Tuesday, May 1, 2007
farewell apprentice
I had my last session with my 103 student on sunday. I throughly enjoyed this session and I felt this time there was a lot more I had to work with. It wasn't merely because the paper was a lot longer than the other ones. I think I knew how to better speak to the writer with more organization. It felt good to talk about the organization and not be startled by his questions which did not fall in the organization and style category and then move onto grammar issues. Although many times I wished there was a handbook that we had to memorize to know exactly what to do in every tutoring situation, I have actually created that handbook on my own. The best part of the session was when we ran out of time and I still had more to say! Knowing the identity and role of a tutor really helped me have more of a successful time.
Friday, April 13, 2007
This is exactly what i've been looking for!
what should tutors do after training? page six
"once tutors have completed their initial training-whether through workshops, pre-semester meetings or an entire course- the question of how to continue tutor development remains."
it seems as though i have been under a layer of cloudiness, not aware of the truth about writing tutors. i thought that it was those outside people were the only ones who did not know how writering center really worked. but the i think, especially considering my very recent concerns about how i'm supose to teach and how i'm supose to have all the answers, i was still under the wrong impressions about what a tutoring should do. this aritcle discusses the way tutors are supose to be
"rather, certain administrative artifacts from the tutuors' professional roels- namely, texts of introduction and tutorial reports-may be used a s away to combine professionalim w/pedagogy, and, in doing so, enhance tutors' development as both tutors and writers. " (6)
reflecting on peer tutoring and teaching
pg 10
..to become self-reflexive of their writing, a skill i acquired as a peer tutor.
i struggled with how much of a "peer" i could or should be to my students w/o losing their respect.
"once tutors have completed their initial training-whether through workshops, pre-semester meetings or an entire course- the question of how to continue tutor development remains."
it seems as though i have been under a layer of cloudiness, not aware of the truth about writing tutors. i thought that it was those outside people were the only ones who did not know how writering center really worked. but the i think, especially considering my very recent concerns about how i'm supose to teach and how i'm supose to have all the answers, i was still under the wrong impressions about what a tutoring should do. this aritcle discusses the way tutors are supose to be
"rather, certain administrative artifacts from the tutuors' professional roels- namely, texts of introduction and tutorial reports-may be used a s away to combine professionalim w/pedagogy, and, in doing so, enhance tutors' development as both tutors and writers. " (6)
reflecting on peer tutoring and teaching
pg 10
..to become self-reflexive of their writing, a skill i acquired as a peer tutor.
i struggled with how much of a "peer" i could or should be to my students w/o losing their respect.
next
students try to explain the assignment to the tutors, who in turn have to spend a lot of ime questioning the student. The result of what the tutor understands is necessrily an interpretation...the tutors try to keep their comments fairly broad, so as not to lead students down a specific path which might really be a misdirection." (2)
Tutors notice...that the students want to be told what the instructors, and what they must do to be correct...the students seems very impatient and baffled when they are instead met with more questions, instructions about ideas when they know they need help with grammar, or instructions to rewrite the whole paper. (2)
..we all understand that feedback from varying sourcse can be helpful, while at the same time, what matters if the studen tto find he own voice, her own dieas..." (3)
...and the tutors do, but again, w/o being sure what the facult want, the tutors respond to student writing somewhat conservatively and generally." (3)
then, some felt the tutors were giving them generic advice, rather than advice specific to their papers (have you done an outline? etc.) not understanding how there could be a writing process, a theory of writing that supplies general principles that be applied to specific writers' work." (4)
Tutors notice...that the students want to be told what the instructors, and what they must do to be correct...the students seems very impatient and baffled when they are instead met with more questions, instructions about ideas when they know they need help with grammar, or instructions to rewrite the whole paper. (2)
..we all understand that feedback from varying sourcse can be helpful, while at the same time, what matters if the studen tto find he own voice, her own dieas..." (3)
...and the tutors do, but again, w/o being sure what the facult want, the tutors respond to student writing somewhat conservatively and generally." (3)
then, some felt the tutors were giving them generic advice, rather than advice specific to their papers (have you done an outline? etc.) not understanding how there could be a writing process, a theory of writing that supplies general principles that be applied to specific writers' work." (4)
Thursday, April 12, 2007
elligibility of a writing tutor
what is the writing center doing for the community?
after having thought about the importance of the writing center, why students use it, and why people need it, i wonder about how the community view the writing center and how much credibility it has in the eyes of faculty, students, and even the writing tutors.
