Sunday, February 16, 2014
ETC Orientation
I enjoyed ETC orientation workshop because we started out with group exercises and discussions which opened us up to getting to know each other. As an experienced tutor, I thought that the best workshop always comes from tutors who know each other well. It makes a great team and later on they become great supports to each other during difficult tutoring session. I found matching exercises for each tutoring step was helpful. It was a good refresher for me to see that there are a lot of steps that can be repeated throughout the revision process. It made me realize that writing is a constant revision. I think this was a good reminder for me that writing is a long process for tutors as well as tutees and two must work together rather than someone taking control over someone else.
Chapter 1: The important takeaway point from this chapter was knowing the difference among various types of ESL students that range from 1.5 generation students to international graduate students. The author emphasizes that understanding their differences are essential in order to help them instead of grouping them under the label of ESL students.
Question or comments: I felt this chapter to be especially insightful because I did not know that there were so many different types of ESL students who struggle with the same issue as I have: sounding authentically native and sophisticated. This struggle haunts my graduate work to this day and I have always felt alone on this matter but this chapter provided me with some consolation that there are ways to come to terms with this.
Chapter 2: The most important takeaway from this chapter was knowing that L2 learners are not able to hear their own mistakes because L2 learners do not understand the language as L1 learners. Since they are not native speakers who innately hears the difference, their grammatical errors persist.
Questions or comments: I especially sympathize with this chapter because I also have such problem. It took me a while to hear my own mistakes and it is still very difficult for me to hear the mistakes like the native speakers. This often discourages me from writing and revising. My question is, if the tutor reads out loud, does this often help students hear their own mistakes? What if they don't? What are some of the practical strategies we can utilize if the student does not know grammar rules?
Chapter 3: This chapter was mainly focused on emphasizing the importance of making plans with your tutee. The author stresses that one must be flexible with session plans but be sure to have an agenda beforehand to guide the way through.
Questions or Comments: The importance of agenda is a great advice for any tutors. I think it is often difficult to be rigid with our agendas because sometimes, somewhere during the dialogue, the agenda disappears. I usually enjoy going with the flow but how much control should I give over to the tutee in terms of setting up an agenda for the day?
Chapter 4: This chapter addresses some important matters in reading ESL student's work. The author talks about the assimilation strategy and the ones who are against it. The author argues that the assimilation strategy offers smooth transition into the academic language to protect ESL students from attacks, the strategy may not always work. The author suggests listening as the primary strategy for reading ESL student's work. The author mentions that mutual collaboration is needed in order to create an atmosphere where ESL students can feel safe about sharing their thoughts and transcribing them into an academic language.
Questions or Comments: The part about assimilation strategy really rang true to me. I felt that many times, as 1.5 generation student, I was instructed and advised by teachers to avoid grammar mistakes at all cost because it makes me look "unfit" to be graduate level. This often made me grammar paranoid instead of worrying about my ideas or content. I think although assimilation strategy means well, there has to be a better way to combine both in an effective way.
Chapter 5: This chapter discusses a very interesting idea about appropriation. As a writing tutor, we often fall into the temptation of correcting our students' papers, preventing their unique voices. This chapter warns that many ESL students, whether undergraduate or graduate, all feel the need to sound like native speakers which in turn blocks their unique agency and voices. This chapter emphasizes the need to have a dialogue with the student to avoid such appropriation. We must not assume what the student is trying to say but rather listen to the student's voice and help recreate the magic onto the paper.
Chapter 6:This chapter talks about clarifying meanings in an essay with your tutee. The chapter brought up some important issues such as essay as a content, and dividing them into little parts such as topics, paragraphs, sentences and words. What intrigued me the most was the way this author approached from big parts to small parts. Often times, students find revising essays a difficult part because it is so overwhelming. Students often find themselves correcting little parts first rather than looking at the big picture. If we understand what the tutee is trying to argue in the paper in an overall manner, it would be easier to break things down and go from there. I often use this strategy and it seems to work every time.
