Final Meeting with Professor Dolson...on to the Writing Center!

I have to say, the last day of class really got me excited for working in the center, and not only for the money! lol. With the work that we have done through our Boys and Girls Club experiences and also in shadowing I have come to really enjoy consulting students on their writing assignments. As I talked with Professor Dolson about the classmate consultation project and also the course in general, I began to really see how far we have come and how prepared we are for our work in the center. All the readings and class discussions all work towards an understanding of the true role of the consultant; to facilitate and encourage the writer's own thoughts as opposed to merely telling them what to write. It is about understanding the ways in which rhetoric can influence an audience and helping writers to see their own writings in this way. While it might seem selfish, I am excited to see how my own writing continues to grow and mature. Already I can see a difference in my style of writing as well as how I approach assignments in general. I really have found the importance of starting my work as early as possible so that I can have ample time for re-thinking and re-working. I know that my experiences in the writing center will only further my understanding and for this I am very excited.

College Essay Consultation 2nd meeting

So for those of you who read my post describing the first consultation with my sister, you know that it went very well and that we focused most of our time on generating and brainstorming ideas. For those of you who didn't, now you know lol. The second go around was very rewarding; I don't get to work with my sister a lot anymore on her schoolwork with me being away at college, so it was fun to be able to help her out. She had written a very impressive draft in which she used her personal experiences to create a very entertaining and powerful narrative. I thought it gave a good insight into her life and character, while successfully communicating her ability to write. We discussed a few grammar issues that she seemed to repeat a few times and went over some of her awkward word choices. I asked her what she wanted her story to convey and following her answer we brainstormed ways to better illustrate what she hoped was the moral of the narrative. One idea was to end it with a paragraph that breaks away from the story a little and gives that sort of "so what' factor that is so important in writing. To be honest, there was not a terrible amount that needed to be improved, but the discussion really seemed to facilitate some new ideas that she was excited to implement into her story. I'm thankful that this class gave me the opportunity to work with my sister, which I probably would not have done otherwise.

Creative Writing calls for Creative Tutoring

Each subject matter requires a bit of a different approach when it comes to writing; this is a pretty widely accepted phenomenon. Likewise, as tutors we need to accommodate for the differences in subject styles when consulting papers. An economics paper for instance would most likely need to be much more formal and derived in calculations than say a philosophy essay. As consultants we do not need to have a mastery over every subject matter, but must be able to recognize the basic differences when consulting a student. Luckily, most subjects only have subtle intricacies to them, which are easily learned and applied.

How do we consult peers on a creative writing project? Clearly, such is neither thesis driven nor attempts to sustain an argument. If we are not supposed to be overly concerned with sentence-level errors and focus instead on global issues, do we assist them in creating a narrative? Where does the line between plagiarism and tutoring fall? Considering there are no real right or wrong answers in someone's individual creativity, what, as consultants, do we look for? Do we try to assess if the story captures the audience, do we critique its theme? These are questions that we must consider because we must always be cautious not to overstep our boundaries as writing consultants. Even after we decide what are duties are, the task of consulting someone on such an individual and personal process differs in some ways than that of a normal academic piece.

The article, "Eight Ways to Tutor Creative Writers" covers many of these topics in regards to a consultant's role in the creative process. The article suggests that as tutors we should be actively looking for all the components of a good creative piece: narrative line, theme, entertainment, and clarity among others. While we must remain facilitative, we can also work with writers to develop their stories.

In regards to creative works in general, not just narratives, how must we alter our tutoring style? Do we have different objectives as tutors when we face poems, digital narratives, or even videos?

http://www.ulc.psu.edu/Dangling_Modifier/Articles/oldArticles/Fall-2003_web-Eight_Ways.htm

Last Trip to the Boys and Girls Club

Overall I would have to say that I was pleased with my ability to help the student I was assigned too, reach her goal of recording a meaningful script. That being said, as I look back on our time there, I can't help but feel a bit frustrated. I feel that if there was more organization on the side of the club, we would have been able to accomplish a lot more. Not only would we have been able to help the students produce better and more complete digital stories, but we would have had more of an opportunity to improve their writing skills. To be honest, maybe a project that more directly sparked the students' interests would have been a more practical and rewarding undertaking.