Nancy Grimm writes about her experience of faculty who did not think her eligible and does not take the work and theories of that are produced from the writing center. She points out that the faculty may be a bit wary of the center's effectiveness.
Interesting parts:
[Writing centers deal with heterogenity and how to master and control it. lack of communication between the tutor and the teacher maintains status quo. and much of what goes on in the writing center stays there. Grimm asks, how much of the theories get put into practice?]
"The relative absence of writing center voice and the conficted nature of writing center institutional positioning has much to do with the hierarchical structure of the academic community, with the notions we internalize about who should speak and who should be listened to, with the ways our relationship within the academic community are mediated by institutional language and practices. "
self-recovery & criticism
We may need to change relationships but it cannot be done easily and there is not a simple solution. Look at the pattern of problems with the immobile society to the problems with issues in relationships.
"for too long writing centers have worked to please others at the expense of defining a clear mission."
"Because writing centers are in the subordinate positionm, i strucutre my argument to focus on how writing centers might initiate change in the relationship, offering four self-help axioms to move writing centers into dialogue with compositiona andcreate a less comfortable but more scholarly and ative role for writing centers within their institutions." (527-528)
after having thought about the importance of the writing center, why students use it, and why people need it, i wonder about how the community view the writing center and how much credibility it has in the eyes of faculty, students, and even the writing tutors.
Nancy Grimm writes about her experience of faculty who did not think her eligible and does not take the work and theories of that are produced from the writing center. She points out that the faculty may be a bit wary of the center's effectiveness.
Interesting parts:
[Writing centers deal with heterogenity and how to master and control it. lack of communication between the tutor and the teacher maintains status quo. and much of what goes on in the writing center stays there. Grimm asks, how much of the theories get put into practice?]
"The relative absence of writing center voice and the conficted nature of writing center institutional positioning has much to do with the hierarchical structure of the academic community, with the notions we internalize about who should speak and who should be listened to, with the ways our relationship within the academic community are mediated by institutional language and practices. "
self-recovery & criticism
We may need to change relationships but it cannot be done easily and there is not a simple solution. Look at the pattern of problems with the immobile society to the problems with issues in relationships.
"for too long writing centers have worked to please others at the expense of defining a clear mission."
"Because writing centers are in the subordinate positionm, i strucutre my argument to focus on how writing centers might initiate change in the relationship, offering four self-help axioms to move writing centers into dialogue with compositiona andcreate a less comfortable but more scholarly and ative role for writing centers within their institutions." (527-528)
distrust of writers
perhaps writers don't come to the writing center because they do not know the purposes of the writer center. perhaps it's because they have a misunderstanding of tutors. Or they've previously had not so good tutors.
[my friend said im afriad to go to writing center because i think i'll go and my tutor will think i'm stupid... my other friend said with her two experiences- her first tutor came up with her thesis and the second one the tutor would not answer her questions and said he coudln't help her with the grammar because that would be giving away the answers...]
http://www2.blogger.com/link_requestid=%22 ... distrust
how do we change these views and perceptions especially when writers may have a good reason not going to the writing center?
[my friend said im afriad to go to writing center because i think i'll go and my tutor will think i'm stupid... my other friend said with her two experiences- her first tutor came up with her thesis and the second one the tutor would not answer her questions and said he coudln't help her with the grammar because that would be giving away the answers...]
http://www2.blogger.com/link_requestid=%22 ... distrust
how do we change these views and perceptions especially when writers may have a good reason not going to the writing center?
Wednesday, April 4, 2007
Purpose
It seems like there's not enough confidence in the tutors to really be proud and certain of the purpose of their job. What is the purpose of the writing center??
We've have been discussing how students are having a harder time writing scholary material for professors and we explored reasons of why that is. Today's secondary education do not encourage writing which require the writer to be knowledgeable. In Bartholmae's article "Investing in the University", he uses the example of describing baseball to an eskimo to explain the level of writing that college students are used to writing. More and more students are needing help with not only the basics in writing and organization but to develop skills of analysis and "scholarly academic writing". I've noticed that our writing center brings in many freshmen students who need help with their english and core papers. I think as more and more students get to know more about the uses of the writing center and how they can use it, more upperclassmen will come to the center with their more academic required papers.
why do writers need the writing center and tutors?
interesting quotes "The writing center... it develops tutor's own writing, interpersonal skills, and teaching abilities."
