Week 5
1. In What Tutoring Is on page 62 & 63 is the section Responding to the Whole Piece of Writing where McAndrew and Reigstad have come up with a lot of good suggestions on the best way we can react to a paper both in person and in writing. In the General Strategies for Writing Comments I see a lot of ways that could be used in writing workshops, notorious for crushing an author with their so-called helpful criticism. In number three of this section is the statement "Frame your comments so that you are not taking the writer's attention away from her purposes and focusing attention on your own thinking." If you were to make a comment about a piece of writing that did not follow the original idea given in the thesis statement, what would be the wrong way to put it and the correct way to put it?
2. Chapter three of The Bedford Guide for Writing Tutors has a list of factors that will determine what your time of a consulting session will be used doing on page 20. The last factor is in the form of a question asking "how willing is the writer to work with the tutor in order to improve the paper?" What would be some strong indicators to you that the writer is willing or unwilling?
3. When working with an ESL student (a lot of foreign languages do not use pronouns) and there are a lot of 'fuzziness' caused by ambiguous and vague antecedents (Rhetorical Grammar;Kolln) how would you explain this so that they can easily understand?
Week 4
1. In the Bedford Guide for Writing Tutors, another writing is referenced when talking about editing for grammar mistakes. In this article it is suggested that when a repeated grammatical error is noticed that one example of it should be pointed out, and then the writer be asked to find more examples of this mistake. Why do you think that this practice, with the possibility of being highly embarrassing, be helpful enough to risk this uncomfortable situation?
2. While reading Fulwiler's article about revision in St. Martin's Sourcebook, it was interesting to learn that revision can happen without tutoring if the writer is engaged in their work. By asking for several revisions, there are examples of people becoming engaged with their work/assignment. When it becomes apparent that the one you are consulting is not engaged, would you tell them that they need to do revision over and over to help them become engaged, or just find other bogus reasons for the revision?
Week 3
1.There is a quote in the Bedford Guide for Tutoring by William Zinsser that says, "Writing is no respecter of blue prints-it's to subjective a process full of surprises". So even though "...we cannot outline the writing process..." why are there so many books with so many different varieties of descriptions of the process?
2. There is a strong statement in Writing as a Social Process"A Theoretical Foundation for Writing Centers?" by Lisa Ede that declares that those who work in writing centers for an extended amount of time have more knowledge then those who work with grad students and teach undergraduate writing classes in a better place for research. If you were one of those that Ede is underplaying, what would your argument be to this statement?
3. In Rhetorical Grammar, Martha Kolln tells the reader that most of the grammatical rules that guide us when we speak have began to internalize in us as infants. So when we hear something spoken incorrectly, we know it is wrong, we just don't know why. So when working in the WC, would it be more difficult working with ESL students or those who have been subjected to and internalized mostly incorrect grammar all of their lives?
Week 2
1. Kenneth A. Bruffee's article about writing centers entitled Peer Tutoring and the "Conversation of Mankind" he puts great importance on the ability to carry on a conversation with other people. On page 210 he even says that conversation is the 'root' of writing. So does this mean that if you are not a good conversationalist, if you are shy and get to nervous to speak that you can't write, let alone work in a WC? 2. It seems that North is saying in his Revisiting "The Idea of a Writing Center" n number 1 on page 88 is that the WC should mostly be for those who choose to come to the center because they believe in the value of being able to write to the best of their ability. Do you believe that this a good idea? Is the WC really best fulfilling their purpose if they are not also helping those who need the WC help the most, those who don't value writing?
Week 1
1. The statement by North in The Idea of a Writing Center he says that all writers want to talk about what they have written and need someone who is a good listener and also knows how to talk about writing. Later on he says "...we are not here to serve, supplement, back up, complement, reinforce, or otherwise be defined by any external curriculum. We are here to talk to writers." Is this truly the basis's of a WC, or is this a huge oversimplification of what we will be doing as consultants at the WC?
