This week's Allyn & Bacon reading from Chapter 3 emphasizes the idea of the writer being in control in a tutoring session. According to the text, one way to do this is to have the writer read their writing out loud, ultimately allowing them to "call the shots."
In class last week, we learned that some tutors at the writing center have their students read out loud while others prefer to read their student's work to themselves before engaging in conversation. Based on what you have read (North, A&B, etc.)and our discussion last Thursday on the idea of a writing center, consider what you feel is the most effective way to place control in the hands of the writer. More explicitly, keeping in mind your experience last week as a student in the writing center, what techniques worked well (or poorly) in making you feel as though you were the "expert" as opposed to the "learner?"
Sunday, January 24, 2010
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The readings (specifically ch 2) told us to keep an open mind when going over brainstorming and revising strategies with the student-- even if you don't like clusters or other forms of organizational lists, it may be exactly what the student needs to visualize their main ideas. "You must be aware of your control and flexibility" meaning that you really do hold the hat in terms of the direction that your tutoring session goes. You have to let the student take control and follow whatever methods they are comfortable with, no matter how comfortable you are.
ReplyDeleteChapter 3 told us that we don't have to be Editors, knowing the right words and correct grammar. We need to be Tutors, prioritizing which problems need the most work-- what are the time constraints (their deadline) and what can we help them tweak to make it better: organization, ideas, etc.
I think the most effective way to put control in the hands of the writer is to ask them questions about what they'd like to change about the paper, or even questions regarding the subject of the paper before they begin to read it aloud-- when the student knows their ideas are valued and will be focused on in their personalized tutoring session, they feel as though they are in control.
Reading the paper aloud is a major component to the student being in control, but I feel that the questions beforehand really make the difference.
In my tutoring session, I filled out most of a writing conference record and from there I was asked questions about my work: what I'd like to focus on in our session, how I felt about the current stage of my work, and the overall theme I was trying to carry through my paper. I was never just "the learner," I was an "expert" on my own paper, and the tutor was as much as a sounding board as he was a helpful resource.
I agree with Hannah that asking the writer questions is critical to giving him or her power over his or her work. Asking questions to create the “personalized tutoring session” that Hannah spoke of demonstrates that the tutor is trying to get to know the student as a writer and to shape the session to that writer specifically. Giving the writer importance in this way boosts the writer’s sense of control. During my appointment last week, my tutor asked me questions throughout the session; even a question as simple as “What do you think of your paper so far?” encouraged me to think about the direction I wanted to go in, which is precisely where some writers find trouble. The writing process can be exhausting and easy to get lost in when working on a project for a long period of time; writers can feel worn out by organizing and re-organizing ideas in their minds. I believe that asking questions provides writers with a sense of direction as “expert” navigators during the session and inspires them to think of new ideas about their works.
ReplyDeleteIn the discussion question, Pritha mentioned reading aloud versus reading silently during the session. I believe that allowing the writer to read aloud his or her own work gives the writer more control than having the tutor read the work silently. This response is influenced by my experience in the writing center last week as well as by the readings we have done so far; by using the reading-aloud method to immediately involve me and become familiar with my sound as a writer, my tutor established that I was more than just a paper, I was a voice. When writers read their own papers aloud, they are able to get a better feel for how the elements of the paper function, from the general flow of sentences to the logic of the sentence ordering. If the tutor were to have taken my paper and read it silently while I waited, I think it would have created a nervous energy in me as a writer rather than the comfortable yet inspired energy I felt during the session.
I do think, however, that in the case of a writer feeling uncomfortable reading his or her own work aloud, having the tutor read the work aloud also permits the writer to take control of the session. The writer is still taking control by taking the perspective of an outsider looking into his or her own writing, rather than the usual self-based perspective that a writer has with his or her own work. This new perspective gives the writer control by allowing him or her to see what could not be seen before and to move forward with that new power. The writer is still “listening…to the way the draft is working” (Allyn and Bacon 30). When the tutor reads the entire work silently, this limits the writer’s ability to gain new eyesight with respect to his or her paper. The goal should be not to just push the perspective of the tutor, but to give writers new sight by pushing them to form new perspectives of their own; the tutor should help the writer learn to be his or her own set of multiple perspectives, which allows the writer to take control in all writing situations.
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ReplyDeleteAs stated previously in the well written posts by Hannah and Karena, the readings do a wonderful job reiterating the importance of both questioning and reading assignments aloud. I agree that having the tutor or student writer address the paper aloud signifies the ownership a student has over their writing. Personally, I think that it is more beneficial to have the tutor read the paper; the writer can more easily recognize/identify an aspect they want to change in their writing when hearing it. Even so, the decision is based highly on the comfort of the student and their wants. In regards to the questioning that is done heavily in the tutor examples given in Chapter 3, I think that the clarifying happening as a result benefits the tutor and the writer. The tutor needs to ask questions to better understand how to help the writer, as well as create a comfortable atmosphere. I see aspects, like reading aloud and asking questions, as a way to create a situation involving a reader and writer. This eliminates the idea of a tutor being another teacher. Though the atmosphere in a WC should be comfortable, I don’t think these aspects are implemented to relieve the initial pressure of a student writer. I think they provide a gateway, or just cause, for conversation. Like we all know from last week, North viewed the WC as a place of conversation.
