will open a space for tutors to share their own experiences and insights as we brainstorm ways we might tutor with Nothing is impossible, the word stronger emotional intelligence. itself says I’M POSSIBLE. - Audrey Hepburn More sessions on the next page…. 3 4 From Scientists to Writing Fellows: Techniques for Our Writing Studio Sorting Hat: How Knowing Your Hogwarts Enhancing Science Writing Comprehension [Location: 3511] House Might Make You a Better Writing Consultant [Location: Samantha Kerr, Rylie Miller, Staci Thompson T306] Southern Utah University Tyler Klatt, Justin Solis, Zoe Litzenberg This workshop will give a unique perspective on mentoring students in Concordia University Irvine science writing from Fellows who are scientists first and writers second. When it comes to your tutoring communication style, are you an assertive Individuals attending the presentation will conduct a simple experiment using Slytherin, a gregarious Gryffindor, a humble Hufflepuff, or a rigorous inebriation googles and then outline the fundamental sections of a lab report. Ravenclaw? After presenting research from one staff’s experience with communication style analysis, this session “sorts” participants into Hogwarts From Tutor to Mentor: Applying Writing Center Strategies as Houses based on their communications styles and challenges them to a Summer Camp Counselor [Location: 3608] consider how their communication strengths and weaknesses could be impacting their writing center consultations. Ariana Nelson California Lutheran University Notes: How do you translate your traditional writing center skills when working ____________________________________________________ with non-traditional clients? This session explores how your Writing Center ____________________________________________________ ____________________________________________________ strategies can be an asset even when working with young children and other ____________________________________________________ non-traditional clients. ____________________________________________________ ____________________________________________________ Selling the Center: Tutor as Salesperson [Location: T307] ____________________________________________________ Edward Ferrari, Monica Aguilar, Melody Robinson, Jason Cannon ____________________________________________________ ____________________________________________________ Crafton Hills College ____________________________________________________ Holly Ryan and Danielle Kane’s recent paper suggests tutors can best ____________________________________________________ fulfill their role of salesperson by integrating a form of demonstration into ____________________________________________________ classroom visits (“Evaluating the Effectiveness of Writing Center Classroom ____________________________________________________ Visits: An Evidence-Based Approach.” The Writing Center Journal, vol. 34, ____________________________________________________ ____________________________________________________ no. 2, 2015, pp. 145–172). This session will therefore explore what makes for ____________________________________________________ an effective demonstration, with the practical aim of creating a classroom visit ____________________________________________________ outline tailored to participants’ institutions. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ If I waited for perfection I would ____________________________________________________ never write a word. ____________________________________________________ - Margaret Atwood ____________________________________________________ ____________________________________________________ ____________________________________________________ 5 6 Translanguaging: New Tutor Roles in ESL [Location: 3508] Session 2 Joshua Morse 11:00 AM - 11:50 AM Point Loma Nazarene University Translanguaging focuses on the use of a multilingual student’s first language Lost in Translation: The Tutor as Intermediary Between as a supplement to the acquisition of their second language through the use Student and Instructor [Location: 3501] of comparative analysis and other approaches. This session will explore Scott Davidson, Austin Campbell, Nick Viste, James Brady translanguaging theory, the how-to’s of translanguaging and the methods in Riverside City College practice (with demonstration), and the effects of translingual tutoring. This presentation will explore and define the role of tutor as translator, building on Leigh Ryan’s and Lisa Zimmerelli’s work, showing how each tutoring session Grab a Sombrero, Keffiyeh, Rastacap, or Beret: Put on a requires the tutor to “translate” instructor verbiage for the student, ensuring