Some challenges I have encountered now that my tutoring sessions are more involved with writing as the class is finishing up their project with a written component is actually getting the students to want to talk about their writing. I found that the initial questions they have are always about due dates or clarifying an aspect of the assignment, which I am happy to clarify quickly, but when they now have a written project, I try to make it clear that I am here to help with that. I found a strategy that helps with this is first to ask them how they feel about this project having a written competent to understand their response to writing in general. Most came back with a remark that they don’t like writing, but at least this topic allows them to add personal interests. Then having them read what they have aloud helps to get the students to notice things like, “oh, I didn’t finish this thought yet.” I also feel that when those initial confusions about the assignment are addressed, they connect to why their writing is under the word count or missing something because they didn’t fully understand the components. Additionally, the idea of the due date approaching and as they were required to meet with me, I had many students come just to sit and say they were done with the assignment but not looking to analyze their writing. With the due date one day away, I tried to tackle smaller issues like formatting and how to check that their writing aligned with the assignment’s requirements. Another challenge has been that many students wanted to ask my opinion on the professor, and one student vented to me about how a grade was lowered based on attendance. Like in ch. 13, I did not offer my opinion but instead urged them to set up a meeting with their professor and maybe take a look at all the information available about grading policies, so they are in the know a bit more.