Sunday, September 27, 2009
What Tutoring Is...Is Awesome!
Now this is what I was waiting for! Honestly, What Tutoring Is: Models and Strategies is the first thing that I have read for this class that I totally got into. I think that I must be more of a 'practice' girl then a 'theory' girl. I have a feeling that by the time this class is over and I have reread some of the readings about what a WC is and all the historical thoughts and struggles, I will have a better appreciate that information. But right now I am happy to be getting into the actual mechanics of being a consultant.
In this writing I found what will be my motto as a consultant (or at least until I read something even more amazing!). On page 44, at the end of the second paragraph is this statement.
"The questions and comments the tutor makes are at the heart of the success of the tutoring session." For me this means that it is how I conduct the tutoring session that makes it good or not. It won't be the students fault, even if they are ill prepared, resistant, limited, or even misguided as to what the WC is there to help them with, because I am the one in control. I decided what questions to ask and what responses to make that will help the student not only improve the paper that they are working on, but to be better writers themselves.
Another statement made on page 64 in the summary section is also one that I will keep in mind as a consultant. "...be mindful of the uniqueness of each tutorial encounter, keep to the basic situation...and work on a hierarchy of HOCs to LOCs by using the questions and strategies that seem most appropriate." This is telling me to keep in mind that each time I consult that it will be different then those before and those to come. Always start with the the simplest things and go into the harder more difficult issues. And use the suggestions given in the writing (and any others that are read) that I feel will best help that person that I am dealing with at that time. If I prejudge a session as being just like another one I have done, I could miss what is needed and use a procedure that will not be helpful. I could ask the wrong questions and make the incorrect comments, jeopardizing any chance of success for not only the session, but also for the paper on which the student is writing.
The tutoring model at the end of the piece seems like a great guideline to follow. It seems like a great idea to being with determining the voice of the writing first. This is important to know as I start formulating the questions in my mind when we get to the main issues with the paper. If I assume that it is a certain voice when it isn't, that could hinder progress. Having the three main voices broken down and explained as well as examples where each kind might be used, will help me to explain to the student why or why not the voice they have chosen is working. The example of voice/tone tutorial was helpful showing how once the writer is reading their work out loud, they can recognize if it has the appropriate voice or not.
When reading the strategies suggested for helping find a thesis/focus, I noted only one that I thought would be beneficial, and that was the one-sentence summary. The nutshelling and teaching, as well as talk aloud, seem like they would waste too much time. It could be if I saw these being used that I could change my mind. The make a promise and create a headline or bumper sticker seemed too juvenile, and I wonder if used that would make the student feel talked down to. It could be that the bumper sticker one would work with a particular group of students, but I would be very hesitant to experiment to see which one that would be.
The questions suggested in the development tutorial section all seemed that they would be helpful except for the last one where the parts of the writing that have less information are colored gray. It seems that unless there is a way to do this, it could just be confusing to the student. But I could be wrong. Again, would like to see it used to see if it is or not. The one thing I did like in this particular section was the oral composing. The example of this being used on page 48 and 49 seem optimum especially for an ESL student. This way they could just talk and not have to worry about writing AND speaking English all at the same time. If the consultant writes it and later the student, with the ideas that they have just come up with, will have something to reference while revising.
There is much, much more in this handout that I could talk about. I am sure as I continue to take more sessions I will be referencing this work in my journal. In the mean time, I am going to type up Tutoring Model to have with me while consulting, to glance at and reference when needed until I have it all down in my head. Which means I will be carrying around a piece of paper with me for a long, long time.
In this writing I found what will be my motto as a consultant (or at least until I read something even more amazing!). On page 44, at the end of the second paragraph is this statement.