This being said, I was definitely fortunate to have the opportunity to work with the specific student I was paired with; we'll call her T. From the very first meeting, it was evident that T was interested in the project because it gave her an opportunity to learn more about her Grandma. To me it was very interesting that T learned so many things about her Grandma that she would otherwise probably never know, even living in the same house with her. T comes across as a good and diligent student and it is in large part because of her focus that we were able to write and record a script together. While the Boys and Girls Club's administration could have done a better job, my time helping T was definitely beneficial for everyone involved.

Boys and Girls Club: Round Two

I am very happy with how our trip went on Monday, I really couldn't have asked for a more prepared or insightful student to work with. Amani and I got to work with the same girl (we'll call her T) as we did last time, which in my opinion made it much easier to get things accomplished, and also made for a more rewarding experience. T had already completed an interview of her grandmother and had even been given a book that her grandmother said was full of the kinds of wisdom which she tried to live her life by. We started off by just talking about the things her grandmother had to say, and what really stuck out to T as being important or useful. We had T right down the main ideas that she would definitely want to emphasize in her narrative. Amani and I helped to facilitate and generate some ideas about how T might want to structure her story; using an anecdote or a quote where some of the options we talked over. After we had talked for awhile, T used her page of notes to write a rough draft. I must say that I was nervous about how this step might go, I really had no idea what her level of writing was or if she would be able to focus enough to write anything substantial. Again I was surprised by her awesome work ethic, as she wrote over a page of her narrative without even taking a break. Certainly there were grammar errors and what not, but overall it was a great rough draft. While we were not able to practice recording it, we will definitely be at that stage for our next visit. T is planning on re-writing her draft and will be ready to record next session.

I can't stress enough how impressed I was by T, even her remarks during our discussion were well thought out, and also very mature for her age. I have enjoyed working with her so far and am looking forward to helping her complete a project she can be proud of.

Approaching ESL Consultations

While certainly more challenging, I feel that ESL consultations really get down to the core of the theory behind the techniques discussed in class. In many cases it seems that ESL consultations require tutors to more carefully stress many aspects of the consultation. For one, the balance between facilitative and directive approaches becomes even more significant to create the most beneficial session possible. While I tend to think a more direct approach is more appropriate to deal with the unique concerns of many ESL students, the level of the individual student is ultimately what dictates where along this spectrum a tutor must act from. Likewise, creating a comforting and non-threatening atmosphere becomes even more crucial when working with students who are often times very anxious and insecure about their work. While this repertoire is something that a good tutor incorporates into all of their consultations, it is one of the many aspects that plays an even larger role when working with an ESL student.

Boys and Girls Club Reflection: 1

Yesterday was the first time I had ever been to a Boys and Girls Club, and I must say I was very impressed to see how excited and happy the kids were to be there. In talking with the freshman girl I worked with, I could really tell how rewarding the experience was for her; for me it was great to see that the kids wanted to be there just as much as their parents did.

It was a bit difficult to work on the project because she had not yet completed her interview (although she did start it very briefly). That being said, we were able to talk with her about the process in general terms and even get down to some specifics. After showing her an example of a digital narrative, we asked her what she liked/dislike as well as what she thought added to the content of the story. She seemed to be able to see which components she found effective and might possibly use in her own story. She particularly liked the idea of having music in her story, so we also made sure to show and explain how to use the creative commons.

Since she is using her Grandmother as her interview subject, we were able to talk a little bit about what she thinks her grandmother might share. She said that she expects "Grandma's" pearl of wisdom to be, "to always think for yourself." I found this very interesting and was relieved of all the ways a great story could be formed with this "pearl" at its core. We were able to discuss some of these possibilities, many of which really seemed to excite the student.

Overall, even with the difficulties of not having an interview to work from, I found the visit to be a success. I feel we achieved our objective to both inform and excite the students about the project, and formed a relationship that will be conducive to collaborative work in the future. I was very happy with our student's excitement and commitment to the project, and also that she was looking forward to us coming back.

