研究

斯坦福哲学百科全书
芝加哥大学出版社
互联网公共图书馆
托马斯:网上的立法信息
白宫专页
参考书目制造商

科学写作

被动语态
主动语态和被动语态

文学

巴特比项目档案

文档

MLA风格文档

引文信息

达特茅斯的来源
公爵的来源
Internet Resources on Citing: The Trademark of a Good Writer

语法

语法女孩提高写作的建议
在线写作支持
语法字节
语法和写作指南
普渡大学在线写作实验室
语法监狱
英语基本要素
语法手册
语法手册 is a virtual grammar handbook that describes various grammatical rules and offers examples of correct and incorrect use. 规则被打破了 into different categories that make the site truly user-friendly. 它也分享想法 关于学术写作、作文、文体、编辑等.

专业写作和简历

怪物.com职业建议
现在模板
rsamsum写作小册子
求职信
的简历
参考页面
研究生学位

诗歌资源

诗歌写作

Web发布

评论网站和网站风格手册

自我测试

嵌入引语的标点符号(1)
嵌入引语的标点符号(二)

复习练习

阅读和语法复习

极简主义辅导的8个原则

1. 学习如何写作的最好方法就是通过写作.  一般来说，导师说得越多， 学生写得越少. 导师和学生“讨论”思想的环节 may feel satisfying, but the discussion is often abstract and the student leaves the 写作中心 with little writing and quickly fading memories of a “discussion” in 哪个家庭教师讲得最多. 这个学生在功课上没有进步 纸. Instead, we want to move 学生 quickly toward generating text and developing 他们的想法写在纸上. The most productive tutoring 会话 are those that allow 学生 to leave with tangible results: notes and pre-writing that they have developed by working closely with a few key moments in the text, substantive questions that they have posed to their own drafts, or several revisions of one or more paragraphs accompanied by written notes and a clear sense of how to proceed with their revision process.
2. Our primary objective is to help 学生 become better writers by the end of the semester, not to produce a perfect 纸 by the end of a tutoring session. 它可能 take more than one session for 学生 to fully incorporate the approaches they practice 在写作中心. Therefore, we must focus on the 学生’ overall progress and development rather than the success of the current 纸.
   • Tutors 在写作中心s do not provide proofreading or editing  services for 学生.
   • They do not interpret texts for their 学生 or suggest ways that their 学生 可能会把作业中的文本联系起来.
   • They do not fix a student’s 纸 by providing a thesis, rearranging paragraphs, or otherwise doing the work of interpretation or revision for the student.
3. It is important that we not allow a student’s panic or deadlines to shape the tutoring 会话.  Since we view tutoring as an on-going process rather than a last-minute check, we should focus on modeling strategies of reading, writing, and revising that 学生 will use as they continue to work on their own. 因此，如果学生恐慌 because he has not started writing a 纸 that is due in two days, or in a few hours, you can ask him to begin on parts of the assignment and remind him that he will continue 什么是你自己开始的. In cases like 这, it s important to remember that you 要给一个学生看至少五堂课.
4. An assessment of each student’s work determines the focus of the tutoring session.  Formal or formulaic approaches assume that every student’s strengths, weaknesses, preparation, and progress are identical, but 这 is simply not the case. 此外, it is crucially important to remember that every writing project has its own logic, and therefore a plan that works for one student’s 纸 might be entirely inappropriate 另一个学生的论文. 而 than assuming that there is one step-by-step writing process to which every writer must adapt, we must strive constantly to help 学生 identify and practice the writing strategies that are most productive for them. 这 work always begins with the 学生’ own writing, and their own assessments of their 写作过程.
5. 学生 will become more independent as writers if they understand how and why each step of the writing process is important and productive. 简单地告诉学生 要做 is inadequate because it mystifies the writing process and leaves 学生 dependent 关于他们的导师. Throughout the tutoring session, it is crucially important to establish— through conversation rather than lecturing —the point of each task we ask 学生 要做.
6. The work we do with 学生 在写作中心 should complement, not replicate, 学生在课堂上与老师一起做的工作.  而教师主要关注的是 至于结果，我们的工作是关注过程. 每次辅导课，学生 should work on specific reading, writing, and critical thinking strategies, rather than engaging in general conversations about the texts or their own essays. 而 than explaining essays, lecturing about the goals of the course, or correcting errors, our job is to coach 学生 toward more productive working practices.
7. 抵制成为学生救星的诱惑.  当它是令人沮丧的 student fails a 纸, remember that the work you do with 学生 in the Writing Center represents only a tiny part of the work that goes into any 纸. 最终, your job is to teach 学生 how to draw on effective reading and writing strategies 当他们独自工作时. Remember: Never work with 学生 outside the scheduled period and do not give them your 电子邮件 or phone number so they can contact you for 援助.
8. 请避免评价或评判学生的工作.  写作课很难 学生们经常感到沮丧. 他们经常责怪自己的表现 or difficulties on their teacher and often turn to their tutor for reinforcement in 这. Tutors frequently find themselves in an uncomfortable triangulation where they 和老师作对.  对学生作业的无伤大义的评论可能会变质 into, “My tutor thinks I’m a great writer and thinks my teacher grades too hard.” In order to avoid such problems, you should never, under any circumstances, evaluate 学生的作业或对成绩的推测. 我们不是建议你不鼓励 words, but that you avoid giving an opinion on the grade a 纸 deserves or the teacher’s 标准.