This week, we had several students who needed help with personal statements. Ali was in the Writing Center with me, so we both tried to help the students brainstorm ideas. I was in the middle of helping one student when I stopped and asked him, "So, is this helping?" He had seemed a little taken aback by the whole situation.
He finally said he had come in for grammar, and hadn't expected us to discuss things like clarity, flow, and theme. I told that, except for a few small errors, his grammar was fine, but with personal statements, you've got to try to make them interesting and at least a little bit different from every other personal statement the graduate school receives. He agreed, and said the session was really helping him.
But I wonder if it's intimidating to students when we tell them about other issues with their paper when all they want is grammar help. I usually try to ask the student what they think they need help with, and go from there. If something else pops up, I'll definitely mention it, but otherwise, I try to let them lead.
These students have never been to the writing center before, and I don't want them to say "oh yeah, this helps, thanks!" while we're there, but, because they've felt intimidated, curse our names when they leave because they think we told them they should write their personal statement OUR way.
Monday, November 19, 2007
Tuesday, November 13, 2007
An Uncomfortable Situation
Earlier in the semester, John and I talked about an older engineering student who came into the Writing Center for help on his powerpoint presentation. I am not sure if you guys remember, but this man was not my favorite person--he was rude, pushy, and very opinionated. Quite honestly, he made me feel uncomfortable, but I wasn't so uncomfortable that I had to stop working with him. Rather, I just ignored his comments and let John take over the session a little bit more. But, what should we do when we are faced with a situation or person that makes us so uncomfortable that we can no longer tutor well? Do we ignore our guy reactions and keep tutoring? Do we ask someone else to take over? Or, do we ask them to leave?
I realize that this is a touchy subject because the Writing Center is open to everyone who needs help, but where do we draw the line. A good example of this comes from my undergraduate tutoring experience. There was this man, "Frank," who came into the Writing Center a lot. He was an adult learner, and it was obvious that he had some kind of learning disability, so his writing wasn't that well developed. Clearly, this man needed our help to improve his writing, but there were several cases when he was behaved innappropriately to female tutors. He never attacked anyone or anything like that, but he would make weird comments, ogle girls, and just get a little too "friendly." Even when he wasn't outwardly acting inappropriately, he sent off a weird vibe. I remember working with him once and just counting down the words until we finished working on his paper because I felt so uncomfortable.
Anyway, after several meetings with our coordinator, we decided that Frank shouldn't work with female tutors anymore because we were all so creeped out. Instead, Frank was assigned to a specific male tutor, who helped him whenever he needed it. Frank was no longer allowed in the writing center unless that specific tutor was there. Luckily in this case, things worked out, and we developed a good system. But what should we do in that initial confrontation, when our gut reaction is to get away from someone, and we feel uncomfortable? And what if that feeling occurs when we are alone in the Writing Center?
I realize that this is a touchy subject because the Writing Center is open to everyone who needs help, but where do we draw the line. A good example of this comes from my undergraduate tutoring experience. There was this man, "Frank," who came into the Writing Center a lot. He was an adult learner, and it was obvious that he had some kind of learning disability, so his writing wasn't that well developed. Clearly, this man needed our help to improve his writing, but there were several cases when he was behaved innappropriately to female tutors. He never attacked anyone or anything like that, but he would make weird comments, ogle girls, and just get a little too "friendly." Even when he wasn't outwardly acting inappropriately, he sent off a weird vibe. I remember working with him once and just counting down the words until we finished working on his paper because I felt so uncomfortable.
Anyway, after several meetings with our coordinator, we decided that Frank shouldn't work with female tutors anymore because we were all so creeped out. Instead, Frank was assigned to a specific male tutor, who helped him whenever he needed it. Frank was no longer allowed in the writing center unless that specific tutor was there. Luckily in this case, things worked out, and we developed a good system. But what should we do in that initial confrontation, when our gut reaction is to get away from someone, and we feel uncomfortable? And what if that feeling occurs when we are alone in the Writing Center?
Free Mind Mapping Software
Hello friends-
I found some great mind mapping software that is free!! The good thing about it is that you can save your work on your computer, and it has a lot of features similar to the program we used in class. Here's the link if you're interested:
http://freemind.sourceforge.net/wiki/index.php/Main_Page
I found some great mind mapping software that is free!! The good thing about it is that you can save your work on your computer, and it has a lot of features similar to the program we used in class. Here's the link if you're interested:
http://freemind.sourceforge.net/wiki/index.php/Main_Page
Monday, November 12, 2007
Two students
At the beginning of the semester, Dr. Fishman and Mrs. Ramirez said we shouldn't work more than 3 hours at a time. I didn't necessarily believe them when they said we'd get stressed out, but after these last two weeks, I've changed my mind.