Chapter 7: Although there were many great ideas in this chapter, what spoke to me the most was responding to student's paper as a reader. This is a difficult task because as we mentioned in class, we get into the teacherly mode. However, if we approach the text as a reader, this chapter suggests, we can connect with the student's writing on a whole another level that can help them improve greatly. I think when the student realizes the tutor is genuinely interested in their paper as a reader rather than a teacher, they tend to open up some more. However, my worry is if we approach it too friendly, they tend to believe that we are not helping them like a teacher. How can we balance such differences?
Question or comments: I felt this chapter to be especially insightful because I did not know that there were so many different types of ESL students who struggle with the same issue as I have: sounding authentically native and sophisticated. This struggle haunts my graduate work to this day and I have always felt alone on this matter but this chapter provided me with some consolation that there are ways to come to terms with this.
Chapter 2: The most important takeaway from this chapter was knowing that L2 learners are not able to hear their own mistakes because L2 learners do not understand the language as L1 learners. Since they are not native speakers who innately hears the difference, their grammatical errors persist.
Questions or comments: I especially sympathize with this chapter because I also have such problem. It took me a while to hear my own mistakes and it is still very difficult for me to hear the mistakes like the native speakers. This often discourages me from writing and revising. My question is, if the tutor reads out loud, does this often help students hear their own mistakes? What if they don't? What are some of the practical strategies we can utilize if the student does not know grammar rules?
Chapter 3: This chapter was mainly focused on emphasizing the importance of making plans with your tutee. The author stresses that one must be flexible with session plans but be sure to have an agenda beforehand to guide the way through.
Questions or Comments: The importance of agenda is a great advice for any tutors. I think it is often difficult to be rigid with our agendas because sometimes, somewhere during the dialogue, the agenda disappears. I usually enjoy going with the flow but how much control should I give over to the tutee in terms of setting up an agenda for the day?
Chapter 4: This chapter addresses some important matters in reading ESL student's work. The author talks about the assimilation strategy and the ones who are against it. The author argues that the assimilation strategy offers smooth transition into the academic language to protect ESL students from attacks, the strategy may not always work. The author suggests listening as the primary strategy for reading ESL student's work. The author mentions that mutual collaboration is needed in order to create an atmosphere where ESL students can feel safe about sharing their thoughts and transcribing them into an academic language.
Questions or Comments: The part about assimilation strategy really rang true to me. I felt that many times, as 1.5 generation student, I was instructed and advised by teachers to avoid grammar mistakes at all cost because it makes me look "unfit" to be graduate level. This often made me grammar paranoid instead of worrying about my ideas or content. I think although assimilation strategy means well, there has to be a better way to combine both in an effective way.
Chapter 5: This chapter discusses a very interesting idea about appropriation. As a writing tutor, we often fall into the temptation of correcting our students' papers, preventing their unique voices. This chapter warns that many ESL students, whether undergraduate or graduate, all feel the need to sound like native speakers which in turn blocks their unique agency and voices. This chapter emphasizes the need to have a dialogue with the student to avoid such appropriation. We must not assume what the student is trying to say but rather listen to the student's voice and help recreate the magic onto the paper.
Chapter 6:This chapter talks about clarifying meanings in an essay with your tutee. The chapter brought up some important issues such as essay as a content, and dividing them into little parts such as topics, paragraphs, sentences and words. What intrigued me the most was the way this author approached from big parts to small parts. Often times, students find revising essays a difficult part because it is so overwhelming. Students often find themselves correcting little parts first rather than looking at the big picture. If we understand what the tutee is trying to argue in the paper in an overall manner, it would be easier to break things down and go from there. I often use this strategy and it seems to work every time.