"The questions and comments the tutor makes are at the heart of the success of the tutoring session." For me this means that it is how I conduct the tutoring session that makes it good or not. It won't be the students fault, even if they are ill prepared, resistant, limited, or even misguided as to what the WC is there to help them with, because I am the one in control. I decided what questions to ask and what responses to make that will help the student not only improve the paper that they are working on, but to be better writers themselves.
Another statement made on page 64 in the summary section is also one that I will keep in mind as a consultant. "...be mindful of the uniqueness of each tutorial encounter, keep to the basic situation...and work on a hierarchy of HOCs to LOCs by using the questions and strategies that seem most appropriate." This is telling me to keep in mind that each time I consult that it will be different then those before and those to come. Always start with the the simplest things and go into the harder more difficult issues. And use the suggestions given in the writing (and any others that are read) that I feel will best help that person that I am dealing with at that time. If I prejudge a session as being just like another one I have done, I could miss what is needed and use a procedure that will not be helpful. I could ask the wrong questions and make the incorrect comments, jeopardizing any chance of success for not only the session, but also for the paper on which the student is writing.
The tutoring model at the end of the piece seems like a great guideline to follow. It seems like a great idea to being with determining the voice of the writing first. This is important to know as I start formulating the questions in my mind when we get to the main issues with the paper. If I assume that it is a certain voice when it isn't, that could hinder progress. Having the three main voices broken down and explained as well as examples where each kind might be used, will help me to explain to the student why or why not the voice they have chosen is working. The example of voice/tone tutorial was helpful showing how once the writer is reading their work out loud, they can recognize if it has the appropriate voice or not.
When reading the strategies suggested for helping find a thesis/focus, I noted only one that I thought would be beneficial, and that was the one-sentence summary. The nutshelling and teaching, as well as talk aloud, seem like they would waste too much time. It could be if I saw these being used that I could change my mind. The make a promise and create a headline or bumper sticker seemed too juvenile, and I wonder if used that would make the student feel talked down to. It could be that the bumper sticker one would work with a particular group of students, but I would be very hesitant to experiment to see which one that would be.
The questions suggested in the development tutorial section all seemed that they would be helpful except for the last one where the parts of the writing that have less information are colored gray. It seems that unless there is a way to do this, it could just be confusing to the student. But I could be wrong. Again, would like to see it used to see if it is or not. The one thing I did like in this particular section was the oral composing. The example of this being used on page 48 and 49 seem optimum especially for an ESL student. This way they could just talk and not have to worry about writing AND speaking English all at the same time. If the consultant writes it and later the student, with the ideas that they have just come up with, will have something to reference while revising.
There is much, much more in this handout that I could talk about. I am sure as I continue to take more sessions I will be referencing this work in my journal. In the mean time, I am going to type up Tutoring Model to have with me while consulting, to glance at and reference when needed until I have it all down in my head. Which means I will be carrying around a piece of paper with me for a long, long time.
My First Solo!
Funny title considering that the first paper I consulted on was for a music class! I didn't even think of that when I typed it. Ironic, isn't it.
So I got off REALLY easy for my first consultation. It was a required visit to the WC by the music teacher. The class had to choose from several different approaches, and this student chose to write about what her life with music would be like in ten years. The girl wrote amazingly, having had AP classes the last few years of high school. Her story fit the criteria laid out, and probably more. She had great detail in her story, and I am sure it will surprise the teacher how intricate it is.
There were only a few spelling mistakes, and a few other places that needed tweaking. So I pointed these out and she wrote notes on the paper to make changes later. Since this was all that was needed, it wasn't necessary for me to try and incorporate any of the strategies that have been suggested.
There is one thing that I will do different from now on. I gave the student the choice of reading the paper out load, or for me to read it out load or to myself. She chose for me to read it to myself. It worked out okay, but I know this won't always be the case. It was hard for me to concentrate with two other consolations going on around me. So having the paper read out load by me of the student will help this to be less of a factor.
So although there wasn't a lot for me to help with, I feel that it was very successful. Mostly because we made a connection, she said that she wanted to come back into the WC for help with her research paper, and she left with a smile on her face. I was smiling too!
