I. General Guidelines to follow when first working with students (either drop ins or pre-scheduled students), after they have dropped in or appeared on the calendar as a pre-scheduled appointment.  Fill out the top of an off-line hard copy Conference Report (in duplicate, using carbon paper) so that one copy eventually goes to the instructor and one copy gets filed for a future record-keeping report.

  • Determine if individual students have been referred (required to attend) and by whom, and look at any referral sheet if they produce one.  MOST STUDENTS WILL NOT HAVE A REFERRAL FORM, SO JUST HAVE THEM EXPLAIN WHAT THE ASSIGNMENT IS AGAIN IN A MINUTE OR TWO AND WHAT THEY THINK THEY NEED HELP WITH during a 30+ minute appointment.  ELL students or Comp II students needing paraphrasing help or having a lengthy research paper may need more than a half hour at a time.   (Students who arrive to take a CLEP exam for ENG 111 should be scheduled no later than one hour before the Center’s closing time; students who take the ENG 112 CLEP exam must be scheduled no later than two hours before the Center’s closing time.)
  • Above all, get the students talking; it is important to know what they think that they need, based on what they tell you.
  • Spend 25 minutes or more reading each student’s rough draft or revised draft ORALLY, getting students to understand and write in their own corrections or revisions. Make sure you understand their assignment exactly. Tell students not to leave, if possible, until you have seen their corrections (even initial what you have looked over). If necessary get them to stay and write or return if the task isn’t completed.
    • If no essay or rewrite is brought in (your first priority for working with a student), follow instructions for doing exercises based on referral form or what the student wants to learn (paraphrasing, fragments, etc.).
    • When no essay or exact needs are known, you might give students the grammar pretest or posttest (especially if in Comp I) and make plans to go over it with them to plan future help sessions.
  • Congratulate students on their effort, remind them of returning again when they need more help, and tell them to bring in essays they are working on, and fill out briefly the checkboxes in the “Conference Report” and make other comments in the space provided at the bottom.   Do client conference reports for both pre-scheduled students and drop ins.

II. For subsequent sessions, your first priority is to go over students’ writing when possible; your second priority is to go over recommended exercises (when there is time) or the grammar pretest or posttest. However, do not put unnecessary pressure on  students to do too much at once; chances are that their class assignments keep them busy enough.

III. Contact students tactfully but immediately when they miss a scheduled session by calling them when possible or emailing them.

IV. When a problem arises, don’t hesitate to call Dr. Sadlon, the Director  (by email or office phone–502-863-8133 or home phone–502- 863-3214) or another faculty member, especially if a student repeatedly doesn’t attend. Try to make students care about their progress. Finally, make full use of the assigned time.