Chapter 7: Although there were many great ideas in this chapter, what spoke to me the most was responding to student's paper as a reader. This is a difficult task because as we mentioned in class, we get into the teacherly mode. However, if we approach the text as a reader, this chapter suggests, we can connect with the student's writing on a whole another level that can help them improve greatly. I think when the student realizes the tutor is genuinely interested in their paper as a reader rather than a teacher, they tend to open up some more. However, my worry is if we approach it too friendly, they tend to believe that we are not helping them like a teacher. How can we balance such differences?
Sunday, February 9, 2014
Essay A,B,C,D
Essay A
Strength
1) Answered prompt right
2) Descriptive and detailed
3) Voice is unique
4) Made a good comparison (if the power was put to a good use and bad use)
5) Makes claims that can be argued
6) Flow is good
Weakness
1) Lack of structure: the content feels like it's everywhere
2) Need more specific examples
3) Mechanics
Endnote:
Dear Student,
I really enjoyed your interesting essay. Your essay was full of imaginative topics and I felt as though I got to know you better. I felt like your specific examples brought such life to your essay. Your voice was very unique. I also enjoyed the part where you explored good and bad sides to your power. This definitely enriches the story. Having said that, I would like to emphasize that you could start organizing your structure better. Perhaps group some arguments in one paragraph and the other in another. I would also avoid colloquial language and try to look out for mechanics such as spelling and grammar errors. Overall, I am impressed and I am looking forward to see more of your work in the future.
Best,
Your teacher.
Essay B
Strength
1) The structure is solid. There are intro, body and conclusion
2) There is a specific example to back up the claim
3) The voice of the writer is present
Weakness
1) Did not answer the prompt
2) Lack of thesis
4) Mechanics
Endnote:
Dear Student,
Although your essay did not exactly answer the prompt I have given you, I believe that you had some positive aspects to your essay that I'd like to address first. First of all, you have identified in your essay that what you lack now is not power but money. Then you go onto address that your solution to this problem is to have the power to create an interesting business that will help you. I thought this was a very interesting approach as this is a different kind of power that is solely based on reality. Secondly, your structure is solid. You have introduction, body and conclusion. You've included good examples and your voice stands out. Having said that, I would like to let you know that the prompt needs to be re-answered as the prompt was to answer what sort of ability you would like to have. Perhaps you can think about what power do I want to have aside from money? I believe this would open you up to many possibilities. Also, I would watch out for grammar errors and spelling mistakes. If you have any questions, I am available during my office hours.
Best,
Your teacher.
Essay C
Strength
1) There were many interesting details
2) Allowed personal connection by sharing personal preference
3) Argued for the other side very well
Weakness
1) Did not fully answered the prompt
2) Thesis is not clear
3) Lack of structure: how is this essay organized?
4) Mechanics
Endnote:
Dear Student,
Your writing includes some interesting examples and probes what TV and movies can do to our lives. You also make a good concluding point that people should not take TV seriously. There are many interesting things you can work with in your writing, however, I believe you need a clearer thesis and organized structure in order to utilize this. I also would focus on relating my thesis to all my examples. For example, you enjoying romantic comedies was a good personal reference but how did it influence you as a person? There are some mechanical errors that I would work on. If you'd like to discuss it, please stop by my office hours or you can also visit writing center on campus. Overall, great work. I'd like to see this further developed.
Best,
Your teacher.
Essay D
Strength
1) Answered prompt well
2) Has a clear thesis
3) Balanced argument
4) Good examples
Weakness
1) Needs a more focused structure
2) Instead of generalization, use specific examples. Like what sorts of movies that produce violence?
3) Mechanics
Endnote:
Dear Student,
Here, in this essay you explore some interesting aspects of TV and people's lives. I liked your examples of cigarette companies and movies and violence. I would focus on developing thesis to be more specific since you are bringing up great examples to show the negative aspects of TV. Your essay organization is good but I would develop them more to expand your ideas. If you have any questions, do not hesitate to contact me or stop by my office hours and we can discuss your essay in depth. I am looking forward to read more of your work.
