Andrew Burgess
I've observed four tutoring sessions in the Reading and Writing Center and one in the Digital Studio this semester. That by no means makes me an expert, but I think I've seen a few of the possibilities for tutoring students on a range of issues in composition.

Here, I have collected the original, handwritten versions of my tutoring observation logs and reflected on my experiences, synthesizing readings on writing center theory from throughout the semester. Certainly, my thoughts on working in the Reading and Writing Center and the Digital Studio will change over the course of my time here, but I hope that this reflection begins to lay out a working philosophy with which to begin the process.

Throughout the course of the semester, we have read theoretical and practical articles about teaching composition from process pedagogy to grading and commenting to portfolios as a tool for revision.
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Here, I have collected five of my reading responses to these articles, and I've reflected on the comments I received from Dr. Teague, Natalie, and Katie. This has been a helpful exercise to process both my initial reactions to articles and to see how my responses have changed over the course of six intensive weeks of scaffolded readings.

Reflection
Here's some stuff about reflection. Dig it? Yeah, dig it. Click around to see all the stuff I've reflected on. The process is ongoing.
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As part of our pedagogy course, we were each assigned to a mentorship with a current teaching assistant in an ENC 1101 or ENC 1102 classroom. I was assigned to work with Logan Bearden in an 1101 course, and I doubt it was intentional, but Logan and I happened to have a lot in common (his course focused on media, and my previous work in the School of Communications focused on media and viral marketing), and I learned a lot from his course.

Here, I've collected my daily internship notes, and provided a concluding reflection on how I will include what I've learned in my own teaching experience.

As part of our work preparing for tutoring in the Reading and Writing Center, we were asked to compose a literacy narrative discussing our experience with both reading and composing, and incorporating and synthesizing information from our readings.

I didn't do as much synthesis as I probably should have, but the process of thinking about my experience with books and writing, likes and dislikes, and teachers from every level of my education was surprisingly helpful and eye-opening. I learned things I didn't know about myself, and I guess that's the point.