But I can resist their efforts. In the classroom, I can’t get away from making assignments, and as long as I make them, no matter how englightened or open-ended they may be, they’re still mine.
"introduces middle person, the tutor inhabits a world somwhere between writer and teacher."
I think this implies that the tutor is in effect on a different level from the student. But not necessarily on a higher level.
This passage goes on to compare teachers from writing tutors: " In the center, writers may try to invest me with authority but I can resist their efforts. In the classroom, I can’t get away from making assignments, and as long as I make them, no matter how englightened or open-ended they may be, they’re still mine.
We've have been discussing how students are having a harder time writing scholary material for professors and we explored reasons of why that is. Today's secondary education do not encourage writing which require the writer to be knowledgeable. In Bartholmae's article "Investing in the University", he uses the example of describing baseball to an eskimo to explain the level of writing that college students are used to writing. More and more students are needing help with not only the basics in writing and organization but to develop skills of analysis and "scholarly academic writing". I've noticed that our writing center brings in many freshmen students who need help with their english and core papers. I think as more and more students get to know more about the uses of the writing center and how they can use it, more upperclassmen will come to the center with their more academic required papers.
why do writers need the writing center and tutors?
interesting quotes "The writing center... it develops tutor's own writing, interpersonal skills, and teaching abilities."
But I can resist their efforts. In the classroom, I can’t get away from making assignments, and as long as I make them, no matter how englightened or open-ended they may be, they’re still mine.
"introduces middle person, the tutor inhabits a world somwhere between writer and teacher."
I think this implies that the tutor is in effect on a different level from the student. But not necessarily on a higher level.
This passage goes on to compare teachers from writing tutors: " In the center, writers may try to invest me with authority but I can resist their efforts. In the classroom, I can’t get away from making assignments, and as long as I make them, no matter how englightened or open-ended they may be, they’re still mine.
Monday, April 2, 2007
strategy to tutor 'voice'
There are certain strategies that one can use in order to help a writer find his own voice. Many times writers do not know how to distinguish his own voice in writing. It is natrual and easy to speak because one has been doing it all their lives but writing comfertably is harder to do. Some strategies used:
Wednesday, March 28, 2007
seeing the light through the grove
today's discussion did answer many of the issues i had been thinking about if i were to encounter an ESL student. How and where I should start was a concern of mine. whether we should treat them differently. isn't that a bad thing? discussing the differences between an ESL writer and a native speaking writer is giving me a better understanding of what we can assume about the student, that the way they see grammer is different and also that even if their wording may not be "americanized", it's not our job to correct and make it sound like ours.
I have to agree that the word "correct" gives a certain wrong schema to writers, tutors and professors. we need to be more careful and perhaps by changing these minute phrasing, one or two words, we can also change the sterotype that writing centers recieve as a fix it up shop. there is not 'correcting' i think when it comes to a writer's ideas; however, it's safe to say CORRECTing grammar mistakes for the writers who really do not understand how english grammar works. Explaining the reasoning is important so that they won't make the same mistake again and it's also important not to change all their mistakes for them for the same reason.
on a somewhat different topic, i wonder if we should think about our individual personalities and how that affects the kind of tutors we are. we talk about the strategies as directive and nondirective tutors but there's a difference between directive and nondirective PEOPLE, u know? tutoring can be difficult when the tutor is a very nonconfortational person and do not like "correcting" or being the person to say maybe this should be fixed or it would sound better in another way. how can these types of tutors become more effective in their approach. Do they need to change their methods?