Class trip..day 1

Today we finally get to meet with the students from the boys and girls club, and start working on their digital narratives. I must say I am very excited to meet who I will be working with, but a little nervous as to the consultation aspect because I do not consider myself very adept at making these stories. At the same time I feel confident that I can help in the brainstorming and "pre-writing" aspect of the project and can always get help with the technological side if need be. My most important objective today is to begin to form a relationship so that my student feels open to working with me and does not feel any sort of anxiety or hesitancy about his/her ideas. I plan to let him/her explain to me the project and their interpretation of what is important/interesting and how they play to go about its completion. Obviously the specifics of what we do will depend on the stage of the project that they are in, but no matter where they are I plan to show them a few of the videos from our class project and also describe a little bit of what I was thinking/went through while I was doing my own digital story. I hope to provide some clarification and direction where my student may be struggling and to promote a sense of excitement about the narrative.

Snakes or Failure...Neither please!

My two biggest fears are snakes and failure, and have been for a very long time haha. Certainly I have very different reactions when faced with the presence of either, but both surely do produce a real sense of anxiety. My fear of failure is something that I guess you can say I've "struggled" with for awhile now. It got to a point where it was negatively affecting my life in the middle years of high school. I was a top student and athlete in my school and had never really experienced a true sense of personal failure before, and so I became very anxious all the time. I feel like it was two-fold; to one regard I was afraid of what people's reaction to my own failure would be, while at the same time I was nervous as to what failure meant, it represented the unknown, something that I did not have much experience with. Eventually through my experiences and by talking with friends and family I was able to mitigate this fear to a degree, so that it helped me to stay motivated and work hard without the negative repercussions of constant anxiety and fear.

Just as I have experienced in my own life, an unchecked fear of failure can seriously impede a writer. Anxiety and a hesitancy to show passion in writing can be very easily recognized by any reader, and so in this way a writer's fear can be directly manifested in their writings. Even this is taking for granted that a writer was able to overcome such fear and write anything at all. It is unlikely that as consultants we will face such an enormous fear of failure in the contexts of writing, but even minor fears can have real negative effects. It is our job to put the writer at ease and make it known that it really is normal for such anxieties to exist.

Personal anecdotes and strategies seem to me, to be the most effective way in which to create this atmosphere of understanding and openness. After all, its not an act; each and everyone of us have struggled to write a paper at one point or another, many have probably feared to pursue a point in an argument that differs greatly from the professor's views. It is crucial to use our own experiences in order to assist the writers that we consult; these writers are our peers, if we don't understand what they are going through, then who will.

Consultant Shadowing (Day 4)

I got the opportunity, to once again, observe a consultation regarding an international student. This particular time the writer was an exchange student from Turkey, and had only been in the U.S. since the start of the semester. Having already received comments from her teacher on the assignment, the writing consultant was able to focus more on the broader ideas of style and sentence structure, rather than the idioms of individual grammar issues. It was interesting to see how the writer attempted to use turns of phrase that were uncommonly used in English, yet were not technically wrong. It was difficult for the consultant to explain these "unwritten rules" to the writer because many of them have no reasoning. This being said, she did a great job of showing the correct ways in which to express the writer's ideas in a more clear and concise manner. It was especially beneficial to observe another ESL consultation, because I feel like that is where I lack the most experience as of now. As a bit of a side not, I have been impressed with the level of writing that many of these students are able to produce in English. It is a remarkable skill to be fluent in multiple languages, and frankly a skill I am quite jealous of haha.

Rives' Videos...only 6 weeks late

So for some reason I decided to go back and re-watch one of Rives' videos back from our week-one folder. I can't say that I expected the mild obsession that over-took me though, without barely realizing it, I found myself watching every single one of the video's posted on blackboard, not to mention the rest of his season, "Ironic Iconic America" which I found online (and no Bar Refaeli was not the ONLY reason I watched lol). I was absolutely mesmerized by his ability to use the same words that you and I use everyday, to transcend the normal mode in which we speak and create such an entertaining art-form. In some of the videos I was more impressed by the ways in which he manipulated the words to rhyme and flow, whereas in other sketches I was more taken aback by his ability to formulate such a powerful message. In a way, Rives' videos have made me more excited about writing, in a way that I can't always say I am. Clearly the ways he uses language in his poetry jams and sketches are entirely different from how I formulate language in say a paper, but the 'art' of using rhetoric to convince or entertain still remains consistent. It is the ability to transform simple words into such a powerful and impressive presentation, an ability which Rives most certainly has, that makes language so interesting to me.