I know I'm not the only one that'd gotten swamped. The majority have been lab reports - another day of brewer's yeast cell labs and I could replicate the process at home from memory - but I've also had a few ENGL200-level students.
I wanted to write down my thoughts on two students.
The first is actually a pair of students who came in for help with their yeast cell labs. I had worked with them both before, but today Ali took one (Student A) while the other (Student B) waited while I finished up with another student. I looked over Student B's paper and it was really well-written. There were maybe a couple of grammatical mistakes, but nothing big. I asked her about her last lab, and she said she only had a few points taken off for grammar - everything else was perfect. Ali had to leave so I took over with Student A. She needs a lot of help with run-on sentences and comma usage. Since Students A and B always come in together, I wanted to tell them that if Student B would look over Student A's paper, she wouldn't need to come to the Writing Center. I know that's not necessarily the way we work, but it just seems odd that two totally different writers would be friends and not willing to help each other out.
The second situation was with an English student (Student C) in a 400-level class. After a day of reading labs, the paper on Ezra Pound and William Carlos Williams was a welcome change. But I had a problem. With the labs, I mainly read for grammatical mistakes and sentence structure. I'll read the science out loud (or have the student read it) and ask them if it makes sense. I don't know the science, so that part is up to them. As I read over C's paper, I found myself chugging along, checking for errors in grammar and sentence structure. I got through a page or so and realized I had no idea what I had read. It wasn't that C's paper made no sense. Rather, I was just so focused on grammatical errors that the content and meaning of the paper had escaped me. I had to start over, refocus, and read closer.
I think the "close" readings I'm doing with literature in other classes are helping with my tutoring, and vice versa. Once I got a handle on C's paper, I started asking questions like, "What does this word mean for you here?" and "Why is this sentence important." C had a tendency to use words that sounded nice, regardless of their importance to the paper. By pinning the student down (nicely), you make them think more about their word choice.
The situations with these two students aren't related (except that both the paper and lab were due within hours), but both are helping me grow as a tutor. I'm adjusting my tutoring style depending on the student, and I'm trying to ask the questions that get students thinking.
I know I'm not the only one that'd gotten swamped. The majority have been lab reports - another day of brewer's yeast cell labs and I could replicate the process at home from memory - but I've also had a few ENGL200-level students.
I wanted to write down my thoughts on two students.
The first is actually a pair of students who came in for help with their yeast cell labs. I had worked with them both before, but today Ali took one (Student A) while the other (Student B) waited while I finished up with another student. I looked over Student B's paper and it was really well-written. There were maybe a couple of grammatical mistakes, but nothing big. I asked her about her last lab, and she said she only had a few points taken off for grammar - everything else was perfect. Ali had to leave so I took over with Student A. She needs a lot of help with run-on sentences and comma usage. Since Students A and B always come in together, I wanted to tell them that if Student B would look over Student A's paper, she wouldn't need to come to the Writing Center. I know that's not necessarily the way we work, but it just seems odd that two totally different writers would be friends and not willing to help each other out.
The second situation was with an English student (Student C) in a 400-level class. After a day of reading labs, the paper on Ezra Pound and William Carlos Williams was a welcome change. But I had a problem. With the labs, I mainly read for grammatical mistakes and sentence structure. I'll read the science out loud (or have the student read it) and ask them if it makes sense. I don't know the science, so that part is up to them. As I read over C's paper, I found myself chugging along, checking for errors in grammar and sentence structure. I got through a page or so and realized I had no idea what I had read. It wasn't that C's paper made no sense. Rather, I was just so focused on grammatical errors that the content and meaning of the paper had escaped me. I had to start over, refocus, and read closer.
I think the "close" readings I'm doing with literature in other classes are helping with my tutoring, and vice versa. Once I got a handle on C's paper, I started asking questions like, "What does this word mean for you here?" and "Why is this sentence important." C had a tendency to use words that sounded nice, regardless of their importance to the paper. By pinning the student down (nicely), you make them think more about their word choice.
The situations with these two students aren't related (except that both the paper and lab were due within hours), but both are helping me grow as a tutor. I'm adjusting my tutoring style depending on the student, and I'm trying to ask the questions that get students thinking.
