Usually, i would have liked to end my final blog with a quote from A midsummer's Night Dream( you know"Give me your hands if we be friends) or the Byrds' Turn, Turn, Turn but nothing has really been offended, you know, so as i write my final testament/ requiem (that may be a little strong) if you will, i will do all the slightly off on a tangent quotes that i wanted to say/ write/ incorporate in this course.
1. I have learned a "a whole new world" of writing. my process of writing has changed in that, instead of writing down everything pertaining to the focus,now i start by writing down everything i want to say and then analysing how it deals with the focus.This new way of writing keeps my mind more receptive to new ideas and opinions too.I believe the first signal that sent "change" was our first partnered assignment, A.L. also, having to constantly write how we feel about our classwork(not having to focus on our grammar ;)) made writing a more fun.
2.
Unfortunately, where my confidence has increased, another place is lacking... I am not as confident in new methods of writing MLA.......my final Research paper............. because it is "something new," that is not "borrowed or blue." But i happily share this emotion with my classmates (and it makes me feel sooooooo much better like" walking on sunshine, waaaaaaoooooh"
I have mixed feeling about the quality. this semester, how embarrassing it is to admit,the essays we had to do were completely new, i think they sound right, it feels right, but i have a little doubt.( maybe we should force art students to learn this stuff, huh?LOL
3. The first thing i noticed was my rate of speech. When i speak to ESL students, my rate decreases substantially and i ask more everyday questions at the start of the session. Also, i noticed i say Uhuh maybe a little too much. The article about ESL student in a WC was a great help;minimalist tutoring doesn't always help. :)
4.That patience is paramount!! no matter what level a student maybe, everyone has an off day. And flexibility
5.Hmmm, reading out load helps. Questioning" does this tie into the focus.
being quiet can be OK too. talking amongst colleges truly helps in writing a paper, i hope we can have a writing studio in CAS later.....
and Shakespeare, being know for his romances(old-school definition) i leave ya'll(southern) with this : )
Polonius:
This above all: to thine own self be true,
And it must follow, as the night the day,
Thou canst not then be false to any wo/man.
Hamlet Act 1, Scene 3
Acknowledgement:
Thanks to the faculty and students involved in this research project, you guys Rock!!
Thursday, December 17, 2009
Sunday, December 13, 2009
My (New) Writing Center Philosophy:)
Well now, I went all the way back WAY BACK to my first writing center phil. .... read it over... pondered.... had a drink, read again.... and decided that i sound a little off. So as a homage to my formal self before taking this course i see my first WCPhil. can be compared to North's "Idea of a WC". and now after months of reading, tutoring, laughing listening and researching it is time i too "re-visit" my WCPhil. still idealistic, but one can dream can't they???:)
but one must always be to a song;)
Overarching Responsibilities
1. Respect of Diversity
2. Flexibility
Students
1. open to all students in the university and local community
2. we have 2 main catagories Localshigh school students who are applying to Kean U.
3.Can make appointments online/ in person
4. Students can be up to 25 minutes late with excuse.and are informed the student if s/he will be late.
5. be respectful to staff/faculty of WC
Tutor requirements/Training
1. have at least a 2.75
2. at least sophomore standing
3. All majors are welcome
4. great people skills
5. Microsoft word basics(may ask other tutors for help)
6. Must participate in ongoing peer-training7. Flexibility in tutoring styles:(SH G BP))
7. create and use their own custume made cheaklist
Faculty Requirements
1. at least one
2. Full support for the WC not nly in the English department.
3. Help advertise the WC and support
tutor requirements recruitment/requirements
4. recruit good communicators/ writers of different majors and cultural background.
Administration/ Institutional Requirements
0. a separate budget for emergency purchases(example teacher adds a book to their curriculum in the middle of the term.
1. Provide a location for learning
2. This place should be located in the center of the school near other tutoring services
3. Should have comfortable tables and chairs with adequate lighting.
4. have at least two computers available for WC sessions
5. provide a budget to accomidate at least 2 tutors per day the Writing center is open:)
Sourses Listing/Foundation
1. basic guides of writing genres
2. Cliff notes of popular lituature(only for emergeny purposes( it would also be nice if the tutors had a reading club were we would read classics t better prepare ourselves for the incoming freshman. (Example Hamlet or Brave new world)
3. 3 computers with printers so students can have a hard copy of their work.
4. a small fund
Online WC
1. lists how to use MLA, APA and Chicago U. styles of Writing
2. List Main writing assignments for English composition classes in the University
3. tips for writing certain genres of writing and examples(this is an A paper and a C paper example)
4. Class assignment list
Central aspects
1. Each session shall be 50 minutes long with a 10 minute break for the tutors to write notes about the students and/or go get a drink socialize(and security if a session accedintally runs over).
2.
check list
I am far from over but i am going to take a break and continue later.
but one must always be to a song;)
Overarching Responsibilities
1. Respect of Diversity
2. Flexibility
Students
1. open to all students in the university and local community
2. we have 2 main catagories Localshigh school students who are applying to Kean U.
3.Can make appointments online/ in person
4. Students can be up to 25 minutes late with excuse.and are informed the student if s/he will be late.
5. be respectful to staff/faculty of WC
Tutor requirements/Training
1. have at least a 2.75
2. at least sophomore standing
3. All majors are welcome
4. great people skills
5. Microsoft word basics(may ask other tutors for help)
6. Must participate in ongoing peer-training7. Flexibility in tutoring styles:(SH G BP))
7. create and use their own custume made cheaklist
Faculty Requirements
1. at least one
2. Full support for the WC not nly in the English department.
3. Help advertise the WC and support
tutor requirements recruitment/requirements
4. recruit good communicators/ writers of different majors and cultural background.
Administration/ Institutional Requirements
0. a separate budget for emergency purchases(example teacher adds a book to their curriculum in the middle of the term.
1. Provide a location for learning
2. This place should be located in the center of the school near other tutoring services
3. Should have comfortable tables and chairs with adequate lighting.
4. have at least two computers available for WC sessions
5. provide a budget to accomidate at least 2 tutors per day the Writing center is open:)
Sourses Listing/Foundation
1. basic guides of writing genres
2. Cliff notes of popular lituature(only for emergeny purposes( it would also be nice if the tutors had a reading club were we would read classics t better prepare ourselves for the incoming freshman. (Example Hamlet or Brave new world)
3. 3 computers with printers so students can have a hard copy of their work.
4. a small fund
Online WC
1. lists how to use MLA, APA and Chicago U. styles of Writing
2. List Main writing assignments for English composition classes in the University
3. tips for writing certain genres of writing and examples(this is an A paper and a C paper example)
4. Class assignment list
Central aspects
1. Each session shall be 50 minutes long with a 10 minute break for the tutors to write notes about the students and/or go get a drink socialize(and security if a session accedintally runs over).
2.
check list
I am far from over but i am going to take a break and continue later.
Goodness!!! 21 Jump Street!
This is the second draft.... TOTALLY not the final one FAR FROM IT:) still a little twicking to be done as well as some MLA style things to fix. I again apologize for its tardiness. I still hope to add a few lines to make it more personal too!
here's hoping!
Writing Centers have shown a great benefit for students with in a University. But, there is also the method of tutoring called Writing Studio/Writing in Third Spaces.
Writing Studios can bring a variety of benefits to a Writing Center. Through my research, I had a fascinating time discovering that students writers are readily able to defend their work, becoming an authority on their writing, and Writing studions enable the students to hear and intemperate different opinions and activly switch roles from writer to tutor.
