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?
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?
The section on student concerns brought to mind a student who was working on a draft of a new critical interpretation of a coming of age story – or an analysis based solely on the text and the language of the story (versus analysis which features external factors like historical context, biographical details, etc.). His analysis was a Freudian reading with a focus on lots of uncalled suggestive moments. We had never even discussed Freud in class and interpreting seemingly innocent moments in the story in such an anticipated way had me stumped. On top of it, the whole paper was a negative critique of the behavior of the girl who the guy is in love with. According to the student, the entire time the girl is using the guy’s affections – interesting claim but unsupported. I felt like there were two things going on: 1, the student wanted to highlight sexualized moments because they inspire his imagination more effectively than a dry, new critical reading, and 2, the student might have had a similar personal experience which left him with a negative view which he can’t help but express in the paper. At the time I suspected there was something personal but I was more worried about him not doing the assignment itself and not supporting his claim. Now I realize I could have been more sensitive and worked with the student at a different level. Yet, I cannot directly inquire about the personal life of students. Maybe just being more sensitive and tactful.
ReplyDeleteInterestingly enough, in my Literacy and Learning course, we read an essay last week on learning styles. Not just these visual, auditory and kinestetic, but also on those that were designed from personality theory, etc. Though it supports teaching materials from different angles, the essay takes the stance that not enough research has been done to show that teaching for individual students is effective, and from what i gather, one should teach for the material (gives the example of when studying a state park, hearing audio of that state park isn't necessarily going to enhance the lesson, everyone should see the image (though i could arguably point out that hearing audio from a state park would make for a very interesting and fun lesson since the woods are full of sounds)). I haven't done enough research on the different theories to have an opinion either way, I just thought it interesting to have such firm opposing viewpoints in two readings within seven days. I can obviously see where teaching from different angles would benefit all students, and i'm a firm believer in different personality types, but i do wonder if I learn in a certain way and am a certain personality type, am I limited in the ways in which I'm capable of teaching?
ReplyDeleteThere's a lot of skepticism about educational research--learning styles and multiple intelligences in particular. That may be because (K12) educators have a reputation for following fads. That said, it does seem that many of us have a sense of how we learn best. I know that I learn best when information is presented as written words, either alone or with audio. I think that being aware of your own preferences is probably the first step to reaching students who learn differently than you do. It reminds you that you may need to change things up occasionally. I'm with you on the audio from the state park audio. The addition of the audio could make for a rich experience that gives all students a chance to be creative and to shine.
DeleteI think one of the things that has stood out to me the most about teaching in the center is how much students expect and/or fish for one concrete answer instead of the learning process itself. Has anyone else experienced this? The repeated questioning "but what do i do instead of that?" when you ask questions about trying an alternative word choice or grammar choice?
ReplyDelete(I realize that this question is slightly off-base, but it's been on my mind quite a bit)
I really appreciate the emphasis on empathy and encouragement in Chapter 4 of The Bedford Guide. Especially in competitive academic settings, these methods can be written off as "hand-holding" and are thus underrated by professors and tutors alike. But, as Ryan and Zimmerelli point out, praising writers (especially those with writing anxiety) can put them in the right frame of mind to receive feedback on what actually needs improvement. During previous experience tutoring students, I've found that the most fruitful sessions involve (at least, initially, and if at all possible) an expression of approval -- even if it's simply, "Great start."
ReplyDeletePracticing compassion can also make an enormous difference. For example, at the beginning of our session, a student I worked with this week seemed hesitant even to discuss her assignment. We ended up talking for half of the time about the bureaucracy involved with transferring to another school -- a process that's been stressing her out lately. After she voiced her worries (and I listened and sympathized), she seemed much more willing to move forward with her paper -- and the last half of the meeting was surprisingly productive.
- Cassandra
In my opinion, the most important thing the case study on Fei teaches us is that the writing center is beneficial to ESL students in the same way it is beneficial to native english speaking students - improved rhetorical writing skills. In the case study, Fei states that the writing center helped her improve the structure and flow of her essays but did not feel that it helped her improve linguistically. This was echoed by the researchers later in the paper. Helping students improve their skills in rhetorical analysis and structure of their writing pieces is what we strive for as tutors in the writing center and what I believe has been the focus of our training thus far. When tutoring native english speaking students we first and foremost focus on the writing process and the structure of their essays. The Bedford Guide chapter 4 urges us to generally treat all students and tutoring sessions similarly regardless of any "handicaps" (for lack of better word) that they bring to the table.
ReplyDeleteI'm curious how Fei's essays will be received in her native language. In this class we have talked about how writing is less direct and assertive in China compared to the U.S.
I think this case study highlights a need for a program developed by a native chinese speaker who has mastered the english language to help students learn the nuances of the english language. They can draw from their person experiences in learning the language to develop a curriculum that will be more effective than what a native english speaker could.
I sometimes wonder how folks become masters of a second language. A friend of mine from China has almost no trace of an accent when she speaks and her writing, though a few interesting word choices here and there, is more solid than many native speakers at any age. Granted she's a grad student and in her late 20s and she did her first master's degree in the UK, then went into publishing in China, so a lover of language in general and lots of practice. She also told me once that she used to watch the same American movies and TV shows over and over again, and made a conscious choice to avoid Asian social groups here, which may or may not have anything to do with it? She's intent on being staying in the states. But my main point is that I wish I could send my non-native speakers home with a set of tips that will more immerse them in the language and thus help with English sentence structure and word choice, while also not disrespecting their use of their native language or culture.
DeleteAfter reading Chapter 4, I grabbed some sticky notes from my office before this morning's tutoring session. When I've visited the writing center, I've generally made notes myself, but I notice that my students don't always do that. It's comforting to walk away with a written reminder or plan. My student also seemed to find it reassuring. I'll have to try making notes for my other student. He is a bit impatient with efforts to break a project into smaller tasks, but on his own he is unsure where to begin. When he understands that I have the larger goal in sight, he's more at ease, but I need to show him the connection between individual steps and finished project.
ReplyDeleteMany of the practices described as especially beneficial for writers with specific concerns seem likely to be of use to any writer; that's the idea of "universal design." I was a little taken aback by the endorsement of "universal design" in our guide because K12 education emphasizes differentiation. Differentiation does happen in tutoring, but only after the tutor gets a sense of the individual writer's needs. Universal design seems to be best practice and a precaution against making assumptions about writers before the tutor has developed a rapport.