Many assignments for students seem like giant mountains to climb and they attempt to make that ascent in one giant leap but often fall short. If they come to us with enough time, we can help them break down assignments into manageable steps, one section of that mountainous paper at a time. This is a hard concept to accept, however, since many students are not used to really practicing process writing. What can tutors do? As with many other issues, hold the line on process writing. Pass along the use of tools to help them make that climb: a graphic organizer to help break down paragraphs, or a simple piece of paper to block out the shape and direction of the paper. Try creating a list of what to do in what order, a simple 1, 2, 3 outline. You might even come up with a “to do” list so students will remember their next steps—something concrete to hang on to (revise my thesis, add transitions, include more details in p. 3 and 4, etc.). You might help them organize their sources alphabetically, or color code their annotations to correspond with sections of a paper. While you are at it, try to remember to let the student do the filling in to take and keep ownership of his or her own work. Or, you might act as the scribe with the student’s permission; just write down verbatim what the student says. Before the student knows it, they will have scaled that mountain. So, tighten up your boot laces, fill your water canteens, and go ahead and be that mountain guide.