I have to agree that the word "correct" gives a certain wrong schema to writers, tutors and professors. we need to be more careful and perhaps by changing these minute phrasing, one or two words, we can also change the sterotype that writing centers recieve as a fix it up shop. there is not 'correcting' i think when it comes to a writer's ideas; however, it's safe to say CORRECTing grammar mistakes for the writers who really do not understand how english grammar works. Explaining the reasoning is important so that they won't make the same mistake again and it's also important not to change all their mistakes for them for the same reason.
on a somewhat different topic, i wonder if we should think about our individual personalities and how that affects the kind of tutors we are. we talk about the strategies as directive and nondirective tutors but there's a difference between directive and nondirective PEOPLE, u know? tutoring can be difficult when the tutor is a very nonconfortational person and do not like "correcting" or being the person to say maybe this should be fixed or it would sound better in another way. how can these types of tutors become more effective in their approach. Do they need to change their methods?
Tuesday, March 27, 2007
unnecessary phobias
Looking back at my recent blogs, I'm beginning to sense a need to address the fears that tutors may have in going into a session, especially students who are new to tutoring. There are many factors to think about when one goes into a session: belief in oneself and the ability to project confidence but not appear authoratative, keep in mind everything learned in 383, and pray to God you won't screw up majorly, and there is without doubt a strong stereotype of writing tutorers as this know-all be-all -what- they- say- goes- on- paper- word- for- word-that -if- the- tutor- really- really- likes- your -paper- it- means -no -more- work- has- to- be- done- kind of person.
I went to the writing center last semester and the dude who read my paper told me there was pretty much nothing to be changed in my paper. I was estatic! This meant that I would be able to get a good night's sleep and the responsibilty of turning in a good paper was no longer mine ( it wasn't necessarily on the tutor either) ; my work was done. I think, many of us can agree that writing a paper can be an incredibly tedious and distasteful process for many students and as ideal it would be to be excited and geniously innovative. It seems most times its something that just gotta get done and when its done and turned in, there is a sense of relief. The praise I recieved on my suposedly perfect paper should not give me a sense of relief. If I'd thought about it more, I would've taken into account the tutor's laziness. He actually read the paper when I got there for the first time b/c he hadn't had time to look at it before.
It would be nice to have an understanding of the purpose of the writing center plus a desire in both the tutor and writer to accomplish something within the session. Even with those two points accomplished, a lot of the fears that tutors or students may have in attending a session may diminished.
I went to the writing center last semester and the dude who read my paper told me there was pretty much nothing to be changed in my paper. I was estatic! This meant that I would be able to get a good night's sleep and the responsibilty of turning in a good paper was no longer mine ( it wasn't necessarily on the tutor either) ; my work was done. I think, many of us can agree that writing a paper can be an incredibly tedious and distasteful process for many students and as ideal it would be to be excited and geniously innovative. It seems most times its something that just gotta get done and when its done and turned in, there is a sense of relief. The praise I recieved on my suposedly perfect paper should not give me a sense of relief. If I'd thought about it more, I would've taken into account the tutor's laziness. He actually read the paper when I got there for the first time b/c he hadn't had time to look at it before.
It would be nice to have an understanding of the purpose of the writing center plus a desire in both the tutor and writer to accomplish something within the session. Even with those two points accomplished, a lot of the fears that tutors or students may have in attending a session may diminished.
Monday, March 26, 2007
Sunday, March 25, 2007
oh the agony
barely twenty minutes and the session was over. should i have been more prepared?
i believe i was more prepared to tutor J than before because well first i recieved the paper beforehand, and also the midterm and nietzche paper we had to grade and review was helpful in this real live situation. I even left a comment at the end of his paper learning from the last midterm. i initially did this so i could let him know i enjoyed his paper. ( a bit of encouragment is always helpful). But after the session, i discovered another important aspect of leaving a comment: the truth of it is that sometimes the tutor does not remember to explain everything she wanted to and the comment is a way for the writer to find the comment. for example, in his paper, J seemed to include a lot of the same reasons in all of his paragraphs. i mentioned briefly and generally that the paragraphs should be soley supporting the paragraphs. i think in my mind, i didn't want to sound repetitive and say the same thing again, but i thought that brief explanation was not enough. however, i did include what i wanted to say in the comment which makes me more at ease.
i feel like twenty minutes was not enough time for his paper; i don't think its hard to get a lot corrected but the important thing should not be what i correct but what he understands about the corrections. i feel like i didn't have the right words to convey how to better organize the paper and i kept running into flashing red lights telling me i needed to let him figure out the answer and his own thoughts. ive been learning how i shouldn't be directive but it is really hard not to be. wording the right words is harder than i thought.
nowadays i feel like it is wrong to point out grammar mistakes and that it is better not to and i try to get over them as quickly as possible. i think we've been told repeatedly how the point of the writing center is for students to get their papers proofread and edited, that it seems wrong to do any editing at all!