So I got off REALLY easy for my first consultation. It was a required visit to the WC by the music teacher. The class had to choose from several different approaches, and this student chose to write about what her life with music would be like in ten years. The girl wrote amazingly, having had AP classes the last few years of high school. Her story fit the criteria laid out, and probably more. She had great detail in her story, and I am sure it will surprise the teacher how intricate it is.
There were only a few spelling mistakes, and a few other places that needed tweaking. So I pointed these out and she wrote notes on the paper to make changes later. Since this was all that was needed, it wasn't necessary for me to try and incorporate any of the strategies that have been suggested.
There is one thing that I will do different from now on. I gave the student the choice of reading the paper out load, or for me to read it out load or to myself. She chose for me to read it to myself. It worked out okay, but I know this won't always be the case. It was hard for me to concentrate with two other consolations going on around me. So having the paper read out load by me of the student will help this to be less of a factor.
So although there wasn't a lot for me to help with, I feel that it was very successful. Mostly because we made a connection, she said that she wanted to come back into the WC for help with her research paper, and she left with a smile on her face. I was smiling too!
Friday, September 18, 2009
Ian and the Biology Paper
I got to sit in on another consultation on Thursday, and I was glad that it was in a subject that I have doubts about being able to help anyone with. Biology, yuk! Although I did pass my class last year, I want to stay far far away from it now.
The good thing was that it was a intro class, and the student was not a biology major. Ian told me that soon there will be an influx of students coming in for the 100 level biology classes, so at least now I know what to expect.
What the student was needing help on what just his introduction at this point. The student was prepared, and had already brainstormed and written allot down. He had wanted to include a quote in his intro, and wasn't sure how to cite it. Ian pointed out to him that it was a general knowledge issue, and that he didn't need to quote it, just put it in his own words. I am not sure if the student was relived or not. This brought a question up in my mind. Is it a general rule to not put quotes in an introductory sentence, or does it depend on the subject or type paper?
After the 15 minute session, he thanked Ian and expressed that he had learned allot and had been helped more then he had the last time he had been in. I thought this strange, because the other consultant he had seen I know is very helpful with other students. So it made me wonder if he was just listening better.
A little side note: the student told us that he pays a biology student $20 an hour to tutor him. But he had come to the WC for this part of the process of writing his paper so he didn't have to pay the tutor for it. He was wanting to get it completed and then take it for approval with his tutor. Interesting---
The good thing was that it was a intro class, and the student was not a biology major. Ian told me that soon there will be an influx of students coming in for the 100 level biology classes, so at least now I know what to expect.
What the student was needing help on what just his introduction at this point. The student was prepared, and had already brainstormed and written allot down. He had wanted to include a quote in his intro, and wasn't sure how to cite it. Ian pointed out to him that it was a general knowledge issue, and that he didn't need to quote it, just put it in his own words. I am not sure if the student was relived or not. This brought a question up in my mind. Is it a general rule to not put quotes in an introductory sentence, or does it depend on the subject or type paper?
After the 15 minute session, he thanked Ian and expressed that he had learned allot and had been helped more then he had the last time he had been in. I thought this strange, because the other consultant he had seen I know is very helpful with other students. So it made me wonder if he was just listening better.
A little side note: the student told us that he pays a biology student $20 an hour to tutor him. But he had come to the WC for this part of the process of writing his paper so he didn't have to pay the tutor for it. He was wanting to get it completed and then take it for approval with his tutor. Interesting---
Importance of Grammar
The idea that I have been trying to get across to my kids over the past few years, as well as others is stated perfectly on page 49 of our Bedford book.
"If readers pause to notice misplaced commas or misspelling, they lose the thread of the paper for a moment and must reorient themselves to continue reading. In the process, the paper's content may become less compelling."
