101 Sessions!

Wow, today has been a pretty great day! My session went really well this morning, and I’ve just revised my first draft of the reflection! Even more exciting is the fact that I was able to tell my 101 student, Brandon, why a semicolon was unnecessary in the place he tried to use it!
When we talked about grammar, for what seems like forever ago, I remember thinking, “Oh gosh, am I going to be able to explain to someone why this type of punctuation is needed, or why this is grammatically incorrect?!”  Today I learned that I can at least talk about semicolons.  I don’t remember the exact wording of the sentence, but I know it started off with “Even though” and then he tried to use a semicolon where a comma would be needed.  At first, I didn’t know how to address the problem in a way that would make sense and also get the point across. So, I began by asking if the first phrase could stand alone.  I asked, “Can this first part before the semicolon stand alone as a sentence, or are you promising something that you don’t explain before the semicolon?”  Brandon’s initial response was that it could stand as a sentence.  A little disheartened, I repeated the question of whether or not he was explaining the “even though” part of the sentence. Brandon soon understood that the phrase could not stand alone.  The next battle was how to ask Brandon what punctuation was needed.  Before I began to speak again he asked, “Can you just put a comma there?”  Bingo!!

I remember being so excited that he understood the difference between a semicolon and a comma just a little bit better.  What seemed like a difficult grammar tip to teach was actually relatively easy.  In the future, I think I would use another sentence as an example, and really try to help the writer understand what punctuation is necessary.  For now, I will just be happy that Brandon learned at least one new thing about writing today, and I hope it will help him for future assignments.

I know that more difficult issues will arise in future sessions, and I think it will take time to develop strategies for overcoming those obstacles.  As we’ve discussed, not everyone learns the same way, and several examples might be needed before a student understands the tidbit about grammar.  I know I’ll be learning along the way as well!

Tomorrow's Session

So, who’s excited for tomorrow’s session?! I know I am!! I’m really curious to see how I improve as a result of our previous sessions, and what advising strategies I incorporate.  Last time, I took an outline approach to help organize Brandon’s ideas; will this tactic will be beneficial for this assignment as well?  If not, what other strategies will I utilize?  I cannot predict what issues will need to be addressed with regard to Brandon’s paper, but I do know that I would like to both alleviate the issue of time, and engage Brandon as much as possible.  I understand that we have the full class period to work with the 101 students, but I also want to treat this session like the ones we will have in the future.  There needs to be some indication of time, and a steady working pace, so that the writers leave with a sense of direction.    
I found out last session that Brandon’s father is a police officer (just like mine!), and he is interested in writing about the texting-while-driving debate.  I am really interested in what Brandon has to say about this issue, and how he incorporates other’s opinions and scientific data.  Because this assignment requires an abundance of outside sources, I will look for clarity and flow within Brandon’s paper.  I think it is important that he successfully balance his ideas, alongside other’s, and does so in a way that engages the reader.  I will also look for strong points of argument, and whether or not the counter-argument is addressed.      

When it comes to reading style, I think I prefer working paragraph-by-paragraph.  With a lengthy work, like the papers we will be reading through tomorrow, I think it’s best to see if the individual paragraphs make sense and connect with one another.  That way, you are asking questions throughout the reading, and really focusing on the importance of each argument/piece of evidence.  The opposing, “big picture” strategy—reading the entire text without pausing, seems too complicated for me.  I feel like you can ask the writer to describe the point/main argument of their paper prior to reading, and then can look to see if those points are expressed.

With all of that said, my simple game plan for tomorrow is to be relaxed and as helpful as possible.  I hope that Brandon is at ease during the session, and continues to engage in his writing.  I think that reading paragraph-by-paragraph will be the best approach for this assignment; we’ll see how the actual session plays out!   

A Simple Greeting Would Be Nice

We’ve previously mentioned that anyone who enters the Writing Center should feel entirely at ease, and at least receive a welcoming “hello.”  There is certainly some value to being friendly and inviting.  
I went to the Math Workshop this morning to clarify some issues I was having in my calculus class, and I have to admit I was not impressed.  I felt very uncomfortable and unwelcome; there wasn’t anyone at the front desk to even greet me! Even when there is a student working the front desk, they just look at me and wait for me to say what I need help with.  Thankfully, I had been to the Workshop a few times before, so I knew the sign-in procedure.  However, I probably could have stood at the front desk for twenty minutes before anyone noticed!  There was one gentleman who looked up at me, and then looked away.  It was like he was hoping I didn’t need help.  I proceeded to the side room where there was a girl behind another desk.  I asked if anyone could help with calculus, and then got up to take me to the same guy that looked away from me!  Why is it that the math tutors don’t ask if you need assistance?  I mean, I don’t like hanging out in the Workshop so I don’t know of any other reason for being there besides getting help.  I guess I just don’t understand why the tutors aren’t quick to greet you or offer assistance.  Once I finally sit down next to a tutor and begin working, however, they are extremely helpful.

Honestly, the impression I get from the faculty and tutors is a culture of “not caring.”  They don’t care if a student feels awkward when they enter the Workshop, and there is no emphasis on the “total experience.”  I believe that any student resource center should always be inviting (including the furnishings and individuals that work there) and seek to offer the best assistance possible.  To me, the Math Workshop lacks these two qualities.  The tutors are only inviting once you initiate the interaction, and thus, fail to offer the best possible assistance.

I did not mean to pinpoint all of the negative aspects of the Math Workshop, but I do think it is important that we analyze the other student resource centers to make the Writing Center be the best it can be. 

I love how dedicated the tutors are, and how welcoming everyone is.  It’s not easy to bring a piece of writing in, so we must always make the writer feel comfortable.  The best appointments start with a simple “hello.”

Wordle!

Today’s class was great! It doesn’t get much better than metaphors and Wordle!! Although I struggled with the advisor metaphors, I thought it was a neat way to think about myself as a person, student, and tutor. I would love to hear what crazy comparisons the rest of the class came up with!