Sunday, November 11, 2007
Brochure stuff
Let us help you improve your writing!
We will collaborate with you to identify errors in your writing, make suggestions for improvement, and answer your questions, all in an informal and nonjudgmental atmosphere.
What to expect:
At the Writing Center, we strive to put the power in the student’s hands. We do not proofread or edit; rather, we will work with you to help you write your best. Appointments are recommended but not necessary.
What to bring
The assignment description/instructions
What you’ve written so far
A pen or pencil
A style guide, if you have one
Please remember, we don’t do your writing for you, so bring your questions, too.
We will collaborate with you to identify errors in your writing, make suggestions for improvement, and answer your questions, all in an informal and nonjudgmental atmosphere.
What to expect:
At the Writing Center, we strive to put the power in the student’s hands. We do not proofread or edit; rather, we will work with you to help you write your best. Appointments are recommended but not necessary.
What to bring
The assignment description/instructions
What you’ve written so far
A pen or pencil
A style guide, if you have one
Please remember, we don’t do your writing for you, so bring your questions, too.
Thursday, November 1, 2007
Readings I would like to do
Here are the readings I am interested in discussing:
"Writing Center Assessment: Searching for the 'Proof' of Our Effectiveness"
"Cultural Conflicts in the Writing Center: Expectations and Assumptions of ESL Students"
"Reassessing the 'Proofreading Trap': ESL Tutoring and Writing Instruction"
"Writing Center Assessment: Searching for the 'Proof' of Our Effectiveness"
"Cultural Conflicts in the Writing Center: Expectations and Assumptions of ESL Students"
"Reassessing the 'Proofreading Trap': ESL Tutoring and Writing Instruction"
Wednesday, October 31, 2007
3 Suggestions
I'll second Ember's suggestion of the North essay, and add to that:
- Intellectual Tug-of-War: Snapshots of Life in the Center
- by Boquet, page 116, St. Martins
- Postcolonialism and the Idea of a Writing Center
- by Bawarshi and Pelkowski, page 79, St. Martins
- Intellectual Tug-of-War: Snapshots of Life in the Center
- by Boquet, page 116, St. Martins
- Postcolonialism and the Idea of a Writing Center
- by Bawarshi and Pelkowski, page 79, St. Martins
Tuesday, October 30, 2007
3 Suggested Readings
The Idea of a Writing Center
Stephen North
page 32
Responding to Texts
Toby Fulwiler
page 156
A Critique of Pure Tutoring
Shamoon and Burns
page 173
All are from the St. Martin's Guide.
Stephen North
page 32
Responding to Texts
Toby Fulwiler
page 156
A Critique of Pure Tutoring
Shamoon and Burns
page 173
All are from the St. Martin's Guide.
Since I've never taught a class, maybe my tutoring philosophy isn't as developed as Ember's. Watching professors now, I see things that I would do differently, and try to make mental notes that I'll use later.
Thinking about that now, I realize that there are probably 10 other people in those classes making different notes. Everyone has a better way of doing something, so my teaching philosophy might not mesh well with some students.
I think the important thing for me will be to remember that everyone learns differently, and everyone will take something different away from the class. If I can incorporate that into my tutoring philosophy, I will have succeeded.
Thinking about that now, I realize that there are probably 10 other people in those classes making different notes. Everyone has a better way of doing something, so my teaching philosophy might not mesh well with some students.
I think the important thing for me will be to remember that everyone learns differently, and everyone will take something different away from the class. If I can incorporate that into my tutoring philosophy, I will have succeeded.
Monday, October 29, 2007
Teaching Philosophy
My teaching philosophy changed after I taught a class for the first time, and it changed again during my first semester in front of a class, and now that I’m back in school it has changed again. You might think that being a teacher would put me permanently on the side of the teacher, but this has not happened. Instead, while I sit in class as the minutes tick by and all I can think about is getting out, my rebellious instincts threaten mutiny and occasionally take over. The same thing that happened to me in high school happens now in graduate school. I look out of the window, when there is one, and I wish I were someplace else. While I was supposed to be working out my teaching philosophy, these thoughts took over instead. Then it hit me: that’s my teaching philosophy. I can communicate with students because I understand them. I understand them because I am one of them, and will always sigh while I roll my eyes at the clock. I love teaching and learning.