I could write the most intelligent thing in the world (no chance of THAT happening!) but if I misspell, screw up the grammar, or murder the punctuation, then no one else but me is going to know it. How we say it is as important as what we say. I know that this might not seem fair, especially to the students for whom grammar and spelling 'just isn't my thing', but it is a hard truth that is not going to change. So since we can't change the world, at least on this one thing, then we have to start changing ourselves. Stop whining and saying you can't do it and DO IT! (that was my mom voice).
Grammar is a jungle that few don't find themselves lost in once in a while. I once asked my aunt, a retired English teacher, if I really needed to understand EVERYTHING there was about grammar. She replied that the only ones that ever really need to know the minute and obscure facts about grammar where those who were teaching others about grammar. Wow! That can start hurting my head. The bottom line is that as overwhelming as it is, we all have to keep plugging away at it, no matter where we are in our understanding. And we will always have the opportunity to help those that understand less then we do, and there will always be those that know more than us to help us to understand more. That is what we do in communities. That is what we do in our community of writers here at BSU.
"If readers pause to notice misplaced commas or misspelling, they lose the thread of the paper for a moment and must reorient themselves to continue reading. In the process, the paper's content may become less compelling."
I could write the most intelligent thing in the world (no chance of THAT happening!) but if I misspell, screw up the grammar, or murder the punctuation, then no one else but me is going to know it. How we say it is as important as what we say. I know that this might not seem fair, especially to the students for whom grammar and spelling 'just isn't my thing', but it is a hard truth that is not going to change. So since we can't change the world, at least on this one thing, then we have to start changing ourselves. Stop whining and saying you can't do it and DO IT! (that was my mom voice).
Grammar is a jungle that few don't find themselves lost in once in a while. I once asked my aunt, a retired English teacher, if I really needed to understand EVERYTHING there was about grammar. She replied that the only ones that ever really need to know the minute and obscure facts about grammar where those who were teaching others about grammar. Wow! That can start hurting my head. The bottom line is that as overwhelming as it is, we all have to keep plugging away at it, no matter where we are in our understanding. And we will always have the opportunity to help those that understand less then we do, and there will always be those that know more than us to help us to understand more. That is what we do in communities. That is what we do in our community of writers here at BSU.
Friday, September 11, 2009
Mothering at the WC
So---last week I wrote about how my past life as a hair-stylist and having to read what people really want when they can't express it correctly. This week I have discovered that my 'now' life as a mother for the past 20 years (OMG...my daughter is almost 20!!! Freaking out!!! No more three teenagers. I have 2 teenagers and an adult child. That makes me sound AND feel even older!) will also carry over to my work at the WC.
I got to sit in on a session with Phil where a young Hispanic girl was needing to increase her paper for Rick's class to be at least 5 pages. I could tell that the 2 1/2 pages that she had already written had been more then enough for her. The thought of adding more was frightening to her. She just kept saying how she hated writing. As I learned yesterday in class, it is more that she fears writing, not hates it.
Phil did a great job helping her narrow down where she could expand in her paper. There were times I could tell she wasn't understanding all that he was saying, the whole blank-look-on-the-face-thing that someone sitting across the table has a better view of. The mother in me was concerned that she wasn't writing down any of what Phil was suggesting (and now I know it is good to encourage them to do so...scoot the paper and pencil in front of them as Melissa said). But the approach and progression of Phil's session was good to see. The mechanics are there. What I got to add was the personal touch.
Phil asked if I had anything to add, which I thought was awesome! I held back though, not wanting to over do it my first session (I will wait until my third) and addressed her hate of writing. This is when she talked about going to school being bi-lingual and not being able to written in English as well because she thought mostly in Spanish. I asked her to think of something that she liked about writing, or at least something that she could see being positive about writing. She thought about it and said that getting her ideas across correctly would be good. YEA!