Best,
Your teacher.
Strength
1) Answered prompt right
2) Descriptive and detailed
3) Voice is unique
4) Made a good comparison (if the power was put to a good use and bad use)
5) Makes claims that can be argued
6) Flow is good
Weakness
1) Lack of structure: the content feels like it's everywhere
2) Need more specific examples
3) Mechanics
Endnote:
Dear Student,
I really enjoyed your interesting essay. Your essay was full of imaginative topics and I felt as though I got to know you better. I felt like your specific examples brought such life to your essay. Your voice was very unique. I also enjoyed the part where you explored good and bad sides to your power. This definitely enriches the story. Having said that, I would like to emphasize that you could start organizing your structure better. Perhaps group some arguments in one paragraph and the other in another. I would also avoid colloquial language and try to look out for mechanics such as spelling and grammar errors. Overall, I am impressed and I am looking forward to see more of your work in the future.
Best,
Your teacher.
Essay B
Strength
1) The structure is solid. There are intro, body and conclusion
2) There is a specific example to back up the claim
3) The voice of the writer is present
Weakness
1) Did not answer the prompt
2) Lack of thesis
4) Mechanics
Endnote:
Dear Student,
Although your essay did not exactly answer the prompt I have given you, I believe that you had some positive aspects to your essay that I'd like to address first. First of all, you have identified in your essay that what you lack now is not power but money. Then you go onto address that your solution to this problem is to have the power to create an interesting business that will help you. I thought this was a very interesting approach as this is a different kind of power that is solely based on reality. Secondly, your structure is solid. You have introduction, body and conclusion. You've included good examples and your voice stands out. Having said that, I would like to let you know that the prompt needs to be re-answered as the prompt was to answer what sort of ability you would like to have. Perhaps you can think about what power do I want to have aside from money? I believe this would open you up to many possibilities. Also, I would watch out for grammar errors and spelling mistakes. If you have any questions, I am available during my office hours.
Best,
Your teacher.
Essay C
Strength
1) There were many interesting details
2) Allowed personal connection by sharing personal preference
3) Argued for the other side very well
Weakness
1) Did not fully answered the prompt
2) Thesis is not clear
3) Lack of structure: how is this essay organized?
4) Mechanics
Endnote:
Dear Student,
Your writing includes some interesting examples and probes what TV and movies can do to our lives. You also make a good concluding point that people should not take TV seriously. There are many interesting things you can work with in your writing, however, I believe you need a clearer thesis and organized structure in order to utilize this. I also would focus on relating my thesis to all my examples. For example, you enjoying romantic comedies was a good personal reference but how did it influence you as a person? There are some mechanical errors that I would work on. If you'd like to discuss it, please stop by my office hours or you can also visit writing center on campus. Overall, great work. I'd like to see this further developed.
Best,
Your teacher.
Essay D
Strength
1) Answered prompt well
2) Has a clear thesis
3) Balanced argument
4) Good examples
Weakness
1) Needs a more focused structure
2) Instead of generalization, use specific examples. Like what sorts of movies that produce violence?
3) Mechanics
Endnote:
Dear Student,
Here, in this essay you explore some interesting aspects of TV and people's lives. I liked your examples of cigarette companies and movies and violence. I would focus on developing thesis to be more specific since you are bringing up great examples to show the negative aspects of TV. Your essay organization is good but I would develop them more to expand your ideas. If you have any questions, do not hesitate to contact me or stop by my office hours and we can discuss your essay in depth. I am looking forward to read more of your work.
Best,
Your teacher.