Ok, on to Wordle. I have never seen or heard of this website before, but I thought the collages were so cool! Keeping with our metaphorical/symbolic class today, I am going to attempt to decipher what my wordle means to me.

At first glance, you will clearly see the large font with the word BRANDON. This, of course, was the name of the English 101 student that I worked with. I was kind of surprised and embarrassed that this was the focal point of my reflection. However, I think the student is a very important component of any session. Of course, you need a writer to have a session, but they do control both what you talk about and how the session will progress. With that said, you have to work with their personality, strengths, and weaknesses. For me, Brandon was a challenge, so including his name in my reflection is not surprising.  I did my best to work with Brandon in a way that would benefit his writing; I was extremely outgoing and supportive.

The next bolded words on my collage were: time, ideas, session, and approach. I think these are legitimate points to think about, and can be the difference between a productive and nonproductive session.  If you don’t consider time, the rest of your schedule has to be adjusted.  If you lack a strategy/approach and a sense of direction for the session, then your writer will leave feeling confused about how to finish their paper.  In relation to my session, one of my biggest concerns was time—Brandon and I worked for 80 minutes.  Although I think this was a necessary amount of time, I wrote about how I was concerned for future sessions.  What if time is an issue and I really can’t help the writer to the extent that I know I could if I had more time?  I know you can always schedule another appointment, but I fear losing the important conversation that you ended with in the previous session.  In addition, I was continuously analyzing my approach.  I tried engaging Brandon with questions, helping him reword sentences, and focusing our attention on an outline for his paper.  I think these strategies had great value, but I was still contemplating how to handle the scenario.  I guess time and experience will help ease the anxiety.  For now, I’ll just continue to learn, and use Wordle….because it’s so cool!

Interesting Observations

I’ve noticed a change in the way I write.  The words that I use, the way I structure my ideas, and the process by which I actually go about writing have all been altered.  It’s really neat to sit back and think about the transformation; I attribute the change to English 242.  Not only do I have to think critically about how others write, but I have to hold my own work to a higher standard.
A great example of my writing progress relates to the summaries that Mike returned to us today.  I can remember getting the assignment, and starting it almost immediately.  I was fortunate in that I could start it so early, because I don’t always have that luxury.  However, I have learned that the earlier you can at least start an assignment, the more time you have to make revision.  This concept seems like common sense, but I never realized that just writing an opening paragraph and coming back to the paper later can be so beneficial.  I always thought that I would be less productive if I wrote in small increments, and would lose my train of thought.  I have learned that quite the opposite is true.  Simply getting an idea and a few sentences together, an opening paragraph, and/or a small sense of direction can be really helpful.  When I start an assignment in advance, I feel like a weight is lifted off my shoulders.  Just having one paragraph written down is more than I had before!  Anyways, as you now know, I started the summary very early.  After I wrote it, I printed it out and read through it several times to clear up any awkward passages, both aloud and silently.  I have always been one to read over my papers, but not with the level of scrutiny that I do now. 

As I’ve mentioned before, I’ve been guilty of making my sentences too complicated, and using words incorrectly.  Now when I read over my papers, I consider my audience to a greater extent, and really focus on flow and simplicity.  I owe Mike a thank-you for reading our papers very critically; it has sure helped me as a writer.

Overall, I have certainly grown as a writer.  The process by which I write has become more efficient, and I critique every sentence that I create.  I am really happy that I can physically see the good changes in my writing.  I think it is important to be able to analyze the way you write/ think, and I hope that others have felt that their writing has also improved. 

The Joys of Being a Writing Center Advisor

It seems like everyone is pleased about their time spent with the 101 students.  That’s great!  As I read through the blogs, I noticed that everyone seemed to have a greater level of composure and were able to give the writer a better sense of direction.  I think the improvements in our sessions are a result of increased confidence and experience.  I know I went into the session with a lot of excitement and more of a “game plan” of how I wanted the meeting to go.  However, I could have never predicted what I would learn as a result of this experience.  I felt like my time spent with the 101 student was more than an advising session; it was a time to help the writer’s confidence, and really help them get their thoughts on paper.  For me, the session was so rewarding because I was able to see real potential.
I think that the “quiet” kid of the class can be overlooked by the teacher/professor and is sometimes regarded as unenthused or uninterested in the material.  Honestly, I felt like my advisee could really fit this description.  Although I don’t know his level of participation in the classroom, he was very quiet, and quite shy.  With that said, I could tell that he was really eager to answer my questions and produce a quality paper.  He was a very deep thinker, and I soon discovered that his ideas were really great.  It was just difficult to for him to get them down on paper.  I felt like the entire session had to be a delicate balance of encouragement and direction.  At times, the silence lasted for what seemed like an eternity.  The whole time I was praying that Mike didn’t walk by and wonder why my advisee and I were just staring at his paper! J

I previously hinted about my epiphany—being a Writing Center tutor is even more rewarding than I previously thought.  As I worked with the 101 student, I realized that he truly wanted to produce a great paper, but he was an inexperienced writer.  However, my student was surprisingly knowledgeable about the novel feed and I could tell that he really did have some great ideas for examples/ points in his paper.  The issue was simply his ability to transpose his thoughts onto the paper.  I don’t want to lead too much into my session and the strategy I used, but I did want to make it clear that I learned a lot from the meeting. 

I realized that our role is so important and incredibly rewarding.  We can be the person that helps a student increase their confidence—probably one of the most important things you could help an individual gain.  For me, the session was about taking a series of thoughts, and showing the student how to bring them to life.  It was about breaking down the barriers, and letting his truly abilities shine through.

Oh shoot, I like too much of what I said.  This reflection is going to be tricky to write!            

Strategies for Tomorrow

I’m not sure about you folks, but I am super excited for tomorrow’s session with the English 101 students.  I think it will be a great opportunity to build confidence, and witness the tremendous progress we’ve made as soon-to-be tutors.  I have no doubt that each one of us has become more comfortable in the advising setting, and have learned more about ourselves and what strategies work best for us.  With that said, I can’t predict how the 101 students will respond, but I know exactly what I need to focus on: clarity of the assignment/ more pretextual discussion.