I want to prove that writing studio is a great way for students to switch roles from students to tutors.” Who learns the most from writing sessions is the tutor”
The roles of the students fluxuate. Continue to establish that WS are great paces for learning. Two bodies of research, one has more benefits, writing center, these also can be accomplished in addition to can increase school .
Literature Review
In Stephen M. North passionately gives his definition of a writing center as “simply one manifestation-polished and highly visible-of a dialogue about writing that is central to higher education…..we are here to talk to writers.”(North 71-72). Within a writing center the student’s paper is the focus were the improvement can take place. From brainstorming an idea to helping with grammatical errors, it is the duty of a tutor to aid a student writer in composition. A writing center can “be a site where experts and novices meet often to externalize tacit information-those values, assumptions, and options that inform all texts within a discipline”(Shamoon and Burns,239). Here, in a writing center ”what counts as knowledge ”( Freebody, Luke and Gilbert,1991,pg 454).But how could a student hope to learn various views of a topic if the tutor is not at liberty to express their opinion to the student writer?
‘Since knowledge is gained socially, one of the best ways to learn and think critically would be through interacting with others verbally.’ We can take the definition of a writing center a step further; in Collaboration, Control and the Idea of a Writing Center. Andrea Lunsford a firm believer in collaboration with in a writing center defines collaboration as one were tutors are to give up their role as the leader and help the student writier take the role as critical thinker/collaborator. But “we must also recognize that collaboration is hardly a monolith. Instead, it comes in dizzying variety of modes”. There are a variety of writing techniques. Yet, we as writing center enthusiast seldomly go outside the norm of our writing center techniques.
According to Grego and Thompson in Writing/Teaching in Studio Thirdspaces a writing studio or studios thirdspaces works by encouraging students writers “to “teach other group members the terms and concepts taught by their teacher, to discuss issues of writing, brain storm in front of the group with the group about their topics, read their drafts and revise parts of their drafts.” (99)This process allows the student writer to increase their self esteem through group presentations and interactions with fellow group members. It also allows them to actively express themselves, think critically and convince others in the group of their conceptions.
“By sitting in close proximity of each other (Grego, Thompson pg200) student begin to built a relationship that, over the course of time, creates a bond among the participates. Not only is this bond between the students and tutor, but also with each other. This bond allows a more relaxed state of mind that eventually leads to “ teacher and student let[ing] go. Slightly of their defensive hold on their exclusive cultures, and the interaction between their scripts creates a thridspace for unscripted improvisation (452-53)
In Teaching Acedemic Literacy: The Uses of Teacher-Reaserch in Developing a Writing Program by Kathrine L. Weese, Sthephen L. Fox abd Stuart Greene, we see what happens within a writing studio. For a Writing Studio “ in its pure manifestations, the writing studio approach did not invole a content-based syllabus. Students determined their own writing topics with considerable freedom”Writing studios provide an area were students are not held back by a syllabus, or agendas creating by a tutor. Instead a harmony of sharing authority must be reached in order to obtain a suseccful writing studio.
The tutor will be revered to as the inititator.
Tutor works more as an initiator
Methods
Case studies, Observations and Literature were primarily used for collecting data for group one over a period of one month. Researching by case study, I was allowed to analyze what techniques are used by an initiator in a writing studio session. By Observation, I could witness first hand the process of writing in a Writing studio setting. Also, by participation I cold compare and contrast my own experiences as a rookie tutor.
All those who participated in group one were Undergraduate and Graduate humanities majors at a fairly new writing center at an east-coast University. All participating students were readily engaged. The first set of students were all involved in the same course and were familiar with each other before the tutoring sessions began. engaged in their work/same genre of work. Each session was were an hour in length, now my categories to date are:
- Initiators questions
- Participates body language
- Silences/Pauses
- Shifts in attention.
Body Language observation was key in pinpointing comfort, participation and conversation levels with in each session. What were the elements of trust, and bonds that were built.
Most participates had some form of tutor training previous to joining the group ranging from novice to expert (initiator); two participates where tutors within the university’s writing Center.
Six to eleven students were involved in each sessions, those students whom I choose to focus on were as follows: The initiator was a Doctor at the university that had written several articleson the subject of writing center theory.
Babbet, an undergraduate student at the university, she had no prior experience as a tutor. Kelly, a graduate student at the university who had experience with English as a Second Language studies. Mary another graduate student who had a little experience as a tutor but was an accomplished teacher at a local school.Trey and Bob were both upperclassman at the university who had experience some tutoring before joining the group.Christina, an international graduate student whose second language was English. And Thomas,a grduate student who had three years experience as a tutor befre joining the group sessions.
(Chart in Folder)
As an observer I chose to focus on these points as well as:
© shifts in attention,
© which students chose to participate in the conversation,
© verbal and non-verbabal cues.
what verbal/nonverbal feedback was given to those who participated.
© Points of interruptions
© When the conversation went off/back on topic
During each observed session I kept a list of questions present as well as a diagram noting: seating arrangements, the number of interruptions, number of positive feedback given by the initiator/participates and a count of when the group “got off topic” and returned to the topic.
In these sessions the tutor takes on the role of an initiator In this position, s/he does not readily offer an opinion, but through particular questions, gets the participates to answer critical questions. For example, the student writers take on a Burkean parlor position as the tutor takes on garret or a minimalist approach.
Data Analysis
You are going to need to do some setting up (description of context) to enable your reader to follow what is going on. You might even want to consider including diagrams showing seating arrangements. The reader will not be able to interpret your data until after s/he understands where/the situation in which the interactions are taking place
Case Study#1: Group Session 2
In our first observation, we can see how pressure from fellow participates can cause Babbet defend her work and take authority of her writing. She “show[s] personal involvement “(Hawkins 1976) with her assignment. Also, we can see a shift from nervous to comfort by a change in body language and language used.
The session began with greeting and small talk of their other classes. As the session began the first writer Bebbet decided to give a summery of sessions she observed/ tutored. Eye contact was shared with all the participates around the table. Group members used academic language at first. As Babbet began to speak, other nodded to convey understanding. The participates eagerly asked questions.
Initiator: what should she have adopted?
Kelly: What did you focus on?
Mary: Were their any High Order Concerns?
Babbet: Mostly grammar?
Kelly: Why did you choose that form of questioning the student?
At this point, Bebbet began to get defensive of her work. She was readily able to answer questions that pertained to her note taking. When a participate, Kelly gives a critique, Bebbet hand gestures become stronger verbally and visually proving her point. According to R hand gestures and eye contact suggest” excitement, passion, and a longing for the listener to understand.” Babbet wants the group to understand not only her paper’s subject, but her point as well. She politely interrupts and reiterates her research topic to further prove her method of note taking. She becomes an authority of her writing topic and “demonstrate[s] ownership of “ her piece (Freedman 1987) .
Later in the session, Kelly begins to explain her research topic to the group.
Kelly began to get nervous by giggling and fiddling with her pencils.
"How do I know that that is relevant to what I am doing?”
The initiator begins to nod "Well, I'm still learning." and smiles; the participates and initiator begin to laugh.
By allowing herself to be unaware of a solution, the tutor is then brought from a level of authority down to the level of the participates. Also, this phrase shows the participates it is ok for them as well to not have all the answers, making the atmosphere more comfortable.
Towards the end of this session we see a change in language. At the beginning participates were more inclined to use academic language and toward the end the group members began to slouch in their chairs, and added words such as "like" or "uhhh" in there sentences more often.
The more fillers in the conversation, and the more relaxed body language suggests that the participates become more concerned with sharing their opinion then sounding intellectual.