Tuesday, October 16, 2007
Personal Statements
I was just thinking that we could use a book on personal statement writing in the W.C. I wonder if we have one up there?
Notes from Class, on the Brochure
unity, fulfills a purpose, evidence/support, organization/structure, mechanics/style, grammar
Mission
We Do:
collaborate
improve
id errors
help
make suggestions
We Do Not:
your work for you
edit/proofread
write
fix
grade/evaluate
work on your paper if you're not there
tell you what to do
Tutee's Responsibilities:
bring the assignment description/instructions
come early in the writing process
bring a pen/pencil
set aside 30 minutes
bring/know style guide
know what you want to work on / bring questions
you make the final decisions
you set the agenda for the session
We are not Burger King - you don't get it your way.
We don't do this, but we will do that!
collaborate - tell you what to do; work for you
improve/help - fix
grade - evaluate
no formal assessment
(metaphor: universal 'no' sign with a red pen in it)
make suggestions - tell you what to do
Misconceptions:
-that there is one 'right' way to get an A
-that there is one set standard that applies to all papers for any discipline, for any teacher, for any purpose, any assignment
-the writing center is a fixit shop
-that grammar is the biggest problem
Mission
We Do:
collaborate
improve
id errors
help
make suggestions
We Do Not:
your work for you
edit/proofread
write
fix
grade/evaluate
work on your paper if you're not there
tell you what to do
Tutee's Responsibilities:
bring the assignment description/instructions
come early in the writing process
bring a pen/pencil
set aside 30 minutes
bring/know style guide
know what you want to work on / bring questions
you make the final decisions
you set the agenda for the session
We are not Burger King - you don't get it your way.
We don't do this, but we will do that!
collaborate - tell you what to do; work for you
improve/help - fix
grade - evaluate
no formal assessment
(metaphor: universal 'no' sign with a red pen in it)
make suggestions - tell you what to do
Misconceptions:
-that there is one 'right' way to get an A
-that there is one set standard that applies to all papers for any discipline, for any teacher, for any purpose, any assignment
-the writing center is a fixit shop
-that grammar is the biggest problem
Monday, October 15, 2007
Portfolio Progress
I think I've spent more consecutive hours this weekend fiddling with my online portfolio than I have with any other schoolwork so far this year. Not that that's a bad thing - I'm actually having fun doing it.
Like Bryan, I'm trying to learn some of the finer points of Photoshop. Some things haven't gone exactly as planned, and others have worked far better than I ever thought they would. I won't share what didn't go right, but I'll share one thing that did.
I'm creating a clickable image for the splash page of my portfolio. I wanted to use my own handwriting, rather than a font. I also wanted to make it look like it was written in an old journal. It turns out that black pen on white paper is easily selected with Photoshop's "magic wand" tool. So I can take my handwriting, scan it in, and make it look like it's written on parchment, or whatever, very easily. This revelation makes up for the several hours I spent trying to make edges look smooth (It never looked right, so I gave up and went in another direction).
I still don't have a splash page made, but I've made significant progress. I'm really starting to see a completed portfolio in my head. Soon enough, it'll be on the web.
Like Bryan, I'm trying to learn some of the finer points of Photoshop. Some things haven't gone exactly as planned, and others have worked far better than I ever thought they would. I won't share what didn't go right, but I'll share one thing that did.
I'm creating a clickable image for the splash page of my portfolio. I wanted to use my own handwriting, rather than a font. I also wanted to make it look like it was written in an old journal. It turns out that black pen on white paper is easily selected with Photoshop's "magic wand" tool. So I can take my handwriting, scan it in, and make it look like it's written on parchment, or whatever, very easily. This revelation makes up for the several hours I spent trying to make edges look smooth (It never looked right, so I gave up and went in another direction).
I still don't have a splash page made, but I've made significant progress. I'm really starting to see a completed portfolio in my head. Soon enough, it'll be on the web.
Ali's technophobia
I am pretty much in the same boat as you when it comes to technology, Ali. I can use Office, Explorer, that sort of thing; but I am kind of lost with a lot of the more technical stuff. I can scan drawings, but when it comes to using photoshop to clean them up, it takes me hours to figure how to do a simple task.
As much as this whole on-line portfolio might be a giant pain in my ass now due to the shear time I have to put in to make it happen, I am very glad we've been assigned to do this-simple because I am getting more and more familiar with photoshop, composer, etc. This is especially important for the field I want to break into (familiarity with photoshop is a must for junior editors at Marvel).