In a perfect world, the student would come in excited about sharing their work, and would, in a sense, lead the session.  My role would be to ask questions as a reader, and do my best to facilitate a comfortable exchange of ideas.  I would love for the writer to leave the session very confident and excited about making the necessary changes in their work.  Again, this is my description of a perfect session.  As we all know, perfect advising sessions do not exist.  However, I am always in control of both my actions, and my speech.  I hope that tomorrow demonstrates my love of helping writers grow and feel confident in their writing, and also demonstrates that I am capable of asking the right, thought-provoking questions.  Thus, I have created a short list of things I hope to accomplish tomorrow—they focus primarily on the pre-textual aspects of tutoring.

1.  Always be incredibly enthusiastic and positive.  As tutors, we must understand that it may not be easy for a student to bring in their paper.  At times, the writer may feel very vulnerable, and unsure of their ideas.  Thus, we must always be very positive and encouraging.  The first greeting/handshake will set the tone for the rest of the session.  Moreover, there will certainly be papers that make no sense to us at all, so we must control our body language and speech.  It’s OK to tell a writer about your confusion with the text, but we should never degrade their writing skills.  With regard to tomorrow’s session, I hope the writer feels very comfortable and leaves the session feeling like our time together was very beneficial.

2.  (This is a personal strategy.)  As briefly mentioned, I fear getting ahead of myself in an advising session.  Although it is perfectly acceptable to “restart” and clarify the prompt mid-session, I really want to try and let the session flow without such interruption.  Mike has already given us some information about their prompt, so I would really like to try and get some good information about my writer’s paper before we begin reading.  I want to say, “I’ve briefly heard about your prompt.  There needs to be a clear thesis, evidence/examples, counterevidence, etc.  Can you please tell me what you’ve discussed in your paper about each of these criteria?”  I think this type of discussion will really help me understand their paper, and also see if their ideas are well represented in the text.

3.  Lastly, I want to end the session on a strong note.  The session reflections have been a bit tricky for me, so I really want to get some good ideas down.  I think a combination of summary/suggestions would be very helpful for the reader, and would not suggest that the paper was perfect.  I’ve learned that strong adjectives like “good” and “great” can be utilized to my disadvantage, and I should really focus on specific ideas or organizational aspects of the paper that are “good/great.”

Well, I think this is a great starting point for me.  Feel free to add any other ideas you may have, and best of luck to everyone tomorrow!      

Stress Relief

Reading over some blogs, I’m noticing a trend: this week is stressful for just about everyone.  It’s as if the professor’s got together and planned to have their quizzes, exams, and projects fall in the same week. Sadly, my to-do list is about 20 items long, and I have some major studying to do.  On a happy note, I think Mike was absent from the professor’s meeting because our assignments have been relatively low-key; I am truly grateful for that. J

I must admit that this blog doesn’t have a significant purpose, but it does serve as a great stress relief.  For me, writing means so much.  It can be a way to escape, a mode of expression that can take on multiple forms (comma splice?).  When I write, I can be any emotion—happy, sad, confused, or excited.  As an author, I can be sophisticated, immature, poetic, or sarcastic.  The path is wide open; I create the scenery as I go.

When I noticed myself getting frustrated with my schoolwork, I turned to writing.  Now, I am much more relaxed, and extremely excited to share a great quote I found about writing:

Detail makes the difference between boring and terrific writing. It’s the difference between a pencil sketch and a lush oil painting. As a writer, words are your paint. Use all the colors.
Rhys Alexander

I don’t have a lot to say about this quote, other than I really love it!  I think it’s worthy of a small spot on a Writing Center wall!! 

With regard to my writing, I love to trigger a sensual connection between the reader and my words.  After all, words don’t have to be restricted to things you see—they can be what you feel, smell, touch, or taste. 

In an honest attempt to relate this post to work in the Writing Center, we are going to read some great writing.  We are going to learn about topics we’ve never heard of.  We will be challenged by what people write.  We will be impressed.  The most exciting part will be reading the “lush oil painting,” and having the words come to life.  

Mini Session Reflection

All I have to say about class today is…lucky me!!!  I am not trying to be sarcastic; I’m really happy that the wait is over and I have a mock session with Mike under my belt.  I feel that this practice scenario will help make future sessions easier, and I have certainly, “eaten the frog first” (Shout out to Mike’s comment on my blog).  As happy as I am that I’ve had such an experience, there are definitely aspects of the session to reflect on.

 Before I get into the nitty-gritty aspects of my performance, I have to share that I was not anywhere near as nervous as I normally would be!!! Praise God!! Usually when I’m called in front of the class, or placed in the center of attention, I get so nervous that it hinders my participation.  Thankfully, such was not the case. 

 Ok, back to the criticism.  I did make a conscious effort to get a lot of information about “Jeffrey’s” work before we began reading.  Thinking back to our mock sessions with the English 101 students, I was guilty of jumping into the essay before I fully understood the writer’s assignment and brief background of her ideas.  Today, however, I was aware of the need for pre-textual conversation, and thus attempted to foster such interaction.  Sadly, the conversation was still lacking.  I thought I knew enough about what Jeffrey was going to discuss in his paper, but could have never predicted the complexity of his thoughts.  I think I still need to work on getting more background information, and even ask the writer to outline what they hope is expressed in their paper. 

 Another fear I have is not grasping the writer’s ideas as well as I should.  I understand that Jeffrey’s paper was very dense, but by the time he read onto the second page, I had completely forgotten what was discussed in his introduction.  I think I would prefer to read the paper aloud, and at a slow pace.  At times, I find myself trying to find things to critique, grasp all of the writer’s ideas, and read all at the same time.  I know the multitasking is not unique to me, but I feel like each paper is still a huge challenge; my novice experience has not allowed me to jumble all of these tasks with ease.