Case Study #2: Group session 4
This is a clear example of how in a writing studio session group members can have an opportunity to switch roles from tutor to writer. When students entered the writing center room, they began to discuss amongst themselves how they planed to attain information.
as the session began Kelly explained her focus for her research paper
Kelly: There is a space between speaking and writing, I want to focus on linguistics
Initiator: I'm a bit confused, what are you going to observe (maintained relaxation by leaning back in her chair and smiled)
Kelly: How to overcome language barriers in a Writing Center. The initiator became silent, Mary re-states Kelly's research statement to the group ans initiator.
Initiator: Oh I see,(gave an example of a language barrier)...in Korea......the language can be indirect where Americans use direct?
Babbet: Or how personal space differs from each country?
Christina: Yeah, like touching can mean I don't want to work.
As other group members share other language/ cultural barriors, the session goes slightly off topic to return to,
Kelly: I think I got what you mean.
The tutor then gave advice for how to narrow Kelly's focus.
Christina Murphy said that In this session we are able to find two distinct benefits. After Kelly gives an explanation of her research topic, initiator does not understand, but by Mary, taking on the role of tutor, and rephrasing Kelly's topic in her own words, the initiator is then able understand and later help the Kelly by giving her advice on how to narrow down her focus.
Also, the ”use of group talk [can]provide suggestions that writers use to improve their papers(Gere 1982). Kelly is able to hear several examples of different language barriers from other group members, from hearing these various perspectives, and interpreting them, Kelly will gain more material for her assignment.
Case study 3: First session
Here we have an example of students to hear and intemperate various opinions.
The first session to take place in this writing studio was not fully conducted by an initiator. Only one student, Thomas, had an assignment due, and other group members joined to write the paper. The session began with Thomas giving an explanation of the assignment.
Thomas: The assignment is to give a definition of lying compared to deception
Trey: Then what is lying?
Thomas: A falsehood, not the truth, but it is not malicious, right?
Kelly: What do you mean?
Mary: People lie everyday but it doesn't hurt people. Deception is premeditated; lying can be instantaneous.
Thomas: Ah. Thomas began to take notes.
The conversation amongst the students continued with each person giving their personal definition of lying. Some agreed with Thomas, others who did not agree with him gave their opinions with an example.
Bob: But see, how can lying be wrong? When you give a surprise party that's like lying, but its not evil. Others nodded.
Eye contact was maintained between bob and the others. the interruptions that took place were spontaneous, those students became more engaged in the conversation began to slouch and sit back in their chairs. Unlike in secondary school, the more interested the students became the more they slouched and interrupted on another.
Each session ended with the tutor giving a wrap-up of what was discussed in the session as well as pointers for how the students could work on their assignments.
Disscussion:
Large theory Though it may be new method of writing in third spaces is an excellent form of tutoring outside the traditional writing center.
Students were familiar with each other.
William Macauley said it best; that a writing studio is a learning evirment is where “activities of production is undertaken individually, but in a place where others are working and discussing their work simultaneously, where teachers provide, along with other students guidance, suggestions and input.” All students entered the group at the same time
We had tow students in our group who had English as a second language, both had an excellent grasp of English and did not feel hindered when participating in the conversation. All fully participated in every session
Hummaniteis majors were only envovled in the writing center
Conclution:
When I participating in a writing studio session, I felt “smart” and accomplished, it did wonders for mt self-esteem, those who are involved in a writing studio are all there to help each other creating a comfortable and family like atmosphere. MY research into such a fascinating topic could go further, for instance English as a Second Language students
There are a few limitations one has to tae into account Different initiatiors in each session, a bond is created trust can change the effect
Issues New members added to the group they may feel intimidated by the students who are more comfortable and not speak up
Language barriers some students may feel intimidated by not having English as a first language
Under-classman were not involved in these group sessions, would a freshman be able to keep up with the acedemic language, would other members try to help him/her?
Non-active participates: how would a session be conducted if several of the members descided to not participate or share their assignments with others in the group?
Would non humanities majors be receptive to a writing studio session.
At our university our motto is acceptance of diversity. What better way to teach
Works Cited
Teaching academic literacy: the uses of teacher-research in developing a writing program
By Katherine L. Weese, Stephen L. Fox, Stuart Greene1999 - 221 pages - Language Arts & Disciplines
Grago, Rhonda, and Nancy Thompson. Teaching/ Writing in Thirdspaces. Carbondale,IL: Southern Illinois University Press , 2008. Print.
Macauley, William. Marginal Words, Marginal Works?: Tutoring the Academy in the Work of Writing Center (Research in the Teaching of Rhetoric and Composition). Indiana University of Penn.: Hampton Pr, 1999. Print.
Guyierrez, Kris, Besty Rymes, and Joanna Larson. Script, Counterscriptand Underlife in the ClassroomJames Brown veruse Brown v. The Board of Education. Boston: Harvard Educational Review 65 452-53, 1995. Print.
Freebody, Professor Peter R.Qualitative Research in Education: Interaction and Practice (Introducing Qualitative Methods series). Thousand Oaks, CA: Sage Publications Ltd, 2003. Print.
McAndrew, Donald A. and Thomas J. Reigstad. (2001). Tutoring Writing: A Practical Guide for Conferences. Portsmouth, NH: Boynton/Cook
Barnett, Robert W. and Jacob S. Blumer. (2008). The Longman Guide to Writing Center Theory and Practice. Boston: Pearson.
Lunsford, A. (1991). Collaboration, control, and the idea of a writing center. , 12, 3–10.
Wednesday, December 2, 2009
Here's hopin', kid.
Wooooooo man this is going to need some work. i tried to hit the main points i wanted to make, i do need to go back and "pick better wording"
and here it is the perdus de resistance!
Data Analysis
Case Study#1: Group Session 2
The session began with greeting and small talk of there other classes. as the session began the first writer Bebbet decided to give a summery of her researched sessions. Eye contact was shared with all the participates around the table. As she began to speak, other nodded to convey understanding
Tutor: what should she have adopted?
Kelly: What did you focus on?
Mary: Were their any High Order Concerns?
Babbet: mostly grammar?
Why did you choose that form of questioning the student?
At this point Bebbet began to get defensive of her work.She was readily able to answer questions that pertained to her note taking. When a participate, Kelly gives a critique, Bebbet politely interrupts and reiterates her research topic to further prove her mode of note taking.
later in the session Kelly begins to explain her research topic to the group.
Kelly began to get nervous by giggling and fiddling with her pencils
"how do i know that that is relevant to what i am doing.
The tutor begins to nod "Well, I'm still learning." the participates and tutor begin to laugh.
By allowing herself to be unaware of a solution, the tutor is then brought from a level of authority down to the level of the participates. Also, this phrase shows the participates it is ok for them as well to not have all the answers.
Towards the end of this session we see a change in language.At the beginning participates were more inclined to use academic language and toward the end people began to slouch in their chairs, use the words such as "like" or "uhhh" in there sentences more often.
By using these fillers of conversation, the participates become more concerned with getting their point across then sounding intellectual.
Case Study #2: Group session 4
When students entered the writing center room, they began to discuss amongst themselves how they planed to attain information.
as the session began Kelly explained her focus for her research paper
Kelly: there is a space between speaking and writing, i want to focus on linguistics
Tutor: I'm a bit confused, what are you going to observe(maintained relaxation by leaning back in her chair and smiled)
Kelly: How to overcome language barriers in a Writing Center. The tutor became silent, Toni repeated Kelly's research statement.
T:Oh i see,(gave an example of a language barrier)...in Korea......the language can be indirect where Americans use direct?
