Tutoring for group writings, essay
reviews through a simulation, and class summaries, are conceived as instances
of support and guidance for students that are faced with the task of writing on
a subject that they still don't master. This challenge characterizes learning
in higher education, but has gone unnoticed by many. The dual nature of this
rugged enterprise requires a two-faceted approach from teachers, in order to
help students join a community of specialized discourse as much as specialized
knowledge.
The three situations
described above share the goal of giving some visibility to the need of
reviewing writing, not only at the superficial spelling and syntax level, but
also at the level of concepts and discursive organization. All three provide
the opportunity to share with others the role of reader-reviewer. All three let
you review language and ideas together, as a way of progressively getting
closer to the concepts and to the specific language of the discipline. In this
sense, the teacher provides feedback focused on the conceptualization of the
content, which is what provides the most appropriate logic structure for
writing.