 I think all of this will come with time, and I agree that there is no perfect session.  I don’t mind criticizing my efforts, so feel free to name any other flaws/ list suggestions.  Also, I can’t wait to work with the 101 students!!     

Response to Jeanne Simpson’s Article

As I was reading Simpson’s article, I was really intrigued by her ideas.  I liked the way she opened the piece by utilizing different people’s perceptions of the writing center.  She included a lot of interesting points such as: “We need to accept a simple principle: people’s perceptions come from their legitimate experiences and reference points, even if they lead to conclusions we don’t share.  Just as we do in tutoring, we need to find out what people actually know, how they know it, and what they believe about their knowledge.” I think this point serves as a great reminder that there is no uniform opinion/ perception of the writing center.  It is important to understand why people feel the way they do about certain institutions, and also understand how to work with those with different opinions. 

Simpson further develops her article by including anecdotes about students’ suggestions for improving the writing center.  One idea that really intrigued me was about incorporating a buddy system.  “A student asked why we don’t set up a buddy system, so that writers have someone from the writing center asking them about progress on their assignments, providing a little accountability.”  Initially, I thought this was a brilliant idea.  It’s easy to feel a sense of disconnect after you leave the writing center.  The writer may forget what was discussed, what specific flaws were addressed, or the writer may feel unmotivated to perfect the paper.  Having the “buddy system” for students would be a great way to build peer-tutor relationships, and promote conversation outside of the writing center.  Of course, it could turn into a conversation where the writer asks the tutor more specific questions, and their may be a greater potential for plagiarism.  This resource could also initiate conversation out of the center that could interfere with the tutor’s and writer’s time.  It would be more of a voluntary act on the tutor’s part, unless they were required to send/reply to messages during scheduled work hours.  Otherwise, tutors would be putting in extra time without payment.  Moreover, this program may have more negative outcomes because more blame could hypothetically be placed on the tutor.  If the student made the recommended changes in a paper and received an unsatisfactory grade, the student may be more inclined to blame the grade on the tutor’s lack of knowledge/input, etc. 

In all honesty, I have not come to a conclusion about incorporating the “buddy system” in the writing center.  What are your ideas?? 

Confidence in the Writing Center

I don’t know about you, but I’ve found the past two mock advising sessions to be a little nerve-racking…and I haven’t even been the “advisor!” (I am not complaining).  I can imagine that it’s really hard to think clearly when you’re on-the-spot and in front of the class.  It also doesn’t help that it’s with Mike, our professor/ future employer! I’ve learned however, (with the help of Fitness Magazine) that these sessions can really help us in the future.  Right now you’re probably wondering how Fitness Magazine could apply to the Writing Center.  In all honesty, I’m making a very rough comparison. 

I recently signed up to get Fitness Magazine’s, “Daily Fit Tip.”  These are great emails that have links to various articles about exercise, healthy eating, and of course, hair and makeup. J  I received an email the other day about how to increase your self-confidence.  One of the great tips on the list had to do with making a difficult task even more difficult, so when the time came to apply the task, it would be easier.  That last sentence was a bit of a mouthful so let me explain.  Start by thinking about a daunting task that many would be terrified to have to do.  I think that most would concur that public speaking falls into the category of a terrifying task (I agree!).  The article said to begin by practicing your speech in front of a friend, or small audience.  To me, this tip seemed fairly standard.  However, I loved what they suggested next.  Fitness Magazine said to do something in the middle of the practice presentation that would be more nerve-racking than the actual speech—something like singing the chorus to Madonna’s, “Like a Virgin” to your audience!  Of course, the song selection is totally up to you, and it also depends on what decade you would like to pay tribute to… 

After being so vulnerable in your practice, the anxieties of the actual presentation seem to diminish.  I thought this was a great idea!!! If you can put yourself out of your comfort zone more in practice, then the actual task becomes so much easier.

I think this relates very well to the mock sessions during class.  Not only do we become the center of attention alongside Mike, but we’re also in a very different setting than what will be the norm.  These difficult moments in class will only elevate our confidence for when we actually have to perform, in the Writing Center.

This idea that was presented by my favorite magazine really applies to a lot of areas in life.  If you can make things more difficult in practice, then the actual performance becomes dramatically easier.  As much as I want to avoid those awkward moments in class, I think a little boost of confidence can go a long way…         

Hiram College’s Writing Center

At first glance, Hiram’s webpage for their Writing Center was inviting, and clearly stated the college’s commitment to writing: “At Hiram, we take writing seriously.  Almost every course incorporates it.  The Writing Center exists to support the school’s comprehensive commitment to it.”  I like that opening series of statements.  I think it exemplifies their academic commitment, and adds credibility to their Writing Center.  In all honesty, I prefer the layout of their website as opposed to ours in terms of first impression.  It may be the color scheme, or the condensed list of related websites to the left that caught my attention, but needless-to-say, they don’t have a cool Writing Center movie!

            As my search progressed, I learned that Hiram has 25 advisors that can assist students at any part of the writing process.  I liked how we share the same philosophy that writing is a process, and that advisors are there to assist students at any stage in their writing.  It seems as though our strategies are very similar, and that we uphold similar ideals. 

Furthermore, I learned that their center is open during afternoon and evening hours throughout the week.  Their schedule is resembles ours in that they are open Monday through Friday, and Sunday.  However, Hiram’s Writing Center has restricted availability during those days.  Their day begins at 2:00p.m. and concludes at 10 p.m.  I find these times to be a bit challenging to work around, and therefore appreciate the flexibility of Wittenberg’s Writing Center.

When scheduling an appointment, it would seem as though this would be a simple process.  There is a link to the left of the screen titled, “scheduling an appointment.”  I clicked on the link and was immediately confused.  In general, the site was not as straightforward and sophisticated as our scheduling system. The scheduling page is a Word document that just lists time slots and who works at those specific times.  Also, there was no way (to my knowledge) to reserve a spot.  I’m not sure if Hiram’s Writing Center is open entirely for walk-ins, or if there is some other way to schedule. 