Danny: Or how personal space differs from each country?
Danny: Yeah, like touching can mean i don't want to work.The session went slightly off topic to return to
Kelly:I think i got what you mean.
The tutor then gave advice for how to narrow Kelly's focus.
In this session we are able to find to distinct benefits.After Kelly gives an explanation of her research topic, the tutor does not understand, but by another student re-stating Kelly's topic in her own words, the Tutor is then able to help the student by giving her an example and advice on how to narrow down her focus. Also, Kelly is able to hear several examples of different language barriers,from hearing these various perspectives, Kelly will have more material for her assignment.
Case study 3: First session
The first session to take place in this writing studio was not conducted by an initiator. Only one student had an assignment due, and other participates joined in to write the paper.The session began with an explanation of the assignment.
Bob: The assignment is to give a definition of lying compared to deception
Trey: then what is lying
Bob: a falsehood, not the truth, but it is not malicious, right?
Kelly what do you mean?
Mary: People lie everyday but it doesn't hurt people. deception is premeditated;lying can be instantaneous.
bob: ah.
The conversation amongst the students continued with each person giving their personal definition of lying. Some agreed with Bob, others who did not agree gave their opinions with an example.
Hale: how can lying be wrong? when you give a surprise party that's like lying, but its not evil.
Eye contact was maintained between bob and the others. the interruptions that took place were spontaneous, those students became more engaged in the conversation began to slouch and sit back in their chars.Unlike in secondary school, the more interested the students became the more they slouched and interrupted on another.
Each session ended with the tutor giving a wrap-up of what was discussed in the session as well as pointers for how the students could work on their assignments.
and here it is the perdus de resistance!
Data Analysis
Case Study#1: Group Session 2
The session began with greeting and small talk of there other classes. as the session began the first writer Bebbet decided to give a summery of her researched sessions. Eye contact was shared with all the participates around the table. As she began to speak, other nodded to convey understanding
Tutor: what should she have adopted?
Kelly: What did you focus on?
Mary: Were their any High Order Concerns?
Babbet: mostly grammar?
Why did you choose that form of questioning the student?
At this point Bebbet began to get defensive of her work.She was readily able to answer questions that pertained to her note taking. When a participate, Kelly gives a critique, Bebbet politely interrupts and reiterates her research topic to further prove her mode of note taking.
later in the session Kelly begins to explain her research topic to the group.
Kelly began to get nervous by giggling and fiddling with her pencils
"how do i know that that is relevant to what i am doing.
The tutor begins to nod "Well, I'm still learning." the participates and tutor begin to laugh.
By allowing herself to be unaware of a solution, the tutor is then brought from a level of authority down to the level of the participates. Also, this phrase shows the participates it is ok for them as well to not have all the answers.
Towards the end of this session we see a change in language.At the beginning participates were more inclined to use academic language and toward the end people began to slouch in their chairs, use the words such as "like" or "uhhh" in there sentences more often.
By using these fillers of conversation, the participates become more concerned with getting their point across then sounding intellectual.
Case Study #2: Group session 4
When students entered the writing center room, they began to discuss amongst themselves how they planed to attain information.
as the session began Kelly explained her focus for her research paper
Kelly: there is a space between speaking and writing, i want to focus on linguistics
Tutor: I'm a bit confused, what are you going to observe(maintained relaxation by leaning back in her chair and smiled)
Kelly: How to overcome language barriers in a Writing Center. The tutor became silent, Toni repeated Kelly's research statement.
T:Oh i see,(gave an example of a language barrier)...in Korea......the language can be indirect where Americans use direct?
Danny: Or how personal space differs from each country?
Danny: Yeah, like touching can mean i don't want to work.The session went slightly off topic to return to
Kelly:I think i got what you mean.
The tutor then gave advice for how to narrow Kelly's focus.
In this session we are able to find to distinct benefits.After Kelly gives an explanation of her research topic, the tutor does not understand, but by another student re-stating Kelly's topic in her own words, the Tutor is then able to help the student by giving her an example and advice on how to narrow down her focus. Also, Kelly is able to hear several examples of different language barriers,from hearing these various perspectives, Kelly will have more material for her assignment.
Case study 3: First session
The first session to take place in this writing studio was not conducted by an initiator. Only one student had an assignment due, and other participates joined in to write the paper.The session began with an explanation of the assignment.
Bob: The assignment is to give a definition of lying compared to deception
Trey: then what is lying
Bob: a falsehood, not the truth, but it is not malicious, right?
Kelly what do you mean?
Mary: People lie everyday but it doesn't hurt people. deception is premeditated;lying can be instantaneous.
bob: ah.
The conversation amongst the students continued with each person giving their personal definition of lying. Some agreed with Bob, others who did not agree gave their opinions with an example.
Hale: how can lying be wrong? when you give a surprise party that's like lying, but its not evil.
Eye contact was maintained between bob and the others. the interruptions that took place were spontaneous, those students became more engaged in the conversation began to slouch and sit back in their chars.Unlike in secondary school, the more interested the students became the more they slouched and interrupted on another.
Each session ended with the tutor giving a wrap-up of what was discussed in the session as well as pointers for how the students could work on their assignments.
Sunday, November 29, 2009
Happy Monday!!!!
Hope everyone had a Great Thanksgiving and Black Friday :)
I wrote a little bit of the introduction because i would like to incorporate something I like, nothing more. but it is justified!!
Still reading up for some more information in my Literary review.(he citations may be a little off )
Please enjoy!!
TRADITION! Tradition! We, the audience, are bombarded with opening musical number of Fiddler on the Roof . the plot is narrated by Tevya as he tries to marry off his daughters.
Dai dai dai dai the song continues to list the variety of rules to promote good living with in their community,
As early as 1904, Writing Centers have traditionally (Carnio,1995)aided student to improve their writing skills. Like our traditional sessions with in a writing center, in a traditional Writing center the tutoring style is prearranged like the marriages of Tevya’s daughters. Only when Tevya is willing to break with his ‘tradition’ does he ensure the happiness of his daughters, we as tutors should do the same by trying new venues of tutoring.
In Stephen M. North passionately gives his definition of a writing center as “simply one manifestation-polished and highly visible-of a dialogue about writing that is central to higher education…..we are here to talk to writers.”(North 71-72). Within a writing center the student’s paper is the focus were the improvement can take place. From brainstorming an idea to helping with grammatical errors, it is the duty of a tutor to aid a student writer in composition. A writing center can “be a site where experts and novices meet often to externalize tacit information-those values, assumptions, and options that inform all texts within a discipline”(Shamoon and Burns,239). Here, in a writing center ”what counts as knowledge ”( Freebody,Luke and Gilbert,1991,pg454).
We can take the definition of a writing center a step further; in Collaboration, Control and the Idea of a Writing Center. Andrea Lunsford breaks-up writing techniques into three categories (similar to the three daughters of Tevya.) “storehouse”, a more traditional venue, requires the writer to a absorb information like a sponge. “garrets” minimal tutor involvement being key, it is completely dependant on the writer, or Burkean parlor, where tutors are to give up their role as the leader and critical thinking/ collaboration reins supreme. But“ we must also recognize that collaboration is hardly a monolith. Instead, it comes in dizzying variety of modes”. We are going to explore one of these genres of collaboration in the writing center coined the writing studio or as Rhonda Grego and Nancy Thompson coined studio in thridspaces.