Now, I have worked tech support for Amazon.com (which is really just hand-holding for computer illiterate old people), and if it makes you feel any better, I can tell you that there are people that cannot find the refresh button on their internet browser (or know what it is for that matter). So you're still way ahead of the game for that matter.
As much as this whole on-line portfolio might be a giant pain in my ass now due to the shear time I have to put in to make it happen, I am very glad we've been assigned to do this-simple because I am getting more and more familiar with photoshop, composer, etc. This is especially important for the field I want to break into (familiarity with photoshop is a must for junior editors at Marvel).
Now, I have worked tech support for Amazon.com (which is really just hand-holding for computer illiterate old people), and if it makes you feel any better, I can tell you that there are people that cannot find the refresh button on their internet browser (or know what it is for that matter). So you're still way ahead of the game for that matter.
Sunday, October 14, 2007
Technology and Me
I think that I have made it abundantly clear that I am not the biggest fan of working with computers. Sure, I am proficient in word, can browse the Internet, and have a working knowledge of some other programs, but I am pretty much illiterate when it comes to a lot of the more technical details of computers. At the same time, however, I know how important computers are, and I really do appreciate how much I need them. Any time I have to look something up, buy something, manage my bank account, or just surf around when I am bored. And computers have a way making life easier: word processing has revolutionized the writing process, there are programs to help you do your taxes, email has made communication almost instantaneous, and so much more.
The power that computers give us is quite amazing, but in some people's case, as in mine, knowing that there are all of these possibilities while not being able to utilize them can be quite frustrating. I must admit that computers have become much more user-friendly than in the past, but there is still a great deal of learning involved in many programs. Take for instance using Excel. I am awful at Excel and honestly have no real desire to learn how to use it because it only frustrates me. In the past, I have tried to learn how to use the program on my own but was very unsuccessful because I didn't have any one there to guide me along. So, I just gave up because learning to use one program wasn't worth all of the time and frustration. The limitations that technology puts on me, at least, is in terms of not being able to do some of the things that I know computers can do because I simply have mastered the right program.
The power that computers give us is quite amazing, but in some people's case, as in mine, knowing that there are all of these possibilities while not being able to utilize them can be quite frustrating. I must admit that computers have become much more user-friendly than in the past, but there is still a great deal of learning involved in many programs. Take for instance using Excel. I am awful at Excel and honestly have no real desire to learn how to use it because it only frustrates me. In the past, I have tried to learn how to use the program on my own but was very unsuccessful because I didn't have any one there to guide me along. So, I just gave up because learning to use one program wasn't worth all of the time and frustration. The limitations that technology puts on me, at least, is in terms of not being able to do some of the things that I know computers can do because I simply have mastered the right program.
Tuesday, October 9, 2007
My ePortfolio
With the way I have setup my ePortfolio, it will take some time before everything comes together-simply from the fact that I'm drawing all of the graphics, with the exception of one lone page, completely from scratch. Also, I worry that I'm putting too much effort into being clever. I' ve been thinking long and hard about what writers to use as each individual superhero's identity. So far, I have Theodore Roethke as Aquaman and Sylvia Plath as Black Canary (although, Virginia Woolf would make a great Aquaman). Essentially, what is slowing me down is that I am painstakingly trying capture physical elements of these writers in my graphics. While I'm definatley an above-average artist, I'm not nearly good enough to where doing caricatures is just automatic. A bit much guys? Feel free to comment.
Otherwise, I'm not concerned. My page isn't nearly as good-looking as Ali's (hats off to you, by the way), but I just have to keep reminding myself that it's all going to come together come Thanksgiving.
Otherwise, I'm not concerned. My page isn't nearly as good-looking as Ali's (hats off to you, by the way), but I just have to keep reminding myself that it's all going to come together come Thanksgiving.
What's slowing me down.
I think my portfolio issues are similar to Ali's. I know what my metaphor and theme are, but I'm unsure as to how much I want to force that theme into my portfolio. I think the idea of a road trip will work well, so I guess it's just a matter of figuring out how much is too much when it comes to the metaphor.
I want each page of my portfolio to look basically the same. Other than the splash page, I'd like each page to have a graphic at the top or side, and the navigation link at the bottom. Going by the class requirements, I'm going to need four pages, which isn't really very many. I suppose things like the tutorial or the visual project could be spread out over more pages, but I think they'd still have to be based on one "stop" on the road trip.