ReplyDeleteIn the readings, the author continually notes that the writer is only successfully learning if they “own” their piece. Should the tutor take ownership, you see scenarios like the ones described in the chapters about an editor’s job. We as tutors cannot be the experts we may think we are in any tutoring session, because then we are no longer creating a better writer. In a situation involving the tutor being an expert, the student becomes less of a writer and is being talked at instead of with. A key factor to successful tutoring session is conversation, which ultimately gives the writer the reins over their work; if it is the student exerting the effort and putting forth the time, or money (like said in the reading), then is should be the student leading/guiding you through their thoughts. Chapter 3, The Tutoring Process, included some interesting information regarding being an editor versus a tutor. I thought that it was important to be mindful of the distinguishing characteristics between the two, because an editor would be considered an expert of their trade. This is unlike a tutor who is utilized for support, rather than expertise. That being said, it is important that the tutor is not the expert, otherwise they become the existing preconceived notion, an editor.
Within my tutoring sessions and recent observations of other tutors, I see the students gratefully accepting ownership of their writing. This is because the tutors craft the opportunity, through reading aloud and asking questions. When I went to my very first tutoring session, I did not want to own my lack of a draft or essay, the second time I went. Instead, I wanted my tutor to be the expert; actually, it was what I had expected them to be. I was surprised that I unknowingly became the expert of my writing in both situations. My tutor, recognizing my stubbornness to accept my writing as my “own”, made me realize that he could not be responsible for my piece. He informed me that he did not know my experiences and life challenges, because he had never stepped in my shoes. With that said the responsibility/power over my writing became mine. From there he let me try to navigate my thoughts by offering the suggestions that were mentioned in Chapter 2, asking questions, and when I brought my draft, reading the paper aloud.
Pointing out the obvious, the chapters we read simply put our job as tutors in plain sight. Reading this information and then observing/experiencing it, has only made me realize that these guidelines are exactly what is expected of us as tutors. The difference is that we as tutors take this “tutor bible/course guide” and make it our own.
I'm glad I posted right after Ravae's because for me as well, what made my visit to the Writing Center as a student worthwhile to revisit soon was merely conversation. I really appreciated that the article focused on that for a bit because how else do you gain a comfort level with someone you just met? By conversing and ensuring that there is a ground set in order to just be able to discuss. And because sometimes students will be unstable about handing over a paper right away, discussing a question that Karena brought up, "What do you think about your paper so far?" is such an effective way to put the ball in their court, allow them to vent if they feel completely distraught about their work, or if they already have a mindset on what to ask. I haven't ever used the reading aloud tactic, only in terms of myself reading their paper, and then politely asking, "Oh, right here, you said .... what did you mean by this?" And reading sections out loud to them works, and they'll intently listen as well. It's only because some students aren't usually up for that sort of session, unless they're willing. With my experience with a tutor, paraphrasing was by far the most strategic and effective way to allow me to have control, as well as what I do with my own students. Because right away, a student will know what we took from their paper was or wasn't what they meant. Then it allows for them to think, "Oh, OK, well, if I write it like that, OTHER readers might take it as..." and then start considering audience as a tool more than just a background figure. It puts them in control to understand what WE understand, without us even doing any work to get them there.
ReplyDeleteIn accordance with the previous post, I also feel that conversation is a key element in giving the writer control of their tutoring session and making them feel at ease. When a tutor is able to have a casual conversation with a writer, the writer then has a better chance of being relaxed and not being stressed out about his or her writing.
ReplyDeleteI also feel that prompting questions from the tutor directed towards the writer is another key element for a writer to be in control of their tutoring session. If a tutor is able to ask questions that get the writer thinking about their work or their writing style, I believe the writer then has a better chance of walking away from their tutoring session with valuable knowledge they may not have had before being tutored.
Posted for Maitri:
ReplyDeleteI really appreciated that the readings, specifically Chapters 2 and 3, distinguished a tutor from both teachers and editors. It is not our position at the writing center to simply "proof-read" while the writer sits by silently, nor is it our job to ask leading questions that the writer will assume we will already have the answers to. This will not foster the kind of conversation we want at the Writing Center--in fact, it will only stifle ideas and shut down the thought process. If the writer is trying to read the tutor's mind and generate the answer they believe is "right," they'll fail to really engage in the process of conversation.
Initially, when we discussed last week about reading papers aloud, even I was a bit wary. As someone who is generally confident in my own writing skills, I still have trepidation about reading my papers aloud to someone else. The readings, however, really helped me understand how to encourage writers not to be embarrassed about reading their papers to the tutor. I gleaned from the readings that one of the most vital portions of the tutoring session is establishing a rapport between the tutor and the writer, to both a) make the writer understand THEY are the expert on their work, not the tutor; and b) to create a comfortable environment in which the writer won't feel abashed about reading their work. Like Ravae so poignantly put, "I see aspects like reading aloud and asking questions as a way to create a situation involving a reader and writer." When the tutor acts as the READER rather than the "expert," I feel like it'd be much less intimidating for the writer to read their work. Also, I think it's crucial to impress a genuine interest in what the writer has brought to the writing center, and ask questions that can ONLY be answered by the writer, not the tutor (unless it's a later-order concern such as a comma splice, etc.)