Consultant Shadowing (Day 3)

After I shadowed yesterday in the writing center, I could have sworn that the consultation I observed was staged; the consultant did everything we have been talking about recently, as if it had been choreographed lol. After a nice hello and a friendly introduction, the consultant (let's call her Mary) asked to see the assignment sheet so that they could work through it together. After reading it aloud she gave the writer a chance to explain what she felt the prompt was asking for, and then used her response as a starting ground for a conversation about the paper. Even as they worked through the essay piece by piece, Mary always managed to maintain a very conversation-like tone. This is something we talked a lot about earlier in the Semester, because it helps to foster open dialogue between the writer and the consultant. Mary also cited personal experiences of hers that related to the topics as they discussed them, this added to the atmosphere of open dialogue and also encouraged the writer that such mistakes and struggles were common, even for a writing consultant. Lastly, after answering all the writer's questions and easing her concerns, Mary told the writer that even though the center was booked for the next few days before the paper was due, that she would be happy to meet with her at the writer's convenience to go over the paper one final time. I found this very encouraging, that even during midterm week, she was willing to go out of her way to help the writer.

Writing Consultant = Facilitator

I have to say, Straub's article on the dynamics of the teacher-student relationship, is right on point with how I feel we must act as writing consultants. Given how 'personal' writing is, we must always be conscious of taking away ownership from the writer. While a consultation must be collaborative in the sense that it is an open conversation, and that both individuals must work together, the essay itself is not; a assignment must remain the work of the writer.

It is much easier to simply recognize this in theory, than it is to implement in a practical scenario. As subjective as writing is, it presents quite a challenge to resist the urge to interject based solely on the bias of your own style. David Fuller puts it well, "I let the student see the effect the text had on me and
make decisions based on that". That insight is what impacted me the most from the article, it incorporates many of the themes we have been discussing all year long. In this method, the consultant enables the writer to see how the piece is perceived by his/her audience. Learning to write based on the demands of your audience is crucial in producing effective writing. The quote is also a testament to the importance of letting the writer, understand the critique, make the decisions, and write the paper.

College Essay Consultation

Earlier today I finally had a chance to Skype with my sister, Melanie, and talk about her college essay for the first time. Like I anticipated, she was a little overwhelmed by the essay at first. For her it seemed so broad of a topic that it was difficult to narrow her thoughts down. She asked me what I thought the purpose of the essay was, and I said that it should speak of her personality and passions outside of the classroom. Her outstanding grades and participation in extracurricular activities are proof of how well she does academically; I urged her to see the essay as a chance to tell an admissions officer something about herself. As we talked about what topics she might like to include, or perhaps what stories or experiences she would like to share, I could see her beginning to feel excited rather than anxious. To be honest, I didn't need to do much in order for her to get organized and passionate. I really just played the role of a listener, someone she could bounce ideas off of and discuss with. I feel like I completed the primary goal of the consultation, which was to assist her in leaving the consultation passionate and eager to work, with ideas she can really develop into a successful essay.

What happens if a consultation goes wrong...

It's funny, that with all the time we have spent talking about consulting, and the different approaches to take, I have never even thought about how to handle a writer that argues back. We have really delved into the notion that a person's writing is very personal, and that to enter into a consultation as a writer is an extremely vulnerable state for some. Surely we have discussed how to incorporate a positive tone into a critique and to be conscious of the emotions of the writer. What if however, a writer comes in, perhaps only at the request of a teacher, under the firm belief that without a doubt he/she is a better writer than I, and challenge every piece of commentary I provide. Surely any edit to a paper is completely up to the discretion of the writer, but in an instance where the writer verbally challenges each and every point, based on some stubborn egotism, is it too much to say, "then get the hell out of my writing center!" (in a polite and very politically correct way of course). I can't say that this is something I worry about regularly, or that I even worry about ever. I just found it interesting that with all our discussions, we have not spent a great deal of time on bizarre situations such as this. I guess we'll have to wait and see if my time at the writing center, brings any such excitement! haha.

