I had a fairly interesting day in the writer's room already this week. A student that I know from one of my classes came in and asked my advise on a few loose ends that he wasn't quite sure about. I was apprehensive at first because I felt that since he was on relatively the same writing level as I am that I may not be the best of help. However, I found that he was focusing on very specific usage rules, which I just happened to know already and whether or not he took my advice, I felt good that I could answer all of his questions confident that I knew what I was talking about!
The reading this week regarding the scenarios in the first section are fun to read because I sort of look at them as a choose-your-own-ending book and figure out what I think is going to happen and what I would do in the same situation. They were interesting in a way that are fun to read and what I consider using good tools from which to learn. Most of the scenarios are culture based, which I haven't had the opportunity to experience so far. It is good to have a sort of anticipation about what to expect when trying to help a myriad of clients from different backgrounds.
Collaboration is the key to creating a good result in tutoring according to Lunsford, who has experience writing for this focus in her own teaching experience, and extends this knowledge to the writing center and how it helps students. I have not noticed a lot of study groups in the center that enlist the help of a tutor. Groups like these usually set up their own study groups and talk amongst themselves. It would be beneficial to work with a couple students at a time to utilize this method, as far as a peer group is concerned. In my personal experience, I don't feel that I write better having been in a peer review group, but I understand that everyone is different and it is important to know that what works for me may not necessarily work for everyone.
In keeping tradition with what has been stressed since the first day of class, Brooks' essay focuses on making the client do all the work. I have found this to be the most challenging part of enbarking on tutoring for myself and most of the tutors that I have observed have a tendency to not follow this method, though I know they were trained differently than we are being trained. I will most likely read this essay again in order to help myself in this situation, as I know it will come up frequently. I think it will be difficult to try to direct a client in a different direction when all he wants you to do is proofread his paper.
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I think this would be a great idea for expanding our writing center: tutoring groups. The possibilities when we sit down with a group of writers all working on the same assignment are really endless. In fact, one of my "dreams" for the center is to have tutors coming into first-year writing classes to assist with peer review. I think that would be an excellent way for students to really understand what a productive peer review looks like.
ReplyDeleteYou seemed really worried in class yesterday about being too directive. I would encourage you to keep Brooks' minimalist tutoring techniques in mind, but remember, there is no single "correct" way to tutor. It's a balancing act.
I have also seen that it is difficult to make sure that the client does his/her own work. Clients often do not seem eager to contribute. Sometimes, they seem to believe that the tutors should just tell them what to do. I have seen consultants often make "fill-in-the-blank" sentences for their clients. They (heavily) hint at the word they want the client to add. I really don't think this solves the problem of client uninvolvment, nor does it help the client's future papers in the slightest. It is also very frustrating for the consultants. I find that maybe the minimalist tutoring method may be best suited here, only giving as much as the client will give to you.
ReplyDeleteTutoring groups would be a good idea. In fact, I think groups that meet together frequently will be even better. Assignments aren't even necessary. Make it a club, a social activity, where winning at scrabble is the goal. Writing-to-learn is a good strategy, but I think playing-to-learn sounds better! This would be especially beneficial for ESL students. This will not only help with with vocabulary, but will also help with their acculturation here in the States. This social life and (hopefully) friendship is what can spark a client to be direct, to break out of her shell, to get her in a comfortable environment, just like Fannie leading other Native Americans on their college visit.
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