Readings 4/21

Doodles:

-What can we learn from the situation with Kaplan, how some disagree with it, and how Kaplan admitted to their flaws? What does this say about trusting a source and considering possible unintended consequences or flaws in the source? In my opinion, it is always important to consider what others would have to say about the source.

Moujtahid

-The article states that it is important that consultants not think of all ESL students as alike. What would be the most important thing to consider according to the ESL students themselves? How can we get inside the heads of ESL students and consider what they would want consultants to know about them and how to help them, and then, what do we think they would want us to know?

Mosher

-In regards to the cultural variances, when is it appropriate to direct the writer towards common practices in American writing vs what they're used to. How can we know if a writer's ultimate goal is to learn about American writing and improve in that arena vs working on their writing as it is in their own culture?

Readings: 4/12

The Rule of Thirds & CARP Rules:

1. What do these concepts have to do with making us better tutors? Are writing centers going so far digital that we need to learn this things? If so, is this necessarily a good thing?

Planning on Hypertexts....

1. If the writing center does not advertise that the tutors are willing to consult hypertexts, how will the student know? In my opinion, there should be separate tutors for this kind of thing. If the writing center DOES consult with students on hypertexts, will another resource that the university offers suffer? the TLC?

Protocols and Processes in Online Writing

1. What are some unintended consequences of online writing tutoring? Misunderstanding leading to angry professors or students? How could we deal with these issues?

First impression on Dr. Gayle's info freewrite

One thing that came to mind while Dr. Gayle was talking was this: if the mentors are going to be largely around the students in a social setting, will we need to guide the mentors more on how to establish respect in a more academic setting with the students? I'm not sure if this will be an issue but it is something to think about.

Objectives for Final Project

Here are some points that come to mind when thinking about what the future mentors need to know. I will probably edit this post several times, but here are some immediate reactions to our discussion in class.

1. Think about the differences between high school and college (especially in terms of writing). Anticipate some problems that you foresee, but be prepared for anything you might come across, and don't seem surprised if the writing is worse than you expected.

2. Recognize patterns of error, but focus on the development of ideas.

3. Use examples and give them concrete advice. Always explain WHY the particular technique improves their writing.

4. Introduce yourself first, maybe even make some small talk. Get the writer comfortable with you and they will be more likely to open up and voice their concerns.

Questions 4/5

St. Martin's Sourcebook

-How might the expectations of the writing center among international students differ? Among students? Cultures?

Bedford Guide

-Is it really beneficial to try to"culturize" your tutoring style to each individual student? Wouldn't it teach them more to stick to your own practices and teach them something?

Readings for 3/24

1. Apprenticed to Failure:

-What do we do if a student thinks he or she is failing, when really you see progress? Where is the line between unnecessary cheerleading and effective encouragement?

2. Bedford Guide:

-Of course there are pros to there being anonymity in an online session, but what are some unforeseen negative consequences? Does realizing race, class, gender, etc sometimes benefit the tutor or writer?

Impromptu Session

A few days ago, my friend Emma asked me to look over her paper for English 103. Since I haven't been seeing much action in the writing center lately, I agreed. Her paper was about Columbine, and the effect of looking at photos after the tragedy. It was a great experience, because I realized it was a very typical example of what I will see in the writing center. She is a great writer, and was actually referred to take 383 next semester. However, her writing lacked a central claim. Looking over her paper also gave me experience with very intelligent students who are good writers, which are students that I foresee being a challenge in the writing center. This experience also allowed me to see how much I am learning in 383 and how much progress I have made as a writer!