I think if this rapport is successfully established, the writer won't have an issue reading their paper aloud. I also think it's important that the tutor take copious notes, focus on the essay being read, and to not interrupt but make notes to mention and ask questions about later. If the writer still is too nervous, then I think the tutor reading the paper could be just as beneficial; hearing their own work read in a different voice offers an entirely new perspective for the writer and could alert their attention to areas they may have completely glossed over on their own. I don't think one method is "better" than the other--and here I agree with the readings' assertion of control and flexibility; the writer should own their work but also know there are several ways to go about the writing process. Hopefully in my sessions I will be able to establish an environment of comfort enough that the writer won't mind reading their work.
I really like that Hannah brought up chapter 2's discussion of brainstorming. Though this is perhaps slightly off topic in regards to Pritha's questions, I never really considered lending "brainstorming advice" to a writer as part of the tutor's role. Having gone over the readings however, and having interviewed a tutor only a few hours ago, I have begun to realize that writers come to the Writing Center for all sorts of reasons. Sometimes they need help with structure. Sometimes they need help with grammar. Sometimes, I was told, they'll even come in for things as small as help with citations or advice on how to locate decent sources. Something my interviewed tutor made very clear is that we are here for other writers' needs. Though we may (and certainly will) come out of our tutoring experiences having gained something (be it satisfaction with having helped a fellow writer or even a better understanding of an aspect of writing that we ourselves needed help with), we are, ultimately, here to listen, ask questions, and subsequently lend aid. It is not our job to act as an editor, as many of you have already stated.
ReplyDeleteMy experience with my tutoring session last week was very similar to Revae's. Though I had read and been told that tutors seek to ask questions, I was still incredibly taken aback by how straightforward and (in a sense) demanding my tutor ended up being. It was a challenging, surprising, and ultimately very rewarding experience. My tutor kept me engaged with a seemingly endless onslaught of questions yet simultaneously managed to maintain a friendly, relaxed and welcoming atmosphere. Though our conversation did, at times, stray to less intellectually demanding topics (for example, a discussion of our favorite types of literature) all our exchanges still ended up contributed to the main reason I was at the Writing Center in the first place: to get help with my Literacy Autobiography. Maintaining that conversational aspect of a tutoring session is--as Bess and Elisa have already pointed out--key to a successful tutoring session.
One of my favorite parts of our assigned readings was the discussion of the importance of reading papers out loud. Though it pains me to admit it, reading aloud is something I have only recently discovered. A professor recommended it to my Milton class last semester and it is something I have continued to use, especially with the more challenging and tedious readings my classes require. Reading aloud lends something unique to the experience of reading: it actively engages the reader and forces him or her to really, truly pay attention. As an incredibly slow reader, I tend to very easily get bored with material. Reading out loud, however, somehow manages to keep me more engaged and interested in the subject matter. I can easily see how it could help with analyzing one's own written work, and it is certainly something I will attempt to utilize in my own tutoring sessions.
As the previous posts have stated, conversation and a level of comfort are necessary for a successful tutoring session. I really appreciated that the Ch.2 and Ch.3 readings focused on building a relationship with the writer. I think it is very important for a tutor to create an atmosphere in which the writer feels comfortable to talk about any aspect of their paper with the tutor. Ch. 3 mentioned that there are certain elements needed to create an atmosphere that allows your writer to trust you, specifically the idea of remaining patient while you let your writer make the decisions. You, as the tutor, aren’t there to “fix” the paper or tell the writer that they are “right” or “wrong,” you are there to aid the writer in their process and inspire their thinking. If your writer feels comfortable with you it’s much more likely that they’ll feel confident to be honest and open minded about their writing. This is the first step to giving your writer control of the session.
ReplyDeleteI also agree with Karena in that having the writer read aloud gives them a voice and ownership of their work. When you read your own work, you get a better sense of the flow you’re creating and can more easily hear things that are confusing or awkward. When someone else is reading, it’s likely that you’ll be thinking about their opinions on the paper. Similarly, an effective way to give the writer control is to challenge their ideas. Much like what Revae discussed, the student is taking the time to come to the writing center therefore they should be engaged in an equally weighted dialogue. By having the tutor ask questions and challenge existing ideas, the writer is put in a position to clarify their ideas (Allyn and Bacon 37) and the lead the tutor through their thought process. The writer is then fully in control of the direction the session takes.
In my tutoring session, the paper never left my hands and I was given the opportunity to ask about my concerns or confusion. My tutor never gave me a formula or told me that I was “right or “wrong,” she simply asked questions that inspired my thinking and challenged my existing ideas. She also gave me some of her own ideas, but told me they were merely meant to clarify what I already had. This approach made me feel confident about my work and like I was controlling the conversation. Overall, I think it is important for tutors to remember that it is not our job to correct or criticize our writer, it is our job to inspire our writer while building a relationship based on trust and communication.