For significance, ask . . .

Is this the most important problem to consider?

The fourth commandment of tutoring is . . .

Think long term, and don't let paper panic shape the session.

Step 4 in the tutorial process is . . .

Mutually work on the problem, checking things off the list.

What factors make this a difficult problem?

For fairness, ask . . .

Do I have any vested interest in this issue?

The second commandment of tutoring is . . .

Be friendly, but don't "socialize."

The sixth commandment of tutoring is . . .

Don’t try to address everything – think “triage.”

The tenth commandment of tutoring is . . .

Teach the writer, not the writing.

For breadth, ask . . .

Do we need to look at this from another perspective?

Step 2 in the tutorial process is . . .

Read the assignment (if available).

Step 5 in the tutorial process is . . .

Provide closure by having the student summarize the revision plan.

Step 3 in the tutorial process is . . .

Determine what the client sees as his or her problem, and create a plan.

The fifth commandment of tutoring is . . .

Keep the tasks authentic – there are no “generic” tasks.

The seventh commandment of tutoring is . . .

Supplement, and don't supplant the teacher.

Does all this make sense together?

The third commandment of tutoring is . . .

Cut the talking, and get them writing.

Step 1 in the tutorial process is . . .

Introduce yourself to the client.

The eighth commandment of tutoring . . .

Be their coach, not their savior.

For relevance, ask . . .

How does that relate to the problem?

The ninth commandment of tutoring is . . .

Start with ideas, then work on form.