The Curse of the Comma

All my life I've been told I am a good writer. It is something that I enjoy (in most cases) and something that my mom, in particular, has stressed as being one of the most important skills necessary for success. This supposed skill for writing, however, does not always extend to the proper uses of grammar, or spelling for that matter. The comma, and its uses, I am convinced will frustrate me until the day I write my last word. It is the uncertainty and the inconsistency of the comma that irritate me the most. I can remember countless instances of being directed by an editor to insert or replace a comma only to be told the complete opposite by a teacher. Cazort's section on the comma splice has certainly furthered my understanding, yet there is still a nagging feeling of uncertainty. I clearly understand the rules and tips Cazort suggests, but the sense that audiences' feel differently about its uses still bothers me. I wonder if this general widespread confusion regarding the uses of a comma, springs from an ignorance of the rules, or from rules that are simply unclear. I would assume, that the more lucid rules surrounding the uses of the comma, are the cause of the confusion.

participation...or lack there of

Based on the 80 point criteria outlined in the syllabus I am a little behind the pace I should be at for this half of the semester.  I need to make my blog posts more regular, because up to this point not having set timelines has made it easy for me to de-prioritize blog posts.  I also need to make more of an effort to talk in class and interact with other blogs, through commenting.  I think I can help myself by scheduling time to write at least two blogs a week about articles, class discussion, and my shadowing; allowing also for time to write spontaneous posts.  

As far as in class discussion, I tend not to talk all that much, because personally I have found I learn better through listening to what others have to say.  However, I do need to make a conscious effort to speak up more, because I do see the value in sharing my opinions, for my gain as well as for others'.

Consultant Shadowing (Day 1)

Unfortunately there is not much to tell about my first day shadowing a consultant, as no one was scheduled for an appointment.  The consultant and I talked for a bit about some of the logistics of the center: what times of day/of the semester were busier for consultants, how long consultations usually lasted, what broad types of questions writers usually had, and so on.  We waited for awhile in case of any walk-ins; however, after much of the session was already over we decided to call it a day.  I have to say it was a bit of a let-down not to have been able to observe a consultation, but by no means was it a waste of time.  The brief insights that the consultant shared with me, on a few of the actual practicalities of the writing center, put me at ease about some of the reservations or anxieties I felt about becoming a writing fellow.  I can honestly say, I am looking forward to next week's session, even more so than I was to this first one.

If a picture is worth a thousand words...how many words is a digital story worth??

I have to admit, before today's class I had about as much experience with digital narratives as I had with blogs a month ago...zero.  As I listened and learned how to use the software and perform all the actions required to physically construct the narrative, I couldn't help but think about Hull's article, and the deeper impact such a multimedia production.  Considering  the written word's ability to evoke incredibly powerful and lasting emotions, the possibilities of a digital narrative to affect an audience are incredible.  This combination of rhetoric, music, and image can simultaneously and even to some degree subconsciously facilitate an audience's thought process from multiple directions, similarly to how the human mind reacts when experiencing something first hand. 

While this is somewhat of a digression from the article, I found it refreshing for a movement to support and implement the use of such technological features as those discussed, into secondary education.  While surely there has been a push for higher technology in classrooms and more online-based courses, the use of a digital story is something I was never previously aware of.  In a society where many older generations look unfavorably upon the uses of advanced technology, I personally find this a very naive outlook.  While yes a certain balance must be met, and many are simply turned off from "our generation's" use of facebook and texting, there is an uncharted amount of good and social interaction that is made possible.  The ability to post something on the internet, that can be immediately viewed by someone half way around the world, cannot be underestimated.  This ability, for one person, to impact a million, is the key to a globalized world.  Social movements which in previous times might never have the resources to enact change, can now be started with the click of a button.

Participant Observer...really that's the best you could come up with, North?

