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.                     

Let it All Out

Hey Blog Group!

            I think I’m going to use this post as a both a venting session, and a public response to the lessons I’ve learned thus far in the semester.  Before I rant, how are your semesters going?? I hope all is well and that you’re having a wonderful time back at Witt.  Only three weeks until spring break…can you believe it?! 

For me, this semester has been a bit of a struggle.  I feel like I’ve been working really hard in my classes and still coming up short.  My tests scores aren’t as wonderful as I’d like them to be, and our writing assignments for 242 are really challenging me.  It’s at these times when I feel overwhelmed and just want to walk away.  I want to put my “to-do” list aside and not think about the various assignments that continue to clutter my schedule.  (Anyone with me?)  The moment right before my breaking point, I realize that the most significant personal growth occurs when I feel the weakest.  Overcoming the challenges and the trials is my motivation to push through the difficulties and grow as an individual.  At times throughout this semester, my confidence in certain abilities has fluctuated, but I must admit that what I’ve learned is greater than any of the struggles combined.  I have both Kali from the Writing Center, and my mom to thank for such lessons.   

To Kali, “There’s always something to learn.  For me, for the student, for Mike, there is always something to learn.”  I know this statement is very specific to the Writing Center, but I think it serves as a reminder that there is always room for improvement and personal growth.  In other words, I should not be discouraged by an assignment grade but rather, encourage myself to improve.  In all honesty, I find it more rewarding to transform a poor assignment score, to one that I can be proud of.  Such progress illustrates that I’ve conquered a challenge or flaw, and learned by putting in extra effort.  In case you’re wondering, I am referring to the profile assignment.  I don’t know about you, but I certainly have room to improve, and I plan on doing so.  As Mike says, we decide how we respond to the difficult times in life (or something to that extent).  I think Mike pushes us to see how we respond; to see if we are willing to listen to his suggestions.  I cannot predict how I will perform on the next writing assignment, but I do know that I will respond to the criticism by acknowledging my flaws and striving to improve. 

I guess I just wanted to write a post that would alleviate some stress and relate to any of the emotions that you, as a member of my blog group, might be feeling as well.  Hopefully you are all writing exceptional papers and cannot relate to my struggles, but if you’re feeling the slightest bit frustrated…you’re not alone!  Just as my wonderful mom texted me, “the point of it all is to learn, and you are!”  Never forget that we will never know everything, but are capable of learning so much.     

Working with ESL Students

Myers’ essay is very enlightening because it emphasizes a new dimension of the tutoring world that we have yet to discuss.  Myers identifies the implications of working with second-language writers.  He describes what instructing tactics are beneficial and warns that some progress takes, “years, not months, to achieve” (291).  As I read the essay, I felt very challenged and unsure of how I would handle students with English as their second language.  I do know, however, that I would agree with the need to utilize more directive tutoring as special attention needs to be drawn to sentence-level errors that jeopardize the understanding of an individual’s paper.    

Moreover, Myers underscores that repeated mistakes are neither a fault of the ESL student nor a reflection of the aid given by the tutor.  Think about how long it takes “us” English-speaking students to “master” writing.  Of course our level of reading and writing competency is probably higher than an ESL student, but that is only because of tedious grammar lectures from elementary years to high school, and then reemphasized by lengthy college papers.  The point I am trying to make is that we as native English speakers are continually encouraged to improve our writing abilities and still do not produce perfect papers.  Thus, expecting an ESL student to immediately grasp a concept is unrealistic.  From what I understand, the most important aspect of working with such students is patience.  We as tutors must be patient when we try to explain a grammar and/or literary concept, and patiently wait for the writer to improve.

When I interviewed Kali for our profile assignment, I learned that grammar issues are not the only flaws of non-native speaker’s papers.  Kali explained that cultural differences prompt difficulties as well.  She described how the people of Ecuador for example, have a different sense of time.  If you were to walk by someone you knew on the street and only say “hello,” their feelings would be hurt.  To an Ecuadorian, if you see someone you know, you must have a rather lengthy conversation.  Such interaction is prevalent within their work.  A writer from Ecuador may tell you every detail of a scenario as the bulk of their paper prior to addressing what their purpose is.  Other cultures will pose different understandings of writing that we as tutors must address.  These challenges will be interesting to discuss, and I look forward to learning new tactics to successfully address these scenarios in the Writing Center.       

