This place is ‘all-write’

HHS Writing Center’s student tutorsready to improve written works

By Eileen Oldfield Staff Writer
   Going into Hillsborough High School’s just-opened Writing Center, you wouldn’t think of students agonizing over class assignments or college essays.
   Among the bookshelves filled with dictionaries and thesauruses, curios and books on writing that line one wall, is a futon with printed cushions leans against another.
   And after an opening ceremony Wednesday, three computers wait for students — ready to print drafts or search for information, facing windows that look out on a small courtyard.
   For center director and English teacher Judy Winchok, and student tutors Sandi Saad, Alessio Tummolillo, Nicole Eannucci, and Leanne Gerstl, helping the students is just fine.
   ”I know how imperative the one-on-one relationship to be built,” said Ms. Winchok. “The more you think about how you write, the better a writer you’ll be.”
   Though many students might gravitate to the center with English class assignments, the tutors offer help with writing other assignments, including lab reports, college essays, resumes, and history term papers as well.
   Students may come to the center for any length of time, from 15-minute sessions to period-long sessions. The center is open from 6:30 a.m. to 12:30 p.m. on Monday, Wednesday, and Friday and from 10 a.m. to 4 p.m. on Tuesday and Thursday. During sessions, tutors work with students on the writing process, including brainstorming, and helping students expand ideas.
   ”I think it is absolutely amazing,” said Ilene Beckerman, author of “Love, Loss, and What I Wore,” who spoke to the student tutors and ran a writing workshop at the center during the grand opening of the center. “I think writing has been neglected in the schools, and it should be a model for New Jersey and for the country.”
   Ms. Winchok and the tutors set up the center in an existing classroom during the summer.
   Though the tutors may help their peers brainstorm, understand concepts, and suggest strategies, the tutors are not allowed to work for the students. To discourage this, tutors cannot write on a student’s paper, and may only ask open-ended questions when talking about an assignment.
   While the center focuses more on putting ideas on paper rather than strict grammar or spelling rules, tutors can address repeated grammar errors during a session.
   ”We’re going to help students create the best product they can,” said Ms. Winchok. “We’re not grading (student works).”
   After a session, tutors complete evaluation sheets that detail what the session covered. A copy of the report goes to the student’s parents, the student’s English teacher, and the teacher who assigned the student’s project.
   Though it just opened, Ms. Winchok expects to see students occupying the center’s chairs soon, and hopes to recruit additional tutors. At present, students seek help at the center voluntarily, but Ms. Winchok said that may change.
   ”We anticipate many teachers making it mandatory to come to the center,” said Ms. Winchok. “We’re counting on volunteers from National Honor Society and elsewhere who want to get training.”
   District Language Arts and Reading Supervisor Margaret Taub and Carol Butler, district reading and English supervisor, pitched the idea to staff members at a faculty meeting earlier this year. Ms. Winchok expressed an interest in running the center, and recommended students for tutoring positions.
   Most of the student tutors were members of Ms. Winchok’s Creative Writing classes, and did independent studies in Creative Writing after completing the first class. Tutoring at the writing center is another independent study for the student tutors; they receive class credit for tutoring and tutor training sessions that will occur throughout the year.
   ”It’s really all about our kids and helping them with their writing skills,” said Ms. Taub.