I'm still trying to figure out a visual project. Right now, I have two ideas, one that would be very difficult to pull off, and the other simple, but I'm not sure how effective. Since my theme is a road trip, I'd like to do something about regional differences. I think I just came up with a very easy, very awesome idea. I'll mention it in class and maybe you guys can help me figure out a way to tie it together with everything else.
I want each page of my portfolio to look basically the same. Other than the splash page, I'd like each page to have a graphic at the top or side, and the navigation link at the bottom. Going by the class requirements, I'm going to need four pages, which isn't really very many. I suppose things like the tutorial or the visual project could be spread out over more pages, but I think they'd still have to be based on one "stop" on the road trip.
I'm still trying to figure out a visual project. Right now, I have two ideas, one that would be very difficult to pull off, and the other simple, but I'm not sure how effective. Since my theme is a road trip, I'd like to do something about regional differences. I think I just came up with a very easy, very awesome idea. I'll mention it in class and maybe you guys can help me figure out a way to tie it together with everything else.
Monday, October 8, 2007
Nicely done
Hey everyone,
I usually try to stay out of your weblog as much as possible, but after reading all of your latest entries, I lost my resolve. Nicely done, all of you.
I usually try to stay out of your weblog as much as possible, but after reading all of your latest entries, I lost my resolve. Nicely done, all of you.
Things I have not actualized in my portfolio as of yet
While I have come a long way in regards to my portfolio, there are still some things I am trying to work out. One of the major things I am trying to decide is whether or not I want to use quotes about elephants or quotes about writing or both. Or I was also thinking that I could develop my own little sayings about writing that fit with the pictures I am using (I can explain this better in class). The elephant quotes don't always seem to fit with writing and the writing quotes don't seem to fit with the elephant pictures, so making my own sayings could bridge the gap. Other than that, my main issues deal with my website's design. I am trying out different fonts and alignments, trying to decide what looks best. Throughout the process of making my portfolio, I have found that I have had to adapt my initial design idea several times in order to create a functioning portfolio that is easily navigable and aesthetically pleasing at the same time. I think I am finally getting the two aspects to mesh!
Tuesday, October 2, 2007
3 points
"We must make students aware of other points of view that my be 'disturbing' to them and my 'distress' them; and we should, if we believe an individual case warrants it, overstep the boundaries and be subjective-without being judgmental-in expressing these views."
The first time I came across this passage in The St. Martin's Sourcebook, I highlighted it and wrote "YES!!!!" in big bold letters at the bottom of the page because it summed up so idealy the mindset that every teacher or tudor that was ever worth a damn. The other day, I was reading up on Torture Porn (a new subgenre of horror, not the actual porn itself), and came across an article Stephen King had written in defense of the genre. His defense was that the genre at least confronted and disturbed it audience, leaving a lasting impression long after the movie was over. And honestly, whether we are writers, teacher, tudors etc.; getting someone to think about something they have just been exposed to should always be our paramount goal. Because unless you are completely brain dead, once an image or idea is in your mind, you're going to analyze it. And honestly, nothing burrows into your brain better than something that really disturbs you.
The problem with having that mindset as an educator is that the system, especially here at Clemson, is designed to completely eradicate any independent thought or rebellion (whether it be cultural or intellectual) before it starts. As Lewis Black says in Accepted, "all college is doing is creating buyers and sellers, BUYERS and SELLERS!!!" Already there have been instances in the semester where I've caught myself trying to help a student get a better grade on his or her paper than help them become a better writer or student. I feel like the educational system in this country is so terribly efficient at rooting out independent thought that the consequence of expressing oneself freely is nearly a complete ostracization from academic society.
I have come to the conclusion that the only way to implement this tutoring philosophy is to do it how undercover cops infiltrate the mafia: do some heinous shit that you're not proud of to get street cred, but keep in mind the ultimate goal. Then when you're in, bring it tumbling down. I had a great history teacher my senior year of high school who was a radical during the 60s and 70s, and that was pretty much how he didit. In no simple terms he told me that he swallowed his pride and did what he was told to as a teacher, then once he received tenure, sought out to do as much damage as possible.
"The tutor's voice is only one of many the writer will hear, and the tutor and writer are colearners who collaborate to negotiate meanings and construct knowledge."