It might be because of teaching my kids are home and having a personal touch that draws me to this internship/job at the WC. I can see that probably the majority of our clients will be those students who 'hate writing' or feel that they could never be good at it. More then just grammar help, idea prompting, and general organization, these kids are going to need encouragement. I hope to be able to sense when that is needed and give it in the way that each individual can benefit from the most. The mother in me, which takes up at least 90% of who I am, should be able to tell how much and how far to go. Who is resistant, and who is searching. If even clients leave knowing they can correct their grammar and put their paragraphs in a more efficient order, then that is awesome. But if even one student leaves feeling better about how they write and not 'hating' writing, then I will be one happy mamma!
One boy came into the WC just to see where it was (he was being lead by his 101 teacher) and said that he would have to use the WC for at least this class, because after that he wasn't going to be writing much! It was so hard to just not bust out laughing! Poor kid. Will be seeing him allot over the next few years. That is, if he stays. It makes me wonder how many kids drop out of college because it was allot more writing then they thought it was going to be. Shouldn't the high school counselors and teachers be warning kids that college IS writing? No matter what major they settle on. I have even heard people in the past saying they chose a certain major because it didn't involve any writing. Come on people! Life is writing! You can't go through life without having to get your ideas across on paper, or computer, or even phone. The better you can get your ideas across, the more people are going to be impressed and consider your ideas. And then you can reap the benefits.
I got to sit in on a session with Phil where a young Hispanic girl was needing to increase her paper for Rick's class to be at least 5 pages. I could tell that the 2 1/2 pages that she had already written had been more then enough for her. The thought of adding more was frightening to her. She just kept saying how she hated writing. As I learned yesterday in class, it is more that she fears writing, not hates it.
Phil did a great job helping her narrow down where she could expand in her paper. There were times I could tell she wasn't understanding all that he was saying, the whole blank-look-on-the-face-thing that someone sitting across the table has a better view of. The mother in me was concerned that she wasn't writing down any of what Phil was suggesting (and now I know it is good to encourage them to do so...scoot the paper and pencil in front of them as Melissa said). But the approach and progression of Phil's session was good to see. The mechanics are there. What I got to add was the personal touch.
Phil asked if I had anything to add, which I thought was awesome! I held back though, not wanting to over do it my first session (I will wait until my third) and addressed her hate of writing. This is when she talked about going to school being bi-lingual and not being able to written in English as well because she thought mostly in Spanish. I asked her to think of something that she liked about writing, or at least something that she could see being positive about writing. She thought about it and said that getting her ideas across correctly would be good. YEA!
It might be because of teaching my kids are home and having a personal touch that draws me to this internship/job at the WC. I can see that probably the majority of our clients will be those students who 'hate writing' or feel that they could never be good at it. More then just grammar help, idea prompting, and general organization, these kids are going to need encouragement. I hope to be able to sense when that is needed and give it in the way that each individual can benefit from the most. The mother in me, which takes up at least 90% of who I am, should be able to tell how much and how far to go. Who is resistant, and who is searching. If even clients leave knowing they can correct their grammar and put their paragraphs in a more efficient order, then that is awesome. But if even one student leaves feeling better about how they write and not 'hating' writing, then I will be one happy mamma!
One boy came into the WC just to see where it was (he was being lead by his 101 teacher) and said that he would have to use the WC for at least this class, because after that he wasn't going to be writing much! It was so hard to just not bust out laughing! Poor kid. Will be seeing him allot over the next few years. That is, if he stays. It makes me wonder how many kids drop out of college because it was allot more writing then they thought it was going to be. Shouldn't the high school counselors and teachers be warning kids that college IS writing? No matter what major they settle on. I have even heard people in the past saying they chose a certain major because it didn't involve any writing. Come on people! Life is writing! You can't go through life without having to get your ideas across on paper, or computer, or even phone. The better you can get your ideas across, the more people are going to be impressed and consider your ideas. And then you can reap the benefits.
Subscribe to:
Comments (Atom)