I have to admit.  When I first started reading Stephen North's description of a writing tutor as a participant observer, I immediately chalked it up to be yet another academic making up his own phrase to sound smart, that in truth makes no sense.  I mean think about it; Participant-Observer.  The two words are literally antonyms, how could that possibly make sense?

Reading further, I actually stopped to think about it.  The consultation requires the tutor to perform two roles (among others), generally speaking they could be divided into direct participation and observation.  Just like each writer, each consultation is unique, thereby requiring a different balance between the two.  The participation part, I feel, is easy to see and understand.  As a consultant we have to interact with both the writer and the paper: facilitate discussion, suggest alternative, teach or reiterate rules of grammar, and so on.  The observation part is not so readily recognized, at least it wasn't to me.  North stresses that each writer is unique, and has a writing process that is just as individual to their own strengths and familiarities.  Among other things, a consultant must observe the individuals whom they are helping, and actively use this knowledge to consult in a manner that is most beneficial to the writer.  After all these consultations are primarily for the benefit of the writer.  This active learning which is reflected in the way a tutor alters their style of "tutoring" is made possible through observation; observation of the writer, their paper, as well as their process.

Another thought that occurred to me, whether North meant this or not, was that this role of a "participant-observer" is a two way street.  Just as the consultant must fill these roles, so to does the writer.  No consultation is ever meant to be a lecture, but rather an active and facilitated conversation.  So then it is clearly essential that the writer participate.  So to does the writer benefit from observing.  Seeing how the consultant reads, analyzes, and looks to improve their paper, exemplifies and instills these strategies into the writer.  This observation is critical for a writer's future work; this first hand observation of how to break-down an essay into it's components of rhetoric, argument, and audience among other things,  aims not towards fixing the paper at hand, but towards forming a better writer.

Being Tutored, To Tutor...

The majority of our class discussion so far,  has no doubt resided in the theoretical realm of rhetoric study.  However, from the very opening sentence of our reading in, "The Bedford Guide for Writing Tutors" we find ourselves firmly in the practical application of such rhetoric philosophies.  It has always been clear that a very direct correlation is present between the discussions in class and the actual tutoring process; it was this reading that very abruptly reminded me that it wont be very long until someone is looking to me, to be their "writing expert".  A very daunting task, at least at this point, it would seem; however, the tone and style of the book convey both useful strategies and tips, but also a sense of excitement, with which to view the process of consulting.

The text, through use of example situations, does a great job of breaking down the "tutoring session" in a way that combines theory with practical application.  The explanation of the ways in which a tutor can use questions to further the writer's thought process was perhaps most helpful to me.  Just as helpful were the breakdowns of the different pre-writing techniques: brainstorming, freewriting, and clustering.  Similarly with how I felt after our last readings, I can honestly say that the methods and themes covered in this reading will surely help even my own writing, as I can already begin to mentally implement their teachings.

Is it rhetoric or is it pleasing my teacher?

In school, it is no secret that the great majority of a student's writing endeavors are for the purpose of earning a high grade on any given assignment.  It also true, that most if not all students have multiple professors for which they must write and submit essays to, for grading.  So in lies the question, is there a certain rhetorically appealing style that one can couple with a good understanding of any material, to produce a universally "well graded" paper, or is each professor looking for some unique set of criteria?  It is a fundamental problem not only from a student's point of view, but also for those of which the responsibility lies on, to teach effective writing.  While no definitive answer may exist, I believe that it is possible to master the uses of rhetoric to the point that, an essay can be universally regarded as exemplary, or at least well liked.  Both the, "My teacher hates me.." and, "The Rhetorical Stance" articles seem to offer an agreeing opinion as to the comprehensive qualities of good academic writing.  Each stresses particular focus on the purpose, the audience, and the voice of the author.  While surely an easier route might be to write to the individual nuances of a certain professor's likings, an aim towards the three aspects stressed earlier are what set great writing apart. 
           Perhaps the most interesting and helpful notion found in, "The Rhetorical Stance" was the idea that a writer must not only lay out an argument of fact and persuasion, but must engage the audience in the actual process of thinking and feeling it through.  Analyzing some of my past writings, I can surely see where I was short of accomplishing this and am excited to utilizing this concept in my future writings.