Today, a couple of English 103 students came into our class with papers to workshop. I thought the best course of action would to have mediated a peer-editing workshop that allowed each student to comment on each other's papers. That way, each one would get 4 different perspectives, instead of just one. Plus, I think peer editing is great for most freshman because not only do they learn to identify a specific audience for their paper, they are also confronted with multiple perspectives (some of which may be radically different than their own). Plus, when you're a wide-eyed 18 year old fresh out of the conformity factory, it's great to get some feedback and a pat on the back from someone who's in the same position you are. I guess what I'm saying is, is that I'd much rather be a facilitator, rather than some scary authoritarian grad student. I don't want students conforming to any kind of structure or ideology, even my own (deep down though, I'll admit it would be nice). Conducting peer-editing groups is definately a project I would like to spearhead during my time here at Clemson.
"Show them how to channel the confidence they possess in other areas of their life and apply it to writing problems."
Dr. Ramirez, on our first meeting, told me that tutoring is essentially coaching in that tutors don't necessarily provide knowledge, but build confidence. There's no better way to build confidence than by linking a subject that a student has a deficiency in with something he or she is highly-skilled in. Like John mentioned in a much earlier post, using what our students are passionate about as a way to improve their writing skills is an excellent idea. I can think of no better way for students to become better writers quicker than incorporating their life experiences into their writing.
The first time I came across this passage in The St. Martin's Sourcebook, I highlighted it and wrote "YES!!!!" in big bold letters at the bottom of the page because it summed up so idealy the mindset that every teacher or tudor that was ever worth a damn. The other day, I was reading up on Torture Porn (a new subgenre of horror, not the actual porn itself), and came across an article Stephen King had written in defense of the genre. His defense was that the genre at least confronted and disturbed it audience, leaving a lasting impression long after the movie was over. And honestly, whether we are writers, teacher, tudors etc.; getting someone to think about something they have just been exposed to should always be our paramount goal. Because unless you are completely brain dead, once an image or idea is in your mind, you're going to analyze it. And honestly, nothing burrows into your brain better than something that really disturbs you.
The problem with having that mindset as an educator is that the system, especially here at Clemson, is designed to completely eradicate any independent thought or rebellion (whether it be cultural or intellectual) before it starts. As Lewis Black says in Accepted, "all college is doing is creating buyers and sellers, BUYERS and SELLERS!!!" Already there have been instances in the semester where I've caught myself trying to help a student get a better grade on his or her paper than help them become a better writer or student. I feel like the educational system in this country is so terribly efficient at rooting out independent thought that the consequence of expressing oneself freely is nearly a complete ostracization from academic society.
I have come to the conclusion that the only way to implement this tutoring philosophy is to do it how undercover cops infiltrate the mafia: do some heinous shit that you're not proud of to get street cred, but keep in mind the ultimate goal. Then when you're in, bring it tumbling down. I had a great history teacher my senior year of high school who was a radical during the 60s and 70s, and that was pretty much how he didit. In no simple terms he told me that he swallowed his pride and did what he was told to as a teacher, then once he received tenure, sought out to do as much damage as possible.
"The tutor's voice is only one of many the writer will hear, and the tutor and writer are colearners who collaborate to negotiate meanings and construct knowledge."
Today, a couple of English 103 students came into our class with papers to workshop. I thought the best course of action would to have mediated a peer-editing workshop that allowed each student to comment on each other's papers. That way, each one would get 4 different perspectives, instead of just one. Plus, I think peer editing is great for most freshman because not only do they learn to identify a specific audience for their paper, they are also confronted with multiple perspectives (some of which may be radically different than their own). Plus, when you're a wide-eyed 18 year old fresh out of the conformity factory, it's great to get some feedback and a pat on the back from someone who's in the same position you are. I guess what I'm saying is, is that I'd much rather be a facilitator, rather than some scary authoritarian grad student. I don't want students conforming to any kind of structure or ideology, even my own (deep down though, I'll admit it would be nice). Conducting peer-editing groups is definately a project I would like to spearhead during my time here at Clemson.
"Show them how to channel the confidence they possess in other areas of their life and apply it to writing problems."
Dr. Ramirez, on our first meeting, told me that tutoring is essentially coaching in that tutors don't necessarily provide knowledge, but build confidence. There's no better way to build confidence than by linking a subject that a student has a deficiency in with something he or she is highly-skilled in. Like John mentioned in a much earlier post, using what our students are passionate about as a way to improve their writing skills is an excellent idea. I can think of no better way for students to become better writers quicker than incorporating their life experiences into their writing.
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