Moreover, it seems a though Hiram College is comfortable giving away some personal information of the advisors.  I understand that our site lists the names and majors of our advisors, but contact information is not recommended and/or allowed.  At Hiram, there is a Word document that lists the first and last names of the advisors, their email, cell phone numbers, and majors.  I think the majority of this information is harmless material to publicly display, but I do not agree with giving away phone numbers.     

All in all, Hiram’s Writing Center seems comparable to our Writing Center at Wittenberg.  However, I don’t find their scheduling process to be as sophisticated as ours, and I am uneasy about their decision to list personal information.  I know I’m biased, but from the websites alone, our Writing Center looks better. J I would definitely be interested in seeing how Hiram’s center looks, and how they go about scheduling and advising.

What to Do, What to Do…

I would like to revisit the “Writers’ Corner: Policies and Procedures” document that Mike sent us a few weeks back.  In short, this document identifies a series of expectations for both writing tutors and student writers.  One concept challenged me: “…when offering advice about arrangement/organization, tutors should use models with different content than that of the client’s assignment.  However, tutors may also refer to client’s drafts when working on arrangement.”  I understand that the writer’s ideas and effort should be visible in the paper, but I can’t quite grasp the concept that using another topic may be the key to understanding.  For clarity’s sake, I am not undermining creative analogies and various teaching strategies to help students with obscure learning capabilities.  I am, however, unsure of how to confidently incorporate poignant advice for a student when I am perpetually concerned that I may be plagiarizing by using their exact, written words. 

I understand that the document I am referring to is not one that we have in Wittenberg’s Writing Center, but I do know that plagiarism is an issue that all writing centers must avoid.  With that said, I would like to incorporate the writing sample from today’s class in hopes of learning how to handle this situation.

It’s obvious that the foreign student who wrote about soccer is very talented.  The way his ideas seemed to flow (when read aloud!) and the imagery he utilized was captivating.  The issue was not content, but rather, the paper’s overall structure.  His ideas were not separated properly, and several sentences went on a bit too long.  How then, do tutors effectively explain where to use punctuation and separate ideas without using his exact words?  I feel like the whole advising session would be a jumble of different topics unrelated to his personal story.  To me, this would not be successful.  It’s hard enough to explain grammatical conventions to a native speaker, let alone a foreign student.   

I know one way to approach this dilemma is to do what Kari said: make an outline from the preconceived text.  Ok, so we’re not plagiarizing by organizing ideas using his words.  The next issue is addressing grammar.  I’m curious, what do you think we should do?

Grammar!

Hey group! For the record, a clause has a subject and a predicate J

As interesting, complicated, and frustrating grammar can be, I must admit that I have thoroughly enjoyed this past week in class.  Although Gordon’s book can be a bit overwhelming, I think it is important that we, as native English speakers, learn the grammatical components of our language.  I think that retaining knowledge about grammar not only enhances our personal writing, but can help us address writing issues we experience in the Center.  How much we might actually use specific terminology and reasoning is debatable, but I would argue that having a basic understanding of grammar is an extremely useful tool as writers.

I think I have enjoyed the past week so much because it was a refreshing change from our previous focus of writing center theory.  I think this enjoyment stems from my math/science-based brain that favors absolute answers and formulas as opposed to theory and philosophy.  To me, grammar is relatively straightforward.  You’re given the definition of a specific concept, and several examples of when and how to use it properly.  Of course, there can be ambiguity about what grammatical concept is presented in a sentence, but the general grammar rules apply.  On a side note, I found Mike’s PowerPoint to be extremely helpful because it gave clear-cut examples of specific sentence structures.  I was able to connect those structures with my own writing and understand the importance of proper punctuation to a greater extent.         

Throughout the week, I have been challenged by the numerous grammatical components of the English language.  At times, I get disheartened because I don’t know if I have a lack of knowledge/understanding about grammar, or if I’m just so used to applying the tools that it’s hard to think on a basic level.  As many students have generalized in class, we understand what sounds right/wrong in written language, but we may not always know why something is incorrect.  I know that I want to be able to explain to any writer why something is grammatically wrong, and not by simply saying, “Just because.”  Therefore, I think that it is important to understand grammar in both a colloquial and formal manner.  If we can think of grammar as being a formula for writing, then I think it can be an enjoyable topic of study—not just a tedious and boring way to pass the time.        

Response to “Writer’s Corner: Policies and Procedures” Document

I really liked the document that Mike sent about the model of one writing center.  I thought it addressed some key issues that may be experienced, namely the idea that the writer is in control of their work.  Not only does the document present the expectations of the writer and tutor very clearly, but it also serves as a comfortable invitation to come to the writing center.  For example, I really liked one of the first points that stated: “If you have a draft started, no matter how rough, bring it to your tutorial.”  The way the authors wrote this point made it clear that writers should feel very comfortable and that it’s perfectly OK to struggle throughout various stages of writing.

Another point I found really insightful was for the tutor’s benefit.  The document was very keen on the writer doing all the work, even when offering suggestions.  In other words, the examples that tutors use should not relate to the ideas presented by the writer.  I never thought about explaining how to write a thesis using a different topic than what is given in a student’s paper, but I think this is an important strategy.  Describing issues or concepts in this manner helps ensure that the writer is the sole author of a piece and that the tutor is not offering their own ideas.

I know that Mike asked if a similar document would be a good addition to the Writing Center.  In my opinion, I think that having a poster or framed version of a similar set of expectations would really help eliminate the notion of our Center being a “fix-it shop.”  Such a document makes it very clear that the tutors and writers play a significant role in a session, but that the writer is ultimately responsible for the paper.  I think this list could also serve as an additional excuse if a tutor is asked to do something contrary to the ideals of the Writing Center.  Hypothetically, a writer may ask, “Oh common, can’t you just write my thesis, or just read over it and fix any mistakes, and then just tell me what grade you think it will get?”  The tutor could simply deter the writer’s requests by saying, “I’m sorry, line 3 of our expectations document says I can’t!  We can go over your paper together though!” 

