QUESTION...

There have been more and more students booking appointments for the same day (none of which state that they have a blue card,) they are not back to back but an hour or so apart from eachother. Most of the time they are working on the same assignment during both appointments also.
I've asked a couple people if they are allowed to do this, and I've gotten various responses. So I just wanted to know once and for all, if they can book two appointments in the same day?

I personally do not think that students should be able to do this, because it takes away from another student's chance for help.

Can I please get a final answer on this.

First post of 2008!

WOO HOO!!!!

2-4 in the Writing Center

The library seems to be slow this semseter. Probably b/c no one knows where it is or doesn't want to take the time to find out. An idea was suggested, from a fellow peer, that we be open from 2-4 pm in the Writing Center instead of the library this semester or in future semesters. Here's why.

1) Because people already know where the Writing Center is.
2) Several students have come here to the WC and we've referred them to the Library site. They never make it to the Library site. Perhaps b/c they don't want to look for it because it is hard to find. Or don't want to walk across the campus to get there. As a result, the peer coaches spend 3 hours in that room doing nothing.
3) Lack of peer coaches in the Library site.
4) Library room it too small and easily overcrowded. Therefore, students don't get the privacy they deserve when in the Library site.

LD strategies

I know Rochelle is probably more of an expert in this area, but it can't hurt to have an ongoing list of hints for working with LD students. Here's one to start:

• For dyslexics: sometimes a colored background or a colored cellophane overlay helps by keeping the letters from swimming around, a trademark symptom of dyslexia. I had one student this past semester who was having trouble reading smoothly and without a pointer. She also confused similarly spelled words. (characteristic symptoms) Another student said right at the start that she was dyslexic and had used a cellophane sheet for years--she was taking 1102 when I worked with her!
  

Does anyone remember the date that the writing center will be re-open & we'll begin work again after winter break?? I know it's near the end of January, but I forgot the exact date!

How to involve the student

I have had some difficulty asking questions that get the student more involved in the grammar sessions. Some students just want you to correct their paper when it comes to grammar (especially ESL). I can't think of any questions that would make the student think and correct their own paper. Any ideas??

ESL strategies

Since we have so many ESL students (in remedial, "ESL," or normal classes) come in on a regular basis, and at one time or other we'll be at a loss as to how to explain something in terms they'll understand and internalize, I was thinking of having this be a running post - individual comments for insights, ideas, etc.

To start (of course, immersion is the best strategy, but that takes time and we have to work with what we have):

* How do we explain the reasons for using "a/an" or "the" in front of some nouns and omitting the article in front of others? General rules?

* Prepositions - a biggie.

* Verb tenses - in my experience, this hasn't been too much of a problem, but it's worth discussing anyway.

* Subject-verb agreement and "of" clauses - e.g. "The pack (singular) of cards (plural) is/are (they sometimes don't understand which one to use; this has entailed a lengthy explanation on my part on several occasions) sitting on the table."

* Punctuation marks (several peers have worked with some people who have no idea what the different ones look like).

* Sentence order and organization.

Continue...