--edit--
so that was a bit of the good part of the session. but then again there was a part where i didn't know how to let the writer know how to organize his paper. in the paper, he had one paragraph that talked about the negative aspects of his advertisment and it did not seem to be in the right place but i had no idea where it should go. I thought and thought but i did not have the 'right' answer at the moment. what should I have done? was there something I could have done before the tutor session that would have prepared me more for this moment?
i believe i was more prepared to tutor J than before because well first i recieved the paper beforehand, and also the midterm and nietzche paper we had to grade and review was helpful in this real live situation. I even left a comment at the end of his paper learning from the last midterm. i initially did this so i could let him know i enjoyed his paper. ( a bit of encouragment is always helpful). But after the session, i discovered another important aspect of leaving a comment: the truth of it is that sometimes the tutor does not remember to explain everything she wanted to and the comment is a way for the writer to find the comment. for example, in his paper, J seemed to include a lot of the same reasons in all of his paragraphs. i mentioned briefly and generally that the paragraphs should be soley supporting the paragraphs. i think in my mind, i didn't want to sound repetitive and say the same thing again, but i thought that brief explanation was not enough. however, i did include what i wanted to say in the comment which makes me more at ease.
i feel like twenty minutes was not enough time for his paper; i don't think its hard to get a lot corrected but the important thing should not be what i correct but what he understands about the corrections. i feel like i didn't have the right words to convey how to better organize the paper and i kept running into flashing red lights telling me i needed to let him figure out the answer and his own thoughts. ive been learning how i shouldn't be directive but it is really hard not to be. wording the right words is harder than i thought.
nowadays i feel like it is wrong to point out grammar mistakes and that it is better not to and i try to get over them as quickly as possible. i think we've been told repeatedly how the point of the writing center is for students to get their papers proofread and edited, that it seems wrong to do any editing at all!
--edit--
so that was a bit of the good part of the session. but then again there was a part where i didn't know how to let the writer know how to organize his paper. in the paper, he had one paragraph that talked about the negative aspects of his advertisment and it did not seem to be in the right place but i had no idea where it should go. I thought and thought but i did not have the 'right' answer at the moment. what should I have done? was there something I could have done before the tutor session that would have prepared me more for this moment?
I wonder...
As I went through my 103 student's paper, I wondered if there was any sort of guideline that I could make for myself as I corrected it. And then I wondered whether or not there was already guidelines made up for grading papers. Not grammatical rules or essay formatting but general structuring for the tutor to be a more effective helper. Then I couldn't seem to remember whether or not I should mark grammar mistakes of the paper or mention them later in the session and whether or not I should even start talking about immediate obvious errors and such. The second portfolio's paper seems much longer than the first and it is obviously more difficult to come up with a way to have an indepth conversation of the paper. I think that in this specific student, it will be easier for me to be nondirective and try to have explain certain things about his paper.
I realize tutors have to be very flexible and cannot always go through step by step in a session. There's the possibility of the student bringing his own concerns to the table; also, he may want to go over specific grammar issues and it does not seem right to even suggest going over something else first. I mean, he did come to the session wanting to get answers and if I have those answers I should help him figure things out, right?
I need to find ways I can have my own guidelines to create a stimulating and thought provoking atmospheres but also be able to switch back and forth from being general to more narrow issues. How do I do this?
Actually, the biggest question I have at this moment is how i can get the student to be interested in his own paper. I know in the past when I went to my writing fellow, the times I left feeling hopeful and that I needed to fix a lot of things in my paper was when I was the most excited. Maybe i need to try to get out of the writer more of what he does not understand and what he wants to fix and in this way help the student become excited about his paper.
I realize tutors have to be very flexible and cannot always go through step by step in a session. There's the possibility of the student bringing his own concerns to the table; also, he may want to go over specific grammar issues and it does not seem right to even suggest going over something else first. I mean, he did come to the session wanting to get answers and if I have those answers I should help him figure things out, right?