What My Expectations Were

         I have to admit that my expectations for English 242 were a lot different than what I’ve experienced/ learned as a result of the class.  I have been pushed out of my comfort zone on several occasions, and continue to learn more about myself as an individual and as a writer.  To me, English 242 is more than a starting point for our future Writing Center sessions; the class is designed to challenge you, to make you think critically, and to help you grow.  Who knew a single class could have such an impact?!

When I first applied to work in the Writing Center, I thought that English 242 would be like an informational lecture that met biweekly.  In my mind, there were a strict set of guidelines/procedures that each advising session must adhere to.  In essence, there seemed to be a formula for successful peer-tutor interaction.  I soon discovered, however, that there is no Writing Center manual that depicts every possible scenario that might occur in a session.  I began to read our assigned texts and was overwhelmed by various opinions about Writing Center pedagogy, all of which seemed to emphasize the point that one ideal tutoring style does not exist.  This concept scared me; I am the type of person that likes formulas and straightforward answers.  I guess the straightforward answer is: there is no straightforward answer.  I am learning to accept this concept as I seek to formulate my own ideas about Writing Center pedagogy. 

In continuation, English 242 has allowed me to grow as an individual.  Various improv sessions have forced me to set my fears and anxieties aside, and make myself vulnerable to the rest of the class.  As nervous as I may get for some of these exercises, I think it is important that we (as members of the class and the Writing Center) learn to be comfortable with one another.  I think that each activity is not only enlightening for us as tutors, but helps us understand some of the fears that the writers may have.  It is important that we understand how a writer may feel vulnerable and/or unconfident about their writing or another situation, and learn to help them feel comfortable.  Lastly, I liked the timing of improv day in relation to the semester.  I think it brought us closer as a class, and will help eliminate future anxieties.     

All in all, I am thoroughly enjoying English 242.  To me, it is a very unique course that engages me more than any class I’ve had at Wittenberg.  I am thankful that I continue to be pushed out of my comfort zone, and hope that some of the fears I listed on that pink index card will eventually disappear.  For now, I look forward to seeing what fun and challenging activities are to come.

         

                                                                                                                 

Outside the Writing Center

            I was recently asked to read over a few application essays for my best friend at another college.  She is applying for an extremely competitive academic program in the nursing field.  If accepted, she will have a set academic track and an immediate career out of college.  However, if she is denied acceptance, then she must declare a separate major or wait another year to reapply, without a guaranteed spot in the program.  Given the importance of the essays, I gladly accepted her request to read over what she had written.  I would like to note that I was not the only reader of her work-she asked for the advice of other friends and family.  However, I challenge those who read this to think about the way that you would handle this situation: it’s your best friend asking for a second opinion, the essays are crucial for her acceptance, and there are several suggestions that you would like to make.  What would you do?

            I began my email “session” by reading over the prompts and her responses.  As I made notes in the margin, I suddenly realized the ethical dilemma I was a part of.  How much direction could I give?  I listed several general suggestions, commenting on the need for more formal language, and a few grammatical errors that I noticed.  To me, this was an acceptable approach to the situation, as I was not supplying very direct opinions or specific wordings of the passages.  However, I knew that I would have written the essays differently and therefore struggled with how much I could respond.  At times, I found myself commenting on how to reword certain passages.  It was difficult to keep the suggestions very general and leave the writer responsible for her work, but I understood that this was the best way to approach the situation.

Moreover, I believe that our friends and colleagues here at Wittenberg will ask for similar advice.  There will be times when we are not working at the Writing Center, but will be called upon for help.  How are we to respond?  I know that an outside “session” would not count as a formal visit to the Writing Center, but there will be writers that feel as though it could suffice.  I challenge those who read this post to think about the approach I took with regard to my best friend’s essays, commenting on what you would/would not do differently.  Also, what do you think we should do when other writers want our help outside of the Writing Center?