| • Create and encourage dialogue |
• Monopolize conversation |
| • Ask open-ended questions |
• Ask limited or ineffective questions |
| • Help students identify and evaluate resources |
• Do students’ research or evaluate sources for them |
| • Address ideas first, organization second, and sentence-level concerns last |
• Write on student papers or type information into students’ computer files |
| • Suggest ways to improve the students’ writing, editing and proofreading skills |
• Fix students’ errors in grammar or punctuation for them |
| • Encourage students to take advantage of faculty and TA office hours, “Ask a Librarian,” LARC, and other campus resources |
• Lead students to believe that the tutors are the only resource students have to work on writing and research skills |
| • Comment on clarity and logic of textual analysis |
• Offer opinions on students’ interpretations of the text |
| • Encourage students to take authority in their own writing |
• Agree with students who say they will never be able to write well |
| • Respect students’ privacy at all times |
• Discuss the students or their concerns in public |
| • Challenge students to think for themselves |
• Offer an opinion about the grade, even when asked |
| • Build students’ confidence to actively participate in their own education |
• Allow students to become dependent on them |