23:this is the ending the ending of our story....The Ending :(

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!!

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.

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.

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.