I’m curious to see what you guys think about this document and whether or not we should implement a similar set of expectations in the Center.

Grammar & Basketball

I am opening this blog with the disclaimer that I am a biased athlete because my favorite sport is basketball.  This is not to say that grammar cannot be related to any other sport, but my basketball expertise exceeds that of any other competitive sport.  For those of you who enjoy/ know the game of basketball, then you will quickly understand how grammar and basketball can be related.  For others who may not understand, bear with me. 

When discussing the key components of writing, many would agree that basic sentence structure and grammar are the most important, fundamental skills that any writer should understand.  I would argue that with time, these skills become second-nature.  When writing becomes an ordinary task, however, I believe that knowledge about fundamental writing skills decrease.  To me, this diminution of fundamental knowledge can be compared to basketball.  As a basketball player from elementary school through high school, I learned that practice means everything.  You would probably think I was crazy if I told you that the summer following my sophomore year of high school, I shot 25,000 shots.  Yes, that’s the right number of digits.  The summer before my senior year, I shot until I made 5,000 three-pointers.  Both were tedious tasks, but the immense practice made my shooting more consistent.  As I analyzed every shot, I thought about the position of my elbow, decided if I had the right amount of leg support, and considered if I held my follow-through sufficiently.  The point I am trying to make is that sometimes you learn to make decisions based on feeling.  I think this applies to all sports and in the Writing Center as well.  If I were to try and explain how to shoot a basketball to another individual, I would struggle.  I know what is effective for me, but many times, I made in-game adjustments that I didn’t even know about.  My brain and body were able to adapt based on the success/failure of my last shot attempt.  With regard to grammar and working in the Writing Center, it’s easy to lose sight of fundamental writing skills.  I think we can all agree that we’ve written what seems like a ton of papers, summaries, and essays throughout our educational career that sometimes explaining the basics is the hardest aspect of working with writers.  We may be qualified based on our abilities to write, but I think our ability to explain why certain writing conventions exist is the most difficult task.  If you’re like me, you decide if a sentence is grammatically correct based on the way a sentence sounds or “feels,” not by grammatical limitations and rules.  So what’s the solution?  I think a little Schoolhouse Rock and practice working with others in the Writing Center will help.  Oh yeah, the book we’re going to read over break should help too!! Enjoy your breaks!  

Changing the Perception of the Writing Center

Hi Blog Group!

So remember when we read North’s essay, The Idea of a Writing Center?  I know, it’s going back very early in the semester.  However, I have been thinking a lot about the notion of the Writing Center being a “skills center” or “fix-it shop.”  I think North addresses a legitimate concern as this perception of the Writing Center is viewed, in my opinion, by a large population of Wittenberg students.

Think back to your days as a senior in high-school, searching for the right college fit.  I’m assuming that, like me, you attended an obnoxious amount of campus tours.  When you came to Wittenberg, you probably made a special visit to the Writing Center.  Can you remember what your tour guide said about the Center?  I remember my guide raving about this student resource saying that professors like it if you attach a form on your paper saying you made a visit.  He (the tour guide) also said that often times professors will assign a higher grade to those that go to the Writing Center.

Ok, back to the high-school senior version of yourself.  Upon hearing this phenomenal news, you know exactly what you have to do- just go to the Writing Center for every paper and you will receive a good grade!! Right? WRONG.  Obviously, the Writing Center is a great resource that aims to produce better writers as North describes.  However, scheduling a visit does NOT equate to a good grade. 

The issue at hand is this misconstrued perception of the Writing Center.  This issue stems not from the people that work in the Writing Center, but those involved in other services at Wittenberg.  The tour guides need to have a clear definition of what the Writing Center really is- a place where writers improve and positive interaction occurs.  The Center is simply not a “fix-it shop” or editing center.  Sadly, students do not understand the difference because they are being misled.

Another way to alter the perception of the Writing Center is to inform first-time students of the purpose of the Center.  I know that some advisors will ask if it is a student’s first time working at the Center.  Typically, the advisor will inform the student of the procedural aspect of a session, not the overall purpose of the Writing Center.  I think that both concepts should be emphasized and will ultimately demystify the contradictory perceptions of the Writing Center. Thus, students will no longer view the Center as a place to earn a better grade, with limited input.  

       

Learning Disabilities & the Writing Center

I just finished reading Julie Neff’s essay about students with learning disabilities.  I think this essay is really intriguing and addresses a new kind of writing center scenario that I have never previously considered.  Sadly, when I first read the title “Learning Disabilities…” my mind immediately thought about intellectually disabled individuals-those with severe social and academic difficulties.  I don’t know why, and I’m certainly not proud to admit this thought process, but I think honesty is important.  I believe this flaw in my thoughts demonstrates how easy it is to forget that some individuals struggle with common writing tasks- generating thoughts and writing lengthy papers. 

Moreover, I was intrigued by two aspects of this essay: the dialogue between advisor and student, and the metaphor of the wheel-chair student.  I thought the conversation between the writing advisor and David, was very inspirational and certainly positive in nature.  I liked the way the advisor accommodated the writer’s needs and strategically came up with a way to help David brainstorm.  However, I question whether or not the advisor was overly encouraging.  He used strong phrases like, “This is going to be a wonderful paper” and “you have really good ideas.”  I’m curious to see what you guys think because I feel like these comments similar to what I would say, being overly nice, but we have been warned against using such strong language.  What are your ideas?  Is this case an exception because David, in the example dialogue, has a learning disability?

I previously mentioned that I enjoyed the metaphor that Neff uses to compare the wheel-chair student to an individual with a learning disability.  The author writes:

“Wheelchair-bound students can get to the third floor, but they may not be able to take the stairs.  Their only routes are the elevator or the ramp.   It’s not that students with a learning disability can’t get it, it’s that they can’t get it the same way the normal learner can” (260).