According to Grego and Thompson in Writing/Teaching in Studio Thirdspaces a writing studio or studios thirdspaces works by encouraging students writers “to “teach” other group members the terms and concepts taught by their teacher, to discuss issues of writing, brain storm in front of the group with the group about their topics, read their drafts and revise parts of their drafts. (99)This process allows the student writer to increase their self esteem through group presentations it also allows them to actively express themselves, think critically and convince others in the group of their conceptions. By sitting in close proximity of each other (Grego, Thompson pg200) student begin to built a relationship that, over the course of time, creates a bond among the participates. Not only is this bond between the students and tutor, but also with each other. This bond allows a more relaxed state of mind that eventually leads to “ teacher and student let[ing] go. Slightly of their defensive hold on their exclusive cultures, and the interaction between their scripts creates a thridspace for unscripted improvisation(452-53)
Methods
Case studies, Observations and Literature were primarily used for collecting data for group one over a period of one month. Researching by case study, I was allowed to analyze what techniques are used by an initiator in a writing studio session. By Observation, I could witness first hand the process of writing in a Writing studio setting. Also, by participation I cold compare and contrast my own experiences as a rookie tutor.
All those who participated in group one were Undergraduate and Graduate humanities majors at a fairly new writing center at an east-coast University. All participating students were readily engaged. The first set of students were all involved in the same course and were familiar with each other before the tutoring sessions began. engaged in their work/same genre of work.Each session was were an hour in length, now my categories to date are:
· Initiators questions
· Participates body language
· Shifts in attention.
Most participates had some form of tutor training previous to joining the group ranging from novice to expert (initiator); two participates where tutors within the university’s writing Center.
As an observer I chose to focus on these points as well as:
© shifts in attention,
© which students chose to participate in the conversation,
© what verbal/nonverbal feedback was given to those who participated.
© Points of interruptions
© When the conversation went off/back on topic
During each observed session I kept a list of questions present as well as a diagram noting: seating arrangements, the number of interruptions, number of positive feedback given by the initiator/participates. and a count of when the group “got off topic” and returned to the topic.
In these sessions the tutor takes on the role of an initiator In this position, s/he does not readily offer an opinion, but through particular questions, gets the participates to answer critical questions. For example, the student writers take on a Burkean parlor position as the tutor takes on garret or a minimalist approach.
Sunday, November 22, 2009
Blog 18 RP-Day......
In what way does active participating in a Writing Studio benefit a student writer in a higher learning academic setting in comparison to the tradition of peer-tutoring?
In my limited case studies and research, i believe(as of today) that Writing Studios are excellent option to help student writers develop a research topic, give perspective for an essay, and verbally express themselves while conversing with a group of active peers. It is believed that student writers in a group are encouraged to "teach" other group members the terms/concepts taught by their teacher , discuss issues of writing, brainstorm in front of the group and with the group about their topics, read their drafts, write their drafts and revise parts of the draft.
I hope to convince the reader that a writing studio is paramount to a writing center to help a student broaden their horizons of writing as well as try to have students push themselves to the next level and have multiple perspectives.
As Nancy S. Thompson and Rhonda C. Grego note in there collaborative work Teaching/ Writing in Thirdspaces, a writing studio helps (us) to be more aware of those external pentatonic factors and their influence on our work as teachers with the internal pentatonic scenes of course readings and writing assignments(159)
Information for this research paper was accumulated in 2 basic forms. the first being that of observing group session with the Kean writing center. and drawing on my own past experiences in a Writing studio and one experience an a casual setting.
During the session I have observed I wanted to focus mainly on:
- How does the initiator get students involved in the group's discussion.
- How are writers greeted by each other.
- What questions are asked by the Initiator to get writers to respond.
- How does he initiator give praise compared to Peer Tutoring.
- How do writers respond to each other?The initiator?
- When/How does the student show interest.
- When/How the writer/initiator interrupt each other.
- When are their non-verbal and verbal cues.
- How often does the discussion go off topic/ WAY off topic.
References
Grago, Rhonda, and Nancy Thompson. Teaching/ Writing in Thirdspaces. Carbondale,IL: Southern Illinois University Press , 2008. Print.
Macauley, William. Marginal Words, Marginal Works?: Tutoring the Academy in the Work of Writing Center (Research in the Teaching of Rhetoric and Composition). Indiana University of Penn.: Hampton Pr, 1999. Print.
Guyierrez, Kris, Besty Rymes, and Joanna Larson. Script, Counterscriptand Underlife in the ClassroomJames Brown veruse Brown v. The Board of Education. Boston: Harvard Educational Review 65 452-53, 1995. Print.
Freebody, Professor Peter R.Qualitative Research in Education: Interaction and Practice (Introducing Qualitative Methods series). Thousand Oaks, CA: Sage Publications Ltd, 2003. Print.
Lunsford, A. (1991). Collaboration, control, and the idea of a writing center. , 12, 3–10.
To repeat, my session, i have:
Kept records of verbal interruptions
a verbal/ physical record.
Each time the group gets off/ back on topic.
How everyone is arranged in the room by letter./seating placement
When and how people interrupt each other and who makes eye contact(for example when asking a question the writer usually slouches and looks down, but when agreeing/ giving their opinion s/he moves their hand with their expressions).
I have noted what questions are asked by the initiator and how they are worded to get everyone in the group to respond.
Sunday, November 15, 2009
This shall be long! the 17th of November, a day I'll, always remember
Let's start with a joke....
Why don't oysters give to charity?
Because they're shellfish.
ha Ha HAAAAAAAA! now to business :)
Statement of purpose: Through research and observation, i hope to encourage writing centers to incorporate a Writing Studio to their agenda. And that a Writing Studio is a better option for a student who needs help developing a research topic, opinion for an essay, and verbally express their ideas to an active audience.
Detailed statement of your research question:
What are the benefits of adding a Writing studio to a Writing Center?
A preliminary list of sources
An idea of a writing Center by Stephan North: I want to quote his statement about" people want to attend a WC" only :)
Andrea Lunsford for CC and the Idea of a WC: Quote her definition of Collaboration and a few of the benefits:)
Shamoon/ Burns A critique of pure tutoring: just to quote again the definition of a Master class and group work
Harris Collaboration Is Not Collaboration Is Not Collaboration: give a definition of peer groups and has a list of the benefits of group work
Grego/ Thompson Teaching/ Writing in Thirdspaces: The studio approach: (Just finished the prologue and 1st chapterish): quote their definition of what happens in a WC and the benefits in a university setting
And i think i want to quote Aristotle's poetics or Shakespeare too.
Plan for gathering your information
For a pass few sessions i mostly have been keeping a verbal/ physical record.
i note each time the group gets off/ back on topic.
how everyone is arranged in the room by letter.
when and how people interrupt each other and who makes eye contact(for example when asking a question the writer usually slouches and looks down, but when agreeing/ giving their opinion s/he moves their hand with their expressions).
i have noted what questions are asked by the initiator and how they are worded to get everyone in the group to respond.
Also, i will quote as much as possible to prove my finding. i know i have plenty of reading to do, an i really REALLY would like my purpose to be correct.
quick outline ish.....
Summey of project
introduction: quote someone/define a WS and Collaboration
How was data collected including participates and what method were used (taking note)
Give examples from group sessions
what where the benefits and drawbacks of a WS in this case
Conclusion/ was i right?
list of resources too
Why don't oysters give to charity?
Because they're shellfish.
ha Ha HAAAAAAAA! now to business :)
Statement of purpose: Through research and observation, i hope to encourage writing centers to incorporate a Writing Studio to their agenda. And that a Writing Studio is a better option for a student who needs help developing a research topic, opinion for an essay, and verbally express their ideas to an active audience.
