My Strengths

Because I have wanted to copy edit since high school, I have taken many steps in my academic career to fulfill that dream, which have greatly increased my knowledge about grammar, good writing, and the English language in general. This knowledge has proven to be very helpful when it comes to tutoring (especially ESL tutoring) because quite frequently these are issues that students are very concerned about. So, as a result of my strong writing foundation, I can tell a student when they need to use a comma and why. This skill is particularly useful because, instead of just telling them to change their papers, I can explain to them why they need to and even give them examples. However, even I know my limitations. There have been times when a tutee has asked me about writing rules, but, while I know the answer, I have had a difficult time putting the concept in words. In such cases, I know that I need help explaining the issue properly and turn to computers, books, and even my fellow tutors for help.

In addition, I am good at sharing the information I do know in a way that makes the student feel comfortable and supported. Even if I have to explain the most basic aspect of writing, such as what a fragment sentence is, I can do so without being condescending. In such an environment, tutees are more receptive to what I am saying and are often quite eager to learn about the mistakes they are making. I am able to provide such a comfortable atmosphere because I remember the many times I have felt uncomfortable in a learning environment and how much that hindered my ability and responsiveness to a topic.

Getting caught up on readings discussions

Sometime before next class meeting, please discuss at least three insights that you've gained from the assigned readings, by relating them to either your work as tutors or your experience as a student. Try to use a variety of the readings--not just 3 insights from one piece. Roughly one solid paragraph per insight minimum--but of course feel free to write more if you choose.

Why I would come to the writing center

The primary reason I would come to a place like our writing center is based on the fact that such places have so much knowledge that I may not have access to otherwise. For example, in the case of our writing center, there are countless books on writing from MLA formating to writing about literature. One could probably find many of these books in the library as well, but the difference is that they are all in a relatively small space, making them easier to find.

In addition, the tutors in such places provide additional knowledge that can further help students work through problems. However, in the writing center atmosphere, this knowledge is passed along in a less stressful and more welcoming manner as compared to the classroom. Tutors convey this information in a way that makes the student's concern primary without passing judgment or being condescending. Such an environment makes learning more enjoyable and rewarding.

The only downfall I see with coming to our center to see me is my lack of knowledge about computers. With technological requirements for English classes increasing, more students are going to come to the writing center with technical issues that I cannot help them with. I hope that after I create my own portfolio, I will become more comfortable with students' computer issues and be able to help them more. However, once I do gain the proper knowledge, our writing center will be the ideal place for students to come who need assistance with their e-portfolios in addition to the more standard academic papers.

Elephants as a writing center metaphor

As I have mentioned before, I admire elephants more than probably any other animal simply because of their instinctive tendency to care for each member within their herd. As soon as a baby elephant is born, its mother chooses several allomothers (the equivalent of babysitters) to help her care for the new calf. The mother and allomothers work together to ensure the safety, health, and care for the new little one, guiding and teaching it until it is able to stand on its own and take care of itself.

This idea of raising the calf within a strong, inter-connected community works well with the ideas behind the writing center. As tutors, we are here to help new students adapt to the world of writing. Each tutor is like an allomother, who is responsible for a tutee's development during a session. By discussing tutees' writing and working with their specific needs, we, as tutors, have the ability to help them stand on their own in academic writing contexts. Just like elephant mothers and allomothers, we will not give up on the tutee until he or she can make it on there own.

But that is not to say that once the tutee has developed the proper writing skills that we will just stop helping them. Even after the elephant calf can stand on its own, it remains in the herd, which provides support, protection, and companionship for each member. Similarly, we will welcome tutees back to the writing center even if they are excellent writers because we can provide assistance, support, and reassurance that is often neglected in academic writing classes.

ESL Students

It's important, I believe, to remember how intelligent the ESL students who come to the lab actually are. Today I had a student who had a very detailed technical paper involving double capacitators and whatnot, and he needed help with his English. Well, I know the English, but he knows the electronics, so we truly had to work together to understand each other. I try to imagine how hard it would be to go to a university in a foreign country and write papers in a foreign language and I'm amazed at what the ESL students have accomplished.

I'm very aware of the "don't write on the students' papers" rule, but I don't know if our writing center rules help us to help the ESL students in the best way possible. Instead of writing on their papers, I've taken to writing out examples on a separate sheet of paper (instead of, for example, a chalkboard). This way, I can explain things to the student and they can keep the paper for reference. If this is against the rules, please tell me now!

Ali mentioned that we need a separate lab for ESL students and I agreed; I had just been thinking the same thing myself. Wishing won't make it happen, I know, but at least we can put the idea out there and maybe one day we'll have an ESL lab.

I would say that most of my tutoring experience here so far has been with ESL students; they're smart enough to know when they need help. Out of respect for them and what they're trying to do, I want to help them as much as I can.

Using metaphors

John was right on the money in regards to using a student's interests to help him or her with writing. Just this morning, I had a tutee come in who had some major organizational problems. His outline was pretty much just one big mess of quotes and factual statements.

While I didn't use this student's interest to help tutor him in writing, I did use a metaphor which he was familiar with: building a house. I explained to him that the thesis (which he didn 't have) was the foundation of a house-that no matter the how sturdy the rest of his materials were, it wouldn't stand without the foundation. The great thing about this whole process is that I was explaining concepts to him in very straight-forward, concise manner (this is big for me, since my inability to do this is my biggest weakness).

Another benefit of incorporating the tutee's interest is that it allows us to personally connect to the student. Establishing that connnection is especially beneficial, considering most of the students that will be walking through our doors are going to be feeling very very insecure about their academic abilities. Establishing a rapport can alleviate a lot of that anxiety, and provide a substantial amount of support in so little time.

Response to Bryan's portfolio idea

I really think Bryan's portfolio theme - superheroes - is an excellent idea. It's obvious from spending time with Bryan in the writing center that creating comic books are a passion of his. It's great that he can take something he's good at and incorporate into another area of study.

I think this is something we can teach at the writing center when students come in for help with their own portfolio ideas. We could ask them, "What are you good at?" and let the response guide us. Maybe a student is good at basketball, or photography, or hiking. There are certainly aspects of any of those activities that could lend itself to the creation of a portfolio. A hiker goes on a journey, a photographer composes a photograph, and basketball players must practice to if they want to win. These are common threads that are applicable to many different disciplines, thus they'd work well as portfolio themes.

But back to Bryan's theme. I think the creation of a new superhero for each aspect of the portfolio is wonderful. Right now in another class, we're reading Saussure for Beginners. It tries to break down a complicated subject into easily digestible chunks by adding illustrations and humor. I think Bryan's portfolio might work along those same lines.

Bryan's portfolio idea is probably the most ambitious of the bunch, but given his artistic background, I'm sure he can pull it off.