Started in 1990 by Joyce Kinkead within the College of Humanities,
Arts and Social Sciences at Utah State University, the Rhetoric
Associates Program is modeled after a decentralized tutoring
program originated at Brown University that supports communication
across the curriculum. Thirteen undergraduates, nominated by
faculty, worked in the inaugural year of the program, helping
nearly 400 students improve their skills in writing. In 1993,
the number of RAs had grown to 22. By 1994, the 32 RAs included
a contingent from the College of Natural Resources, who participated
in an experimental program in which students from colleges other
than HASS participate in the training seminar and work with
writers in their home disciplines. For 1995-96, 35 RAs were
on staff, including 5 from CNR and 8 returning RAs. In 1996-97,
we welcomed 29 Ras, 11 of them returning. The CNR program continues.
In coming years, we expect to work with an ever-increasing number
of students to improve their communication skills.
This is what we can do for you:
The Rhetoric Associates Program equips students with the
analytic and expressive skills required to engage in a broad
range of intellectual pursuits.
HOW DOES THE PROGRAM WORK?
Annually, undergraduate students with outstanding communication
skills -- reading, writing, speaking -- will be selected to
serve as Rhetoric Associates, nominated by faculty or themselves.
Selected for their skills and willingness to help other students,
these Rhetoric Associates will enroll in a seminar to train
them to interact effectively with their peers. Concurrently,
RAs will be assigned to serve as initial readers for 10-15
students in a class, following up their written comments with
individual conferences. This assures that papers in a class
have been revised at least once. Faculty may apply to have
RAs attached to classes, whether the enrollment is large or
small. To qualify, courses must include at least two writing
assignments. This program is designed to work within the course
without changing classroom activity or structure. Two of the
papers written by every student in a designated course are
first submitted to the teacher, who passes them on to the
RAs. The RA is responsible for commenting on organization,
coherence, and style while suggesting ways to improve the
text; they do not grade, edit, or comment on the accuracy
of the content. The papers with comments are returned to the
students, who then meet with their RAs to discuss comments
or examine a revised draft. Students are not required to follow
the RAs suggestions. The students revise their papers, and
then both versions (final and draft with comments) are submitted
to the instructor for evaluation.
BENEFITS OF THE PROGRAM
Focuses the attention of students on the importance of revision
in writing--a neglected part of writing process.
Underscores the concept of writing as a process by requiring
students to write a series of revised drafts.
Emphasizes the notion of audience so that writing becomes
a genuine act of communication.
Relieves the teacher of the time-consuming task of reading
and marking first draft papers as they receive more readable
papers that enable them to concentrate on subject matter and
comprehension.
Introduces tutors directly into the classroom so that both
strong and weak students benefit from constructive criticism.
Since the tutors make all their comments in writing, students
are assured of having written notes to refer to and instructors
have detailed information about the students' strengths, weaknesses,
and efforts to improve.
Provides talented student writers with training, practical
experience, and recognition.
EVALUATION
Students, associates, and faculty are asked to assess the
program to determine its effectiveness. The program focuses
on writing assignments but can address speaking assignments
as well.
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