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.