Sample Writing Tutoring Video Analysis

For praxis one, Professor Boquet had her students watch a twelve-minute video titled, Sample Writing Tutoring Video, composed by Stephanie Cheslock. Throughout the duration of the video, a graduate tutor works with an undergraduate student on her linguistics class paper. The session starts with the tutor inquiring the assignment from the student—to gain clarification on the assignment. The student is talkative and provides the page length, and questions that are required to be answered. After, the tutor ‘quick-reads’ the questions, she asks the student an open-ended question, “I would like to know what you are worried about and what you want to look for as we read through this”. By asking these open-ended questions, the tutor is allowing
Additionally, the tutor sets an agenda before the student starts to read the paper by stating, “I am going to mark down what to come back to as you read”. After the student finishes reading, before the tutor expresses her opinions about the essay, she asks the student what she thinks about the work she just read. The tutor listens to the student’s response and then explains what and why she marked certain sentences or phases on the paper. Furthermore, when the tutor is making note of her corrections, she phrases her corrects in a suggestive way—“This could be changed, does this sounds better, I wonder if, I think we can scratch this”. After going through her notes, the tutor asks the student if she understands her corrections and after she answers, the tutor goes back to the corrections and asks the student, “how could we re-write this sentence”. Advising the student to “step back for a minute and think about a totally new sentence that does the same thing”, the tutor listens to the student’s new sentence structure. After verbally talking through the sentence, the tutor hands the student the pen to write down the new sentence—continuing scaffolding technique. In