Friday, February 7, 2014
Chapter 6 and 7
Chapter 6:
This chapter talks about the importance of recognizing cultural differences when dealing with international students. The author mentions that often writing courses are designed for students to respond to U.S based culture and issues which strikes the ESL students hard. Severino points out this dilemma, "What should writing center tutors do when international students must analyze readings about U.S.-based issues and themes? For example, how do they keep international students analyze essays on education by Jonathan Kozol, when these students lack first- or even secondhand knowledge of how race and class play out in American neighborhoods?" (Severino 59). This resonated deeply with me as I had also been a victim to this and now I must help my students through the same maze that kept me puzzled for all these years. When I first began writing, I was also lost and deeply troubled by this issue. The problem eventually solved itself as time went on and I took more classes related to U.S. history and culture. I also began to assimilate to American culture better after meeting diverse population of students in school. However, how do we expect this from international students who had just arrived? The solution Severino suggests is quite beautiful; he suggests dialogue and understanding. I believe this is a great idea. This method makes tutees feel more welcomed and understood as the act of comparison itself gives a deep connection between two cultures. Through this method, student can see what connects two distinctive cultures and what separates them. I believe one thing to take away from this chapter is Severino's comparative method.
Chapter 7:
In this chapter, Ritter talks about the meaning, form and negotiation that occur during the session with ESL students. The most important takeaway point in this chapter is Ritter's emphasis on negotiation as a learning tool. For example, Ritter uses an example of Rika, an ESL graduate student from Japan who is very self conscious about her writing due to grammar mistakes. Ritter overcomes this challenge conversation and negotiation of tasks. Ritter asks questions about Rika's paper and in doing so, allows Rika to rearrange her words to express what she truly means. Ritter also negotiates the reading task as Rika is self conscious about her grammar mistakes. This opens door for Rika to hear her own mistakes through native speaker's reading. Ritter points out, "Negotiation not only allows the tutor to understand the message more clearly, it also provides the speaker and opportunity to develop language proficiency" (Ritter 77). I related deeply to this chapter because I am still self conscious about my own grammar mistakes. At times, I can hear my own mistakes but often times, it is difficult to identify. I assume that this is much harder for ESL students who are not very comfortable with English yet. I think allowing them to hear their own mistakes can only come if the tutor reads it out loud and the tutor emphasizes some of the mistakes and go over it with them. Negotiation can be a truly helpful tool for a lot of ESL students in general.
This chapter talks about the importance of recognizing cultural differences when dealing with international students. The author mentions that often writing courses are designed for students to respond to U.S based culture and issues which strikes the ESL students hard. Severino points out this dilemma, "What should writing center tutors do when international students must analyze readings about U.S.-based issues and themes? For example, how do they keep international students analyze essays on education by Jonathan Kozol, when these students lack first- or even secondhand knowledge of how race and class play out in American neighborhoods?" (Severino 59). This resonated deeply with me as I had also been a victim to this and now I must help my students through the same maze that kept me puzzled for all these years. When I first began writing, I was also lost and deeply troubled by this issue. The problem eventually solved itself as time went on and I took more classes related to U.S. history and culture. I also began to assimilate to American culture better after meeting diverse population of students in school. However, how do we expect this from international students who had just arrived? The solution Severino suggests is quite beautiful; he suggests dialogue and understanding. I believe this is a great idea. This method makes tutees feel more welcomed and understood as the act of comparison itself gives a deep connection between two cultures. Through this method, student can see what connects two distinctive cultures and what separates them. I believe one thing to take away from this chapter is Severino's comparative method.