After reading this passage, I felt inspired to work with a student that has a learning disability.  I think the idea of having to alter your tutoring strategy based on the writer is such an important skill- one that I would like to be able to implement.  The fact that this idea is present in Anne DiPardo’s and Steve Sherwood’s essay solidifies the importance of being strategically flexible.  We’ve learned to be artists within a session, improvising and addressing the writer’s needs on a case-by-case basis.  We’ve also learned to consider cultural diversity when tutoring.  Now, we must be able to recognize and properly address the needs of an individual with a learning disability.

      

Session Reports

We talked in class last week about how to write session reports.  After hearing what you guys had to say about my flawed comments, I am very confused about the content of our session reports.  A lot of people mentioned using the sheets as a place to write detailed notes about particular errors in a paper.  I think this approach could be very beneficial to a writer that needs extra guidance and may not be very directive in a session.  However, other individuals put a lot of pride in their writing and are diligent about making corrections on their paper throughout a session.  I think that I relate to the second type of writer- I like to put pencil to paper and mark up my drafts.  To me, the session reports are not very influential and I rarely refer back to them post advising session.  With that said, I do not think that session reports should be eliminated entirely, but rather, we need to reach a consensus about their role for the writers, other advisors, and professors.

I would like to share what a tutor recently wrote on the report after an advising session.  I went to the Writing Center for our reflections because I wanted to make sure that another reader thought that my paper was concise and overall a thoughtful piece of writing.  As it turns out, the advisor and I talked very little about grammatical errors and the whole session seemed conversational.  We talked about what I had written, and focused very little on any flaws.  Now that the context of the session has been described, I would like to write what my advisor wrote on the session report:

We read her paper and discussed more about the content of the work than any errors.  She was only 200 words over her limit, but the paper was pretty concise and taking much out would disrupt too much of the flow, we thought.

I’m curious to know what your thoughts are about this session report.  What works, what doesn’t?  Is it effective?

In my opinion, this report is certainly meant to be more of a summary of the session as opposed to a series of suggestions.  Thankfully, no major alteration was needed in my reflection, so I think summarizing the session is perfectly OK.  However, the general nature of the report leaves me wondering what we are supposed to write at the conclusion of our Writing Center appointments.  Any thoughts?    

Aww :)

I honestly don’t know how I will incorporate this blog into the idea of the Writing Center, or any of the authors in we’ve discussed, but I want to take a moment to reflect on writing in general.  I know that at times, I get very frustrated with writing and feel like it is a tedious task that I’d rather avoid.  The daunting writing assignments from college professors can hinder my positive outlook on writing.  What’s even more frustrating, is when you feel like you have so much to say and what you produce on paper is not “up to par” with your expectations.  On the other hand, it’s an awful feeling when there is a giant writing assignment due and any intriguing ideas that relate to the prompt are simply absent from your mind.  I will admit it’s hard to be creative, keep the prompt in mind, and deviate from how you may want to write just to impress the professor. 

When did writing become such a chore?  I can remember writing a few entries in a diary before my brother was born, the heartfelt letters to my mom and dad for special occasions, and the simple “I love you” notes they used to put in my lunch bag.  I think it’s time we that we remind ourselves how special the act of writing can be, and how it can be a positive outlet where are thoughts are brought to life.

My grandparents are pretty much AMAZING.  They send me 2-3 cards every week and are incredibly supportive.  I felt guilty for not taking a moment to write back, but it’s definitely hard to find time.  Fortunately, I was able to respond last Sunday evening and wrote a lengthy letter that discussed pretty much everything.  I talked about my friends, classes, and how I could not contain my excitement for our spring break trip.  Sure, the content of the letter was fun to write about, and I wasn’t restricted by specific guidelines, but I felt a strong sense of joy knowing that later in the week they would finally get something in the mail.  It was a miniscule act of appreciation compared to how many letters they send, but the thought was most important.

I guess it’s hard to always have that spark about writing.  When it comes to college, writing tends to become a chore, or a member of the infamous “to-do list.”  What I’m trying to say is that it doesn’t have to be.  As members of the Writing Center community, I think we can help remind other individuals that writing is a really important skill, and doesn’t have to be the dreaded class assignment.  Finding joy in complicated tasks is difficult, but it can also be the most fulfilling realization.  I hope this post triggers memories of when writing was an outlet; when it meant something to you.     

They Say, I Say Has Influence

Hey everyone!

I feel like I’m going to be outnumbered when I say this, but They Say, I Say has been very influential and I found that I’m subconsciously utilizing their templates!  I know a lot of our classmates consider this book to be very elementary, but I think it never hurts to be exposed to different ways of wording comparisons/opinions/quotes, etc.  As Mike always says, you pick up on certain details and writing styles as you read different texts.  I agree that They Say, I Say may not be the typical, sophisticated text that college students generally read, but it does emphasize that writing is a process and requires a lot of thought.  At times, I think we lose sight of how we generate our ideas, and as tutors, we need to understand the basic components of writing so that we can help anyone that comes into the Writing Center.

I must admit that I never thought of incorporating a They Say, I Say format into a subjective assignment like our session reflections.  However, I found that I was able to add depth to my ideas by including how I felt about a certain aspect of my session/tutoring strategy and relate those ideas to what is presented in The St. Martin’s Sourcebook for Writing Tutors.  My opinions about the English 101 session were paired with different expert’s ideas, thus enhancing my credibility.  Structurally speaking, I found myself utilizing more sophisticated sentences and then clarifying with a simpler statement.  This writing tactic is one found in They Say, I Say, and I previously blogged about it.  I think it worked really well because my complex thoughts were broken down into relatable ideas, which enhanced the overall flow of the paper.  In addition to varying sentence complexities, I also found times in my writing when repetition was used.  I think this strategy helps the writer understand the importance of each point described, and also makes the reflection rather easy to understand.  I know that some excerpts from previous writing assignments could not be read as gracefully as need-be, and I think that using repetition wisely (different from redundant!) can help the reader confidently grasp the author’s thoughts.     