Detailed statement of your research question:
What are the benefits of adding a Writing studio to a Writing Center?
- What can a student Encounter in a WS that they may not have in a peer tutoring session?
- What can students accomplish with a WS that they can not in a WC?
- How does expressing ideas to an active audience encourage the speaker?
- How does the initiator get students involved in the group's discussion.
- How are writers greeted by each other.
- What questions are asked by the Initiator to get writers to respond.
- How does he initiator give praise compared to Peer Tutoring.
- How do writers respond to each other?The initiator.
- When/How does the student show interest.
- When/How the writer/initiator interrupt each other.
- When are their non-verbal and verbal cues.
- How often does the discussion go off topic/ WAY off topic.
A preliminary list of sources
An idea of a writing Center by Stephan North: I want to quote his statement about" people want to attend a WC" only :)
Andrea Lunsford for CC and the Idea of a WC: Quote her definition of Collaboration and a few of the benefits:)
Shamoon/ Burns A critique of pure tutoring: just to quote again the definition of a Master class and group work
Harris Collaboration Is Not Collaboration Is Not Collaboration: give a definition of peer groups and has a list of the benefits of group work
Grego/ Thompson Teaching/ Writing in Thirdspaces: The studio approach: (Just finished the prologue and 1st chapterish): quote their definition of what happens in a WC and the benefits in a university setting
And i think i want to quote Aristotle's poetics or Shakespeare too.
Plan for gathering your information
For a pass few sessions i mostly have been keeping a verbal/ physical record.
i note each time the group gets off/ back on topic.
how everyone is arranged in the room by letter.
when and how people interrupt each other and who makes eye contact(for example when asking a question the writer usually slouches and looks down, but when agreeing/ giving their opinion s/he moves their hand with their expressions).
i have noted what questions are asked by the initiator and how they are worded to get everyone in the group to respond.
Also, i will quote as much as possible to prove my finding. i know i have plenty of reading to do, an i really REALLY would like my purpose to be correct.
quick outline ish.....
Summey of project
introduction: quote someone/define a WS and Collaboration
How was data collected including participates and what method were used (taking note)
Give examples from group sessions
what where the benefits and drawbacks of a WS in this case
Conclusion/ was i right?
list of resources too
Friday, November 6, 2009
In this the Year of our Class the 15th of the Blogs
Can i just say. Wednesdays class was Awesome!!! I wanted to say Thank Dr. Chandler for letting me pick the Writing Studio as my assignment:)and thank you guys so much for really getting into the discussion.
I think i am beginning to narrow down my focus on something more exact.
What are the benefits and drawbacks of a Writing Studio? Or what is the most sufficient way to run a Writing Center in a University setting. I will have the opportunity to look at a minimum f Two groups(plus research) to carry out this project(ureshii)
Unfortunately, i hadn't the chance to have another writing session until Wed.(hurray). I thought the session went well, Dr. Chandler acted as the initiator.
In this session I looked mosty for:
Eye contact of the Speaker(who is it given to): I discovered a pattern: when the Speaker asked the Main writer(s) questions, they would look at the writer. But when stating their opinion the Speaker would look between the initiator and Main writer. AND when critiquing each other s/he would look directly at the initiator.
When mostly everyone participated (you could see the passion!)the eye contact was like watching a tennis match!(also, so far )
How the writers addressed each other:Everyone was polite to each other. the session(when i started taking notes) began with very polite language and over the course of a few jokes and AHH/Uh huh. the language began to slip into something a little more casual.
Interruptions: There were several interruptions, the main phrases used to interrupt were:
1."Yeah"....
2. "I understand what you are saying but"....
3. "Well".....
Silences:Any time where more that 3 seconds passed. there where 2ish. One was when Danny arrived, and the other when she left.so i don"t think they count....... there was a half silence when i explained the situation of the misunderstanding.
Side tracking: For the most part. the session conversation never reverted from the subject of the writing center. each Writer had a chance to talk about their subject and how it pertained to other
What i have observed so far:
- knowing the tutor does cause ease within a session....or cause tension.
-the Body language expressed in a session can give the tutor/write little cues on how to continue a session.Especially Facial expressions
-I learned at my old job,when it comes to ESL students, native English speakers need to pay attention to their rate of speech. Just slowing down really helps the writer.
I think i am beginning to narrow down my focus on something more exact.
What are the benefits and drawbacks of a Writing Studio? Or what is the most sufficient way to run a Writing Center in a University setting. I will have the opportunity to look at a minimum f Two groups(plus research) to carry out this project(ureshii)
Unfortunately, i hadn't the chance to have another writing session until Wed.(hurray). I thought the session went well, Dr. Chandler acted as the initiator.
In this session I looked mosty for:
Eye contact of the Speaker(who is it given to): I discovered a pattern: when the Speaker asked the Main writer(s) questions, they would look at the writer. But when stating their opinion the Speaker would look between the initiator and Main writer. AND when critiquing each other s/he would look directly at the initiator.
When mostly everyone participated (you could see the passion!)the eye contact was like watching a tennis match!(also, so far )
How the writers addressed each other:Everyone was polite to each other. the session(when i started taking notes) began with very polite language and over the course of a few jokes and AHH/Uh huh. the language began to slip into something a little more casual.
Interruptions: There were several interruptions, the main phrases used to interrupt were:
1."Yeah"....
2. "I understand what you are saying but"....
3. "Well".....
Silences:Any time where more that 3 seconds passed. there where 2ish. One was when Danny arrived, and the other when she left.so i don"t think they count....... there was a half silence when i explained the situation of the misunderstanding.
Side tracking: For the most part. the session conversation never reverted from the subject of the writing center. each Writer had a chance to talk about their subject and how it pertained to other
What i have observed so far:
- knowing the tutor does cause ease within a session....or cause tension.
-the Body language expressed in a session can give the tutor/write little cues on how to continue a session.Especially Facial expressions
-I learned at my old job,when it comes to ESL students, native English speakers need to pay attention to their rate of speech. Just slowing down really helps the writer.
Onwards and Upwards!Blog the 14th
Question for the blog:) :Post your purpose + your research question. Do some brainstormy writing about what you will observe at sessions to gather data for your project.
Hmm. that is a tuffy.... I know i want to prove that group sessions are also a vital way of exploring different perspectives; group conversations help narrow down a focus and i some cases even aids in organization!
My question though.........Hmmmm lets see......... What are the Benefits and or drawbacks of a Writing Studio? Juxtapose one on one collaboration with that of a group session.
How does a WC aid the writer in the writing process. What are the key components to having a great initiator :).
i think i will observe what phrases are used b the initiator during the beginning middle and end of the session. Also i will note the pauses. what happens, does the initiator hope right in or wait for one of the other writers??
I want to see how the writers react to the initiator as well as each other. what is said. what was don"t and key movements.like eye contact/ slouching are the top picks.
To help i have in listed the help of Google Books and plan on hitting up the Kean library site.
Now that i got the hang of what i want. not i must go out and look up extra info AGAIN.But now, i feel good and a little excited :)
Hmm. that is a tuffy.... I know i want to prove that group sessions are also a vital way of exploring different perspectives; group conversations help narrow down a focus and i some cases even aids in organization!
My question though.........Hmmmm lets see......... What are the Benefits and or drawbacks of a Writing Studio? Juxtapose one on one collaboration with that of a group session.
How does a WC aid the writer in the writing process. What are the key components to having a great initiator :).
i think i will observe what phrases are used b the initiator during the beginning middle and end of the session. Also i will note the pauses. what happens, does the initiator hope right in or wait for one of the other writers??