Chapter 7:
In this chapter, Ritter talks about the meaning, form and negotiation that occur during the session with ESL students. The most important takeaway point in this chapter is Ritter's emphasis on negotiation as a learning tool. For example, Ritter uses an example of Rika, an ESL graduate student from Japan who is very self conscious about her writing due to grammar mistakes. Ritter overcomes this challenge conversation and negotiation of tasks. Ritter asks questions about Rika's paper and in doing so, allows Rika to rearrange her words to express what she truly means. Ritter also negotiates the reading task as Rika is self conscious about her grammar mistakes. This opens door for Rika to hear her own mistakes through native speaker's reading. Ritter points out, "Negotiation not only allows the tutor to understand the message more clearly, it also provides the speaker and opportunity to develop language proficiency" (Ritter 77). I related deeply to this chapter because I am still self conscious about my own grammar mistakes. At times, I can hear my own mistakes but often times, it is difficult to identify. I assume that this is much harder for ESL students who are not very comfortable with English yet. I think allowing them to hear their own mistakes can only come if the tutor reads it out loud and the tutor emphasizes some of the mistakes and go over it with them. Negotiation can be a truly helpful tool for a lot of ESL students in general.
Sunday, February 2, 2014
Ability to Dance Critique
Strength
1) Answered prompt well.
2) Great details (great background provided on culture and ethnic sides of dancing)
3) Good explanation
4) Well organized in terms of topics
5) Unique voice- very convincing and authentic
Weakness
1) Thesis?
2) Introduction may need some development
3) Needs to mix personal voice and academic voice better
4) Needs topic sentences and focused points.
5) Mechanics
Prioritize
1) Thesis
2) Organization of paragraphs
3) Developing and mixing personal voice with academic voice
4) Ending
5) Mechanics
How to work with this student
I would first begin by brainstorming ideas to make a stronger argument. I would guide the student to think about what are some of the concrete reasons this student likes dancing and why it's important. I will then proceed with thesis generation. I would have the student to think about how he/she would word it into few sentences.
Endnote
Dear _______,
What a great start! I really enjoyed reading your work. I especially liked reading your research on how certain dances are influenced by different cultures before its modern form. This not only answered the prompt well but also kept me focused and interested in your work. I also appreciated your organization skills. I think it is good that you grouped your points into different paragraphs and focused on it separately. I believe this will provide good base for your second draft. Here are few suggestions for your second draft; I think we need a stronger thesis. I feel that although you have great details, we need to give it to the readers in the introduction what you are going to focus on. What are some of your points that you want to emphasize? And another thing, how do your background information relate to your personal experience relate to one another? How can we tie this together to make a thesis? I think those are some of the things you can think about when you are revising this essay. I am looking forward to reading your third draft and discussing with you. Good luck!
1) Answered prompt well.
2) Great details (great background provided on culture and ethnic sides of dancing)
3) Good explanation
4) Well organized in terms of topics
5) Unique voice- very convincing and authentic
Weakness
1) Thesis?
2) Introduction may need some development
3) Needs to mix personal voice and academic voice better
4) Needs topic sentences and focused points.
5) Mechanics
Prioritize
1) Thesis
2) Organization of paragraphs
3) Developing and mixing personal voice with academic voice
4) Ending
5) Mechanics
How to work with this student
I would first begin by brainstorming ideas to make a stronger argument. I would guide the student to think about what are some of the concrete reasons this student likes dancing and why it's important. I will then proceed with thesis generation. I would have the student to think about how he/she would word it into few sentences.
Endnote
Dear _______,
What a great start! I really enjoyed reading your work. I especially liked reading your research on how certain dances are influenced by different cultures before its modern form. This not only answered the prompt well but also kept me focused and interested in your work. I also appreciated your organization skills. I think it is good that you grouped your points into different paragraphs and focused on it separately. I believe this will provide good base for your second draft. Here are few suggestions for your second draft; I think we need a stronger thesis. I feel that although you have great details, we need to give it to the readers in the introduction what you are going to focus on. What are some of your points that you want to emphasize? And another thing, how do your background information relate to your personal experience relate to one another? How can we tie this together to make a thesis? I think those are some of the things you can think about when you are revising this essay. I am looking forward to reading your third draft and discussing with you. Good luck!
Reading Summary and Responses
Chapter 1: The most important point from this chapter is
that a tutor and a tutee must set an agenda for the session in order to have a
successful meeting. This is an important skill to have as this determines the
productivity of the session. Having a plan helps both tutors and tutees alike.