I need to find ways I can have my own guidelines to create a stimulating and thought provoking atmospheres but also be able to switch back and forth from being general to more narrow issues. How do I do this?
Actually, the biggest question I have at this moment is how i can get the student to be interested in his own paper. I know in the past when I went to my writing fellow, the times I left feeling hopeful and that I needed to fix a lot of things in my paper was when I was the most excited. Maybe i need to try to get out of the writer more of what he does not understand and what he wants to fix and in this way help the student become excited about his paper.
tutoring a friend part ii
Here is a classic example of the dangers and also pleasntries of tutoring a friend. I ran into (what i would consider an oppurtunity) of tutoring my friend the other night. I was sleeping over and she was staying up late cramming the last words into her paper that was due the next day. she asked me to edit and i was of course very willing to put my newfound tutoring skills into effect. As I went through the paper I reminded myself not to correct or change naything for her and instead highlighted anything that I thought may be incorrect or had confusion about. And as i went through the paper i realized that there was a lot of mistakes that may not be mistakes but that i only misunderstood. as i went through each sentence and tried to explain what was incorrect, i found it harder not to correct the sentence for her because the situation was pretty informal; we were both sprawled on her bed and had just finished talking about her boyfriend, we were both tired and ready to stop working, and because the situation was informal it was harder for me to ask what Brooks calls "leading questions". In some areas I succeded in helping her reach her own conclusions, and then was more directive in other areas.
Friday, March 23, 2007
Nearing the End Zone..
Like I briefly mentioned in my reflections this week, my shadowing session went more or less as it usually did. except the fact that I knew the student being tutored and it was hard not to get drawn into a conversation that had nothing to do with writing. I think I recovered pretty well after the initial outburst of girl talk in the beginning asking specific questions about her paper and what she was having a hard time writing. A rough draft was due in a couple days and I could tell she wasn't stressed out and that it wouldn't have affected her grade if we had gotten off subject but I can see the importance of keeping a session impersonal and professional. There's always the possibility of running into problems when being "too friendly". Also, it shows the students who come for help that the writing tutors are reliable and serious about helping the students.
The videos and readings for the non traditionnal writer was the most helpful for me as I learned new ways to approach different types writers. Reading about what the writer felt and their feeling of being rusty at the writing process made me see that it must be pretty difficult for those who come back to write after a long period of writing no papers. THey must have a tough time getting help with papers considering there would be more cases where the tutors would not assist the writer in the right manner. Professor D mentioned that we probably would not be placed in a situation where we needed to help non traditionnal students but at the same time this is another way of reaffirming the need for all tutors to be open and flexible with the writers that come in through the center's doors. There can be plenty of cases where there is a miscommunication or feeling of dejection on the writer's part without being a non traditionnal writer and I'm sure there is a wide range of confidence levels out there in the writing world.
The videos and readings for the non traditionnal writer was the most helpful for me as I learned new ways to approach different types writers. Reading about what the writer felt and their feeling of being rusty at the writing process made me see that it must be pretty difficult for those who come back to write after a long period of writing no papers. THey must have a tough time getting help with papers considering there would be more cases where the tutors would not assist the writer in the right manner. Professor D mentioned that we probably would not be placed in a situation where we needed to help non traditionnal students but at the same time this is another way of reaffirming the need for all tutors to be open and flexible with the writers that come in through the center's doors. There can be plenty of cases where there is a miscommunication or feeling of dejection on the writer's part without being a non traditionnal writer and I'm sure there is a wide range of confidence levels out there in the writing world.
Tuesday, March 6, 2007
shadowing 2
Last Wednesday, an upperclassman came for help on his paper. He hadn't emailed his paper ahead of time and it was due at the end of the week. He was cordial and respectively listened to the tutor's advice, but I could tell he didn't voluntarily come to the writing center. I could tell it was especially hard because for one the tutor had to read the whole paper on the spot, comprehend and then analyze the paper. And it was a pretty tough assignment with concepts that was definitely not common knowledge. I was really impressed with the way the tutor held her cool and did the best she could under the circumstance even with the kid's nonchalance.
Tuesday, February 27, 2007
383 and 103 finally meet...