After thinking about all of the strategies I used while writing the session reflection, I definitely appreciate the insight that They Say, I Say offers to writers.  Everything written in that book is certainly not new material, but the way the book offers suggestions and gets you thinking about your writing is important for improvement.  We always say that we’re not perfect, and nor will our sessions be.  I think this mindset can be applied to our writing- we’re good writers, yes, but not perfect.  We should always find ways to better our writing and relate to the writers that come into the Center.  

The Multi-Dimensional Components of They Say, I Say. AKA They Say, I Say Covers it All.

Hey Readers,

I think I got carried away with the title, eh?  Nonsense.  According to They Say, I Say, you can enhance your writing by incorporating a combination of sophisticated and colloquial language.  They suggest,“…first make your point in the language of the professional field, and then make it again in everyday language- a great trick, we think, for underscoring a point” (125).  The book supports the controversial notion that utilizing colloquial/ conversational language is acceptable practice.  Many believe, however, that inserting language that resembles conversational dialogue as opposed to formal language decreases the credibility and sophistication of the piece.  This may seem to be a legitimate concern on the surface, but deeper thought reveals that such contrast in language can actually enhance the reader’s understanding of the topic, and adds an intriguing dimension to the piece.  The mixture of professional and conversational language allows the knowledge of the professional to be expressed, while relating to a greater audience.

The situation that best illustrates this concept occurs at the doctor’s office.  As a side note, I hope to be a future chiropractor so we’ll use the chiropractor’s facility as our setting.  For those of you who have never been to a chiropractor, you’re missing out! 

Ok, back to the doctor’s office.  You’re sitting on the table waiting to be adjusted.  The chiropractor applies pressure to specific areas of your back and neck, and then the adjustments begin.  Let’s be honest, you trust the knowledge and expertise of the doctor, but you have no idea what they are actually doing and why.  It is only after they perform a series of adjustments that they explain the situation.  Compare this visit to writing.  Just as you anxiously await the rationale of the doctor, so is it with a series of sophisticated/professional literature.  You read without really understanding the unfamiliar jargon.  Wouldn’t the reading be so much easier to comprehend if the author indicated, in simple terms, what the purpose of the writing actually is?  I think so.  Thus, the inclusion of professional and colloquial language is a vital tool for writing that adds credibility to the author. 

Considering the doctor’s office, a chiropractor may begin by saying, “Well your L-4 is not in line, blah blah blah.”  You could only wonder what that means.  Is he/she talking about my neck, back, or spine?  You begin to understand the purpose of the adjustments when the chiropractor begins to point to the specific areas, or discusses why the subluxations may occur.  This idea can be related to the inclusion of colloquial language to enhance the understandability of a text.  When the author follows the complicated information with relevant terminology, the ideas begin to connect.  The readers begin to understand the significance of the issue being discussed, and can nonetheless have a bit of a clue to the topic of choice.

I guess I just really liked the point that the authors of They Say, I Say were trying to make.  It reassured me that complex thoughts can be written in a sophisticated matter, but that you don’t have to lose your voice and can include more conversational language.  It was even more fun, of course, to relate this idea to my future career J I hope this was important to you guys/gals as well and that you understand the connection I was trying to make.        

        

What the Writers Might Say

Hey guys! I have to say I’m really enjoying They Say, I Say.  I am not familiar with this book and have never considered a “they say, I say” format to enhance my argument.  I do know, however, that this is a very intriguing way to organize a paper and does add to the credibility of the writer.  I appreciate that this book was written with a specific purpose in mind and the authors make this purpose clear to the reader.  In other words, the authors try to convince the reader that this style of writing is very beneficial by providing templates that can be incorporated for strong arguments.  In order to demonstrate this writing strategy, the authors consider the opinions of others.  After each point listed, the counterargument is addressed.  This tactic affirms the author’s credibility and answers any questions that the reader may have.  In turn, I think this book effectively demonstrates the point that the “they say, I say” strategy to writing is something any writer should consider.

            Keeping the ideas presented in the book in mind, there are two sides to every Writing Center appointment.  You have the dynamic of the tutor’s knowledge paired with the writer’s needs.  I think we’ve talked a lot in class about our role as a writing tutor.  We’ve discussed a lot about writing center theory, considered how to handle certain scenarios, and learned about the implications of working with ESL students.  However, we must also think about the needs and emotions of the writers that come in for appointments.  Thus, the “they say” aspect of the session needs thoughtful consideration. 

As Sarah recently blogged about, attitude and energy are everything when it comes to making the writer feel extremely comfortable.  No matter how our day may be going, we always have to have a positive and engaging attitude.  I think this is so important because many times writers are very nervous about having a session.  I know I get nervous sometimes if I’m unsure of how my paper seems to be progressing, and there’s certainly a level of anxiety that arises as a writer’s paper is read aloud.   

Furthermore, some writers may be uneasy about working with an advisor of the opposite gender.  I know this point was mentioned in class and I have to admit that I think it’s a legitimate concern; I have yet to work with a male advisor.  I don’t think it’s something that I will always shy away from, but I definitely feel more comfortable with a female advisor.

            Another concern a writer may have relates to their ideas being challenged and/or questioned.  If a writer is unsure about their ideas to begin with, or how thoroughly their ideas are presented in their work, then they may timidly respond to the tutor’s questions.  I know that it can be difficult for a writer to clearly and comfortably say their ideas in a one-on-one setting with a tutor that they may have just met.

            All in all, there are two sides to every situation.  In our case as future writing advisors, we relate to “I say.”  The writers that come into the center are the “they say.”  I know that we as tutors may have our own set of anxieties, but we cannot let that hinder our compassion for the writers.  They Say, I say may discuss an effective way to write a paper, but this does not limit its influence on us as tutors.  After all, our role as tutors will only be strengthened if we consider the viewpoints of those we are helping.