I want to see how the writers react to the initiator as well as each other. what is said. what was don"t and key movements.like eye contact/ slouching are the top picks.
To help i have in listed the help of Google Books and plan on hitting up the Kean library site.
Now that i got the hang of what i want. not i must go out and look up extra info AGAIN.But now, i feel good and a little excited :)
Monday, November 2, 2009
Greetings. this is Lucky 13!But it's not Friday......
This really took a while, but i think i got it down.
i think my paper will be
How an idea is formulated in a session at a WC. What are the main steps that the tutor/writer do?
By observing a session i will focus on :
What writing techniques were used during the session.
What was done first(greeting, check the assignment sheet, check definitions)
What techniques work best in the first stages of the Writing process
Who does the writing when(in the begining which person is the best choice for writing down the information )
I was able to find some great references in the back of the Tutoring Writing book for example:
Wasik B.A.aned R.E. Stalvine's Preventing Early reading Failure With One-to-one tutoring(it lists some key components in the writing process)
Bishop "Writing from the tips of our tongues:writers tutors and talk(Gives some examples of observations of Collaborative tutoring and is on Google books :))
Of Course Lunsford is on the list as well as Carter.
I was not able to find any good references on the Kean website YET:). i will continue to look, but these writings i have completed and home to read again for more notes.
I would love to write a paper on Collaboration in OOO and Group sessions (benefits and drawbacks of each in the first stages of the writing process). but the only way i can get observation is 2 sessions from Teresa and maybe a mock session with fellow classmates.
i think my paper will be
How an idea is formulated in a session at a WC. What are the main steps that the tutor/writer do?
By observing a session i will focus on :
What writing techniques were used during the session.
What was done first(greeting, check the assignment sheet, check definitions)
What techniques work best in the first stages of the Writing process
Who does the writing when(in the begining which person is the best choice for writing down the information )
I was able to find some great references in the back of the Tutoring Writing book for example:
Wasik B.A.aned R.E. Stalvine's Preventing Early reading Failure With One-to-one tutoring(it lists some key components in the writing process)
Bishop "Writing from the tips of our tongues:writers tutors and talk(Gives some examples of observations of Collaborative tutoring and is on Google books :))
Of Course Lunsford is on the list as well as Carter.
I was not able to find any good references on the Kean website YET:). i will continue to look, but these writings i have completed and home to read again for more notes.
I would love to write a paper on Collaboration in OOO and Group sessions (benefits and drawbacks of each in the first stages of the writing process). but the only way i can get observation is 2 sessions from Teresa and maybe a mock session with fellow classmates.
Wednesday, October 28, 2009
Blog 12 (elves.....propells?.......shelves?)that's about is....
Hmmm. i think i will go with the idea of Group peer sessions compared to single session. comparing and contrasting. As of today, I believe group sessions are beneficial at the beginning of the writing process(brain storming/find a focus/ organization) were as OOO(one-on-one) help with organization and reevaluation process.
With the one on one sessions i will specifically look for how the tutor interacts with he writer.
1. how far in the writing process is the writer?
2. what did the come to the writing center for?
3. what is their agenda for that day?
As for the group sessions i will do the same, but additionally how the students interact with each other. the tutor will be seen as the team leader only.
At the end of each session(single and group), I would like to have a evaluation sheet filled out. maybe 3 examples form OOO and 3 from group sessions.
When it comes to group sessions, I have volunteers from the theatre department. but if we have enough students left over on Wednesday(hoping not) we could hold a mock group session.
Still trying to narrow it down a bit more. there were a few essays in our text book that i trust could help.
:)
With the one on one sessions i will specifically look for how the tutor interacts with he writer.
1. how far in the writing process is the writer?
2. what did the come to the writing center for?
3. what is their agenda for that day?
As for the group sessions i will do the same, but additionally how the students interact with each other. the tutor will be seen as the team leader only.
I will use body language and verbal cues to help drawn my conclusions.
At the end of each session(single and group), I would like to have a evaluation sheet filled out. maybe 3 examples form OOO and 3 from group sessions.
When it comes to group sessions, I have volunteers from the theatre department. but if we have enough students left over on Wednesday(hoping not) we could hold a mock group session.
Still trying to narrow it down a bit more. there were a few essays in our text book that i trust could help.
:)
Monday, October 26, 2009
(Verdana for a change )Blog eleven. rhymes with....7,Kevin, Heaven, Tevin, Devon, Yeven, Gavin
Greetings Wednesday was sooooo fun ^ - ^. i secretly hope we can do it again... but onward my friends!!! Tally Ho!
Paper #1:
Group Discussions and one-on-one tutoring. Which is best for a Literary essay.During the WC session on Wednesday. We, the tutors had a change to discuss in a group one of the subject for my MALS class. the concept of lying. After explaining the assignment. we all were able to engage in a group conversation. Even those who have not taken the course(literally) were able to participate.I was able to get several perspectives. even some participates disagreed with me. BUT when i had a one-on-one session. i was better able to organize my paper.
And so this is how i want to organize this paper.
first begin with the topic sentence(noted above. i will make it sound better later ;)) then give a definition of collaboration according to Murphy and Harris. define group collaboration and OOO collaboration. list the benefits of OOO collaboration(for example it helps with organizing) and drawbacks(only one opinion).Then give an example the class Wednesday and a great article in and walker(how OOO writers become dependent)
Next. Benefits of Group sessions quote Harris/Lunsford again(more then one opinion, helps narrow down a focus). and drawbacks Shamoon(pure tutoring)
give an example from a session(i asked the theatre department to let me sit in on their study session for their world theatre final, the students are given the topic in advance and are allowed an outline and rough draft during the exam)the then note
In the group we where
in closing express my opinion and which situations require form of tutoring.
Paper#2: If i am allowed to :wink:wink: i would probably like to tackle "the positive effects of collaborative methods in a writing center pertaining to students of the Arts i.e. Theatre, Fine Arts, Design etc. and which strategies would work best for them(20 questions, Burke's pentad)......(found one source already, but what happens if there no ARTS writers.....)
I would start the essay with a statement about the theory. with a definition of what collaboration in the writing center means. i would quote Lunsford and Murphy. probably give an example of a Collaboration technique used in the writing center.then what i observed in a tutoring sessions and Murial Harris.
Paper #1:
Group Discussions and one-on-one tutoring. Which is best for a Literary essay.During the WC session on Wednesday. We, the tutors had a change to discuss in a group one of the subject for my MALS class. the concept of lying. After explaining the assignment. we all were able to engage in a group conversation. Even those who have not taken the course(literally) were able to participate.I was able to get several perspectives. even some participates disagreed with me. BUT when i had a one-on-one session. i was better able to organize my paper.
And so this is how i want to organize this paper.
first begin with the topic sentence(noted above. i will make it sound better later ;)) then give a definition of collaboration according to Murphy and Harris. define group collaboration and OOO collaboration. list the benefits of OOO collaboration(for example it helps with organizing) and drawbacks(only one opinion).Then give an example the class Wednesday and a great article in and walker(how OOO writers become dependent)
Next. Benefits of Group sessions quote Harris/Lunsford again(more then one opinion, helps narrow down a focus). and drawbacks Shamoon(pure tutoring)
give an example from a session(i asked the theatre department to let me sit in on their study session for their world theatre final, the students are given the topic in advance and are allowed an outline and rough draft during the exam)the then note
In the group we where
in closing express my opinion and which situations require form of tutoring.
Paper#2: If i am allowed to :wink:wink: i would probably like to tackle "the positive effects of collaborative methods in a writing center pertaining to students of the Arts i.e. Theatre, Fine Arts, Design etc. and which strategies would work best for them(20 questions, Burke's pentad)......(found one source already, but what happens if there no ARTS writers.....)