I felt that this was a good writing session. I tried to remember all the do’s and don’ts during the session with N. I experienced true acting out what one learns that day since my session with N was in the same afternoon I had my 383 class. The class had discussed what kinds of words and things the tutor should correct when tutoring and one of the things discussed was contractions. In the session, I noticed a minute error on the writer’s part where he put ‘can not’ as two separate words and the funny thing is when I pointed out the mistake he immediately set out to correct it incorrectly putting a contraction in place of the two words. He had misunderstood my correction thinking I approved of contractions. We cleared up the misunderstanding but boy, did I feel the power of a tutor at that moment! Our session was a good 25 minutes and it surprised me that we were able to fill up that time correcting his paper. I don’t think I was as assertive or helped him correct everything possible but I left the session having the sense that I got him to think a little more and emitted a sense of open endedness so he would have to fill in the blanks himself. I’m supposed to meet with him again on Saturday. Although I had felt that nervousness of whether I would be able to help him. I try to stay positive and hope that he’s getting real help from me and not just being nice.
Wednesday, February 7, 2007
shadowing writing fellow
*note: This reflective post about my first writing fellow session is not meant to be a bashing blog about M (the writing tutor) but more of a praise unto myself for being able to point out the tutor's mistakes. You see, this is proof I have read and understood the readings about how to be an effective tutor.
I find the room tiny and claustrophobic. However I manage to forget my discomfort when M and writer enter because I am suddenly very excited about facing a real live session. The writer is an international student who has come to have her first introductory paragraph checked out for CORE. It is about half a page and she asks M if there is anything to change. Lo, and behold I manage to hold in my exclaim of aghast when M proceeds to sit and read the paragraph, in dead silence! Both the writer and I look around the room avoiding eye contact, admiring posters and drum fingers while M reads and reads.
Finally, M points out what can be fixed and changed...the writer nods and asks questions...M responds in a polite and well-mannered way...that's when I noticed the paper is entirely in M's territory with pencil in hand. That's a no-no, I say to myself.
M tries to include me in the tutorial by asking me to read and ask if there is anything to be changed. Cringing I realize there will be another long period of no sound while I read silently to myself... I can't even focus on the writers' words because they're both waiting for me to finish and so I do and meekly hand the paper back with a lame, "yea...it's good". M says that the paragraph is on a good start and the two exchange some more ideas...
I learned quite a lot in my first session, because of both M's rights and wrongs. I also have a better understanding of how important communication is between the tutor and writer. Although I've read it repeatedly in our readings in St.Martin's and Bedford about communication, it was even better seeing live interaction. It may seem like the tutor was doing everything wrong; in fact, the tutor was pretty effective. I specifically point out M's mistakes because I didn't realize tutors still make them post-apprenticeship. This has put a lot of the pressure off of me since I don't feel as if I need to be a perfect tutor in every session.
I find the room tiny and claustrophobic. However I manage to forget my discomfort when M and writer enter because I am suddenly very excited about facing a real live session. The writer is an international student who has come to have her first introductory paragraph checked out for CORE. It is about half a page and she asks M if there is anything to change. Lo, and behold I manage to hold in my exclaim of aghast when M proceeds to sit and read the paragraph, in dead silence! Both the writer and I look around the room avoiding eye contact, admiring posters and drum fingers while M reads and reads.
Finally, M points out what can be fixed and changed...the writer nods and asks questions...M responds in a polite and well-mannered way...that's when I noticed the paper is entirely in M's territory with pencil in hand. That's a no-no, I say to myself.
M tries to include me in the tutorial by asking me to read and ask if there is anything to be changed. Cringing I realize there will be another long period of no sound while I read silently to myself... I can't even focus on the writers' words because they're both waiting for me to finish and so I do and meekly hand the paper back with a lame, "yea...it's good". M says that the paragraph is on a good start and the two exchange some more ideas...
I learned quite a lot in my first session, because of both M's rights and wrongs. I also have a better understanding of how important communication is between the tutor and writer. Although I've read it repeatedly in our readings in St.Martin's and Bedford about communication, it was even better seeing live interaction. It may seem like the tutor was doing everything wrong; in fact, the tutor was pretty effective. I specifically point out M's mistakes because I didn't realize tutors still make them post-apprenticeship. This has put a lot of the pressure off of me since I don't feel as if I need to be a perfect tutor in every session.
Monday, February 5, 2007
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