Writing Center Class 2017

For Blog Post #5 on "Northern Realities, Northern Literacies" and "The Doodles in Context."  Feel free to answer just one question and respond to just one colleague. What do you see as the advantages and disadvantages of the idea of contrastive (intercultural) rhetoric?  Has the issue of contrastive (intercultural) rhetoric come up in your tutoring or teaching of second language writers?  If so, how?  Describe your reactions to Brice's narrative about Phillip.

For Wednesday, Sept 20: Chapter 4 in Ryan and Zimmerelli and Severino and Prim's case study of an online tutoring "frequent flyer" Blog Questions for Post #4: Feel free to choose just one and to make one response to a colleague: How does this material on diverse writing center populations shed light on the tutoring and teaching you have done either here at UI or elsewhere?   What does the case study of Fei teach us?   What are the strengths and weaknesses of this kind of case study as research and as applied to your own tutoring?  

Suggested Questions for Blog Post #3 (feel free to choose one):  How does the case study in “Crossing Cultures” bring to mind experiences you have had as a teacher of second language writers and/or a writer in a second language yourself?     How does the writing process chapter apply to your own work as a writer and a writing teacher?   What are your most and least favorite phases of the writing process and why? What do you see as the strengths and weaknesses of your own writing process? Of your classroom and writing center students’ writing processes?  

Suggested Questions for Blog Post #2: How might tutoring non-native speakers of English differ from tutoring native speakers?     To what extent do you agree with Sherwood’s argument that tutoring qualifies as an art because it involves those four criteria for artistry?   Describe “a flow experience” you’ve had teaching or tutoring.   To what extent should having these types of experiences be one of our goals? Feel free to problematize Sherwood here.