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Tutoring Test Review

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Questions 46

Answers

1
In SEE-I, the first "E" stands for . . .
elaborate
explain
elicit
elongate
2
A lower order concern is . . .
depth
punctuation
accuracy
breadth
3
In SEE-I, the "I" stands for . . .
illustrate
identify
illuminate
indicate
4
For significance, ask . . .
Is this the first step to a larger process?
Is this of global importance?
Do I have any vested interest in this issue?
Is this the most important problem to consider?
5
The fourth commandment of tutoring is . . .
Share personal experiences with the students to humanize yourself.
Think long term, and don't let paper panic shape the session.
Think about how to get them the best outline possible.
Give them coping strategies if they are crying.
6
In SEE-I, the second "E" stands for . . .
explanatory
exemplar
excommunicated
exemplify
7
Step 4 in the tutorial process is . . .
Encourage the student to take a break while you work on the checklist.
Watch and monitor while the student works on the checklist.
Mutually work on the problem, checking things off the list.
Divide the tasks, and work on the checklist separately.
8
For depth, ask . . .
Is this the most important problem to consider?
Does all this make sense together?
Do we need to look at this from another perspective?
What factors make this a difficult problem?
9
For fairness, ask . . .
What is the root cause of the problem?
What would my mentors think about this issue?
Do I have any vested interest in this issue?
Have I consulted a sufficient amount of sources?
10
The second commandment of tutoring is . . .
Be friendly, but don't "socialize."
Never guarantee a student an A.
Think twice before giving advice.
Always get the student's name.
11
For precision, ask . . .
What factors make this a difficult problem?
How does that relate to the problem?
Do we need to look at this from another perspective?
Could you be more specific?
12
The first commandment of tutoring is . . .
Always think about how quickly you need to get through the session.
Always smile at a scared student.
Never tell a student he or she is stupid.
Be positive, and do no harm.
13
The sixth commandment of tutoring is . . .
Think about the grammar first because the rest doesn't matter as much.
Don’t try to address everything – think “triage.”
Provide five choices of what to work on, and let the student choose.
Ask the student what he or she feels is the worst part of the paper.
14
The tenth commandment of tutoring is . . .
Focus on the project, not the writer.
Help them be a better person, not just a better writer.
Teach the writer, not the writing.
Ask several questions, and keep an open mind.
15
Presuppositions or taking things for granted . . .
ideas
machinations
assumptions
consequences
16
The frame of reference, perspective, or orientation is the . . .
point of view
greater perspective
focal point
compass of the argument
17
For breadth, ask . . .
Do I have any vested interest in this issue?
Is this the most important problem to consider?
Does all this make sense together?
Do we need to look at this from another perspective?
18
A higher order concern is . . .
focus/thesis
commas
the use of academic language
the student's personal beliefs
19
A lower order concern is . . .
development
organization
usage
concepts
20
In SEE-I, the "S" stands for . . .
State it.
Say it ain't so.
Say whatcha need to say.
Say you're sorry.
21
A higher order concern is . . .
attitude
development
research
footnotes
22
?
Don't choose B
choose A
23
A lower order concern is . . .
argument
spelling
rhetorical appeals
concepts
24
A lower order concern would be . . .
the question at issue
the depth of the writing
sentence structure
appropriate tone
25
For clarity, ask . . .
Could you elaborate further?
How could you check on that?
Could you be more specific?
How does that relate to the problem?
26
What comes out of the critical thinking process . . .
implications and consequences
questions and queries
choices and decisions
rules and regulations
27
For accuracy, ask . . .
How could you check on that?
What factors make this a difficult problem?
How does that relate to the problem?
Could you be more specific?
28
Conclusions and solutions come from . . .
summaries and claims
trial and error
interpretation and inference
revisions and rewrites
29
The goal or objective is the . . .
ideal
mandate
reason
purpose
30
Step 2 in the tutorial process is . . .
Read the notes the teacher left of the student's work.
Read the student's rough draft.
Read the list of center rules to the student.
Read the assignment (if available).
31
A higher order concern is . . .
headers
citations
organization
quotations
32
Step 5 in the tutorial process is . . .
Explain to the student that they will need to make another appointment.
Tell the student to tell their friends about the center.
Provide closure by having the student summarize the revision plan.
Tell the student what he or she needs to do next.
33
Step 3 in the tutorial process is . . .
Explain the most common problems in writing to the client.
Determine what the client sees as his or her problem, and create a plan.
Ask the client what the teacher has said is the biggest problem.
Tell the client what you think the main problem is.
34
The fifth commandment of tutoring is . . .
Keep the tasks authentic – there are no “generic” tasks.
Remember how you felt when you were up against a deadline.
Be as vague as possible, so the writing will work for any teacher's style.
Encourage students to use example papers as a guide.
35
The seventh commandment of tutoring is . . .
Figure out what the teacher wants, and help the student reproduce that.
Supplement, and don't supplant the teacher.
Remember the five Ws.
Be a cheerleader, and remain positive at all times.
36
For logic, ask . . .
Is this the most important problem to consider?
Will this matter in three years from now?
Do I have any vested interest in this issue?
Does all this make sense together?
37
A higher order concern is . . .
variety
punctuation
spelling
appropriate tone
38
The third commandment of tutoring is . . .
Make sure you fully understand the prompt.
Never read a student's paper aloud.
Always do the writing while they do the talking.
Cut the talking, and get them writing.
39
A lower order concern is . . .
variety
allusions
similes
metaphors
40
Theories, definitions, axioms, laws, principles, and models are all . . .
absolutes
terminology
analytical tools
concepts
41
Step 1 in the tutorial process is . . .
Insist the client leave his or her food outside of the center.
Get the client to sign a release form.
Ask the client for his or her name.
Introduce yourself to the client.
42
The main problem or issue is the . . .
question at issue
reason to think
first point of reasoning
measure of sufficiency
43
Data, facts, observations, and experiences are all . . .
research
samples
information
products
44
The eighth commandment of tutoring . . .
Be their coach, not their savior.
Be a leader, not a follower.
Be like an older brother or sister to the student.
Be a friend at all times.
45
For relevance, ask . . .
Do we need to look at this from another perspective?
Does all this make sense together?
How does that relate to the problem?
What factors make this a difficult problem?
46
The ninth commandment of tutoring is . . .
Start with the form, then work on the ideas.
Insist that the student provide you with all of their ideas.
Start with ideas, then work on form.
Take away all of the old ideas, and come up with new ones together.

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