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.