This will keep both of them on track and help them remember what goals they
want to establish in the session.
Questions or Comments: I thought this was a great point as
setting a goal is often the most difficult task in a tutoring session. I
wondered if there were some solid examples (charts?) that tutors use to set
goals in their sessions.
Chapter 2: The most important point in this chapter is that
the tutor must distinguish between what will hinder the session or help the session.
The author emphasizes that sometimes if
the tutor is too cautious to help the tutee guide his/her own work, then it becomes
unproductive and passive and therefore, the tutor must know how to navigate and
balance his/her involvement with the tutee.
Questions or Comments: My question for this chapter is how
does one navigate through such complex power dynamic in a 50 minute session? If
the power begins to shift, what are some of the practical things we can do as
tutors?
Chapter 3: This chapter especially emphasizes on the need
for tutor’s flexibility and dynamic open mind when it comes to difficult
situations with establishing rapport with the tutee. This is very true in many
cases because as tutors, we encounter a lot of students who want us to check
for grammar errors or whatnot. If their needs are not met, tutees and tutors
get upset and the session falls apart. This chapter emphasizes that we must
learn how to balance this dynamic well and establish rapport at the right
moment.
Questions or Comments: I thought this chapter’s example was
great as this happens a lot in a session when a tutee is not establishing a
connection although we are reaching out. If you must let the tutee know that
you cannot help them with grammar but it is all they want, what should we say
to them other than changing subject or shifting attention to other parts of the
paper?
Chapter 4: This chapter offers variety of suggestions in
terms of dealing with students who are not likely to engage in a session due to
various reasons. The chapter goes over some of the reasons and offer helpful
tips on how to deal with it. For example, the chapter emphasizes on the power
of empathy. Many students respond to such connection. The chapter also suggests
tutors to reach out and give them questions to think about as well as time and
space for them to think and write.
Questions or Comments: I thought the suggestions were great.
The power of empathy I think works the best in a lot of situations. Some
students are truly shy and some students simply refuse to cooperate. I think it
would be great to include that tutors must not blame themselves if, by some
unfortunate reason, the connection doesn’t completely establish and the tutee does
not want to participate as tutoring session is a par of a long process.
Chapter 5: This chapter deals with various issues but in
particular, it talks about the emotionally charged sessions where both tutees
and tutors face emotionally sensitive issues as paper topics. This chapter
gives us insight on how to deal with such situations and what to consider. The
chapter argues that we as tutors must understand and provide comfortable
environment for tutees to share their difficult experiences. The article also
argues that in cases when the tutees use derogatory term in their papers, it
must be pointed out and corrected in diplomatic terms. Lastly, the article
argues that along with these issues, the tutor must consider his or her own
emotions in dealing with such situations and try to turn the situation into a
productive writing session.
Questions of Comments: Although it seems unlikely, often
times, academic essays are just as personal as personal essays. It becomes the
student’s world. I believe understanding
how to respond to such emotional aspects of the essay will enrich our tutoring
skills.
Saturday, February 1, 2014
Tutoring Experience
I've been a tutor for about seven years including my times at community college. I've been a tutor at LAC for the past semester and I have enjoyed it so far. What I enjoy the most at LAC is my encounter with diverse student population. I loved working with students one-on-one because although 50 minute sessions are not enough to address all the questions they may have, by breaking the problem down and discussing it using the board made my tutees really enjoy the process. Another thing is that the tutee can take home whatever he/she may have learned in class and during our tutoring session. I felt very rewarded when they repeated the steps in front of me the next time proving to me that our sessions were indeed worth our time. Frustrations I experience is mostly towards myself. I wanted to have a better grasp at grammar so I could help my tutees clarify things as grammar is mostly their concern. My main goal is to perfect my craft of writing and grammar so that I could continue helping students who have similar concerns as me.
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