I would start the essay with a statement about the theory. with a definition of what collaboration in the writing center means. i would quote Lunsford and Murphy. probably give an example of a Collaboration technique used in the writing center.then what i observed in a tutoring sessions and Murial Harris.
Tuesday, October 20, 2009
"I give it a 10 out of 10!(Blogs that is...)
Blog 10: Post any final thoughts on your coaching strategy. Think through what you think your strengths will be, and what you will need to think through ahead of time.
Drawbacks:
1.I know i definately talk waaaaaaaaaaaaaaaaaaaaay to much especially if the assignment is some thing i would take to heart.if ever i beleive i am talking too much. i will ask a question.
2. Also, i do have a tendency to get nervous(sweaty palms/shaking my legs). For sure i'll need to remain calm. :).
3. I am not familiar with all writing genres to fix that delima, i have a Dr. Chandler's web address memorized so i can look up beneficial websites.
Strengths.... hum. well read???
For sure i will pay close attention to my tone, gestures and posture.I don't think i will impercinate the writer if they begin to slouch, but i will remain alert.
Honestly, every session will be based on the writer's needs and major. For those ARTs majors Burke's pentad all the way! or Cubing ;).
in the end i can say the theme music of Danny Elfman comes to mind or that "DAN DA DA" from movie certa 1930. I have tutored since high-school..... but never for a grade..... can you feel the pressure?
Drawbacks:
1.I know i definately talk waaaaaaaaaaaaaaaaaaaaay to much especially if the assignment is some thing i would take to heart.if ever i beleive i am talking too much. i will ask a question.
2. Also, i do have a tendency to get nervous(sweaty palms/shaking my legs). For sure i'll need to remain calm. :).
3. I am not familiar with all writing genres to fix that delima, i have a Dr. Chandler's web address memorized so i can look up beneficial websites.
Strengths.... hum. well read???
For sure i will pay close attention to my tone, gestures and posture.I don't think i will impercinate the writer if they begin to slouch, but i will remain alert.
Honestly, every session will be based on the writer's needs and major. For those ARTs majors Burke's pentad all the way! or Cubing ;).
in the end i can say the theme music of Danny Elfman comes to mind or that "DAN DA DA" from movie certa 1930. I have tutored since high-school..... but never for a grade..... can you feel the pressure?
Sunday, October 18, 2009
Research Interests: Blog 9 GOMENASAI(sorry)
There are a variety of topics that i would like to write a research paper on. I honestly don't know where to begin. If i am allowed to :wink:wink: i would probably like to tackle "the positive effects of collaborative methods in a writing center pertaining to students of the Arts i.e. Theatre, Fine Arts, Design etc. and which strategies would work best for them(20 questions, Burke's pentad)......(found one source already, but what happens if there no ARTS writers.....)
How does an ESL student go about organizing their paper?
How do the tutors interact with their supervisor/writers?
Have a comparison (short term) of writers who have multiple visits to the writing center and those who visit once.
Juxtapose what writer learn in a writing center and how it influences their everyday life.
What is the best strategy based on each major. Is SH the best for Math majors or BP?
What would be really interesting is if their could be a project concerning students who receive WC tutoring at a young age(middle school)
I do want to apologize for not having an opportunity to get creative with this entry. Honestly, i could not think of any musical numbers that parallel this 'theme', also, i would not make much sense as a Practice and theory:WC Unit either. :(
Sorry ; _ ;
How does an ESL student go about organizing their paper?
How do the tutors interact with their supervisor/writers?
Have a comparison (short term) of writers who have multiple visits to the writing center and those who visit once.
Juxtapose what writer learn in a writing center and how it influences their everyday life.
What is the best strategy based on each major. Is SH the best for Math majors or BP?
What would be really interesting is if their could be a project concerning students who receive WC tutoring at a young age(middle school)
I do want to apologize for not having an opportunity to get creative with this entry. Honestly, i could not think of any musical numbers that parallel this 'theme', also, i would not make much sense as a Practice and theory:WC Unit either. :(
Sorry ; _ ;
Monday, October 12, 2009
Assesment and Focus in the WC( sung to the melody of "Mean Green Mother From Outer Space" From the Broadway musical "Little Shop of Horrors" by
THis list can be sung(or read to) the melody of Little Shop of Horrors Show-stopping Numer Mean Green Mother from Outer Space. Pre-warning. it is a little fast so during the beginning please read along with the melody not the lyrics. also, some of the lyrics can be slightly profane(but hilarious) It took a while but i present to you Assessment and Focus in the WC!!!!!!
Assessment and Focus
-List the Writer's/Tutor's name, time, date and Major(optional)
- Introduction- Introduce yourself, or re-introduce yourself(Hey! How are you?)
-if it's the first time, find out what your writer's interests are and jot them down;)
- State the goals of the sessions."What do you want to do today?"
Beginning of Session
-What do you want to work on? Focus, Organization, Free Conversation, Topic Sentence, Read-through, Other_____________
Go over the assignment sheet
What styles were used?(Please circle one) SH G M BP(Ah Ah Ah AH!)
Clarify during the session give good definitions/explanations?
Chorus**
The tutor/ writer
-Gave positive feedback?
-Asked questions about the writing
-Interrupted(positive/negative)
-Body language(positive/ negative)
-Introductions
-During the session
-Got Stuck?
How?
Able to fix it?
Wrap-up
-Went over what was discussed during your sessions(What did we talk about)
-Make a list of what should be done next(OK,how are you going to begin organizing your paper?)
Self-evaluation(begining of "RAP")
-Couch Effectiveness
-What strategies were used?
-What did you do that was good?
-What did you find difficult?
-What areas would you like to work on?
-Was it an overall good session? Why and Why not?
**
Assessment and Focus(Assessment and Focus from the WC)
Assessment and Focus(Assessment and Focus from the WC)
Assessment and Focus
(Assessment and Focus from the WC)
(Assessment and Focus from the WC)
And I am a TUTOR!(AH AH AH AH AH AH )
Assessment and Focus
-List the Writer's/Tutor's name, time, date and Major(optional)
- Introduction- Introduce yourself, or re-introduce yourself(Hey! How are you?)
-if it's the first time, find out what your writer's interests are and jot them down;)
- State the goals of the sessions."What do you want to do today?"
Beginning of Session
-What do you want to work on? Focus, Organization, Free Conversation, Topic Sentence, Read-through, Other_____________
Go over the assignment sheet
What styles were used?(Please circle one) SH G M BP(Ah Ah Ah AH!)
Clarify during the session give good definitions/explanations?
Chorus**
The tutor/ writer
-Gave positive feedback?
-Asked questions about the writing
-Interrupted(positive/negative)
-Body language(positive/ negative)
-Introductions
-During the session
-Got Stuck?
How?
Able to fix it?
Wrap-up
-Went over what was discussed during your sessions(What did we talk about)
-Make a list of what should be done next(OK,how are you going to begin organizing your paper?)
Self-evaluation(begining of "RAP")
-Couch Effectiveness
-What strategies were used?
-What did you do that was good?
-What did you find difficult?
-What areas would you like to work on?
-Was it an overall good session? Why and Why not?
**
Assessment and Focus(Assessment and Focus from the WC)
Assessment and Focus(Assessment and Focus from the WC)
Assessment and Focus
(Assessment and Focus from the WC)
(Assessment and Focus from the WC)
And I am a TUTOR!(AH AH AH AH AH AH )
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