assessment, labor-based grading, writing center, embedded tutor, reflective writing, portfolios, session notes


As labor-based grading contracts gain momentum in first year writing classrooms, new kinds of response to writing take center stage. We explore how session notes composed by embedded peer tutors and students become rich tools in a writing process and create a gateway to the writing center for first-year students. By reading session notes in conversation with students’ reflective writing, we put forward three key findings: students articulate a relationship between building confidence in their writing and their willingness to seek, receive, and value feedback; students discuss how the labor required for an ‘A’ pushed them to access and learn about resources outside of the classroom; and students’ interactions with the Writer’s Workshop during their first two semesters of college indicate that they can build long-term relationships with peers and with the Writer’s Workshop (including as staff members) beyond first-year-writing and beyond their first semester.



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