I have emailed your grades and if I do not hear from you (to correct my math or contest my evaluation) I will post your final grades to Keanwise on Decemeber 22.
Thank you for your good work and your good attitude throughout the term. As I confessed early on, this was the first time I taught this as an undergraduate course - and as you let me know - the material was challenging. Our "re-thinking the course" talk during the last class was extremely valuable, and I have lots to work with to get this course running a little more smoothly.
You were a GREAT class; I felt lucky to have a group of students who got along so well - and who were so comfortable working together. As you know from the writing center literature - such class dynamics are really the best in terms of facilitating learning - and from my observation, each of you acquired important knowledge (and practices) that should contribute to your continued growth as writers.
Thanks again for a great semester - and keep in touch!
Thursday, December 18, 2008
Monday, December 8, 2008
Monday, December 8
Vanessa, Stephanie and Erin gave presentations in class, and Marie and Angela scheduled conferences after class so we would be able (or at least stand a chance) to give feedback for everyone on Wednesday (Camille, Molly, Nick and Kevin). Students gave one another constructive suggestions, and the revising/re-writing/re-drafting process seems to be going very well.
In class Wednesday, in addition to participating in the remaining presentations on your research projects, I will give a brief presentation on creating your portfolios and turning in your work for the semester. The Portfolio guidelines are posted (in alphabetical order - to the right of this post) and should be self explanatory, but in case they aren't we will talk about them in class. For those of you who are unsure how to burn a CD, if you organize your folders on your jumpdrive exactly as they are described in the guidelines (I will show you a sample in class) and bring a blank Read only CD to class (NOT a read - write), you can burn it in class on one of the course computers.
On Monday, December 15, you will turn in your portfolios and do some reflective writing on the course.
In class Wednesday, in addition to participating in the remaining presentations on your research projects, I will give a brief presentation on creating your portfolios and turning in your work for the semester. The Portfolio guidelines are posted (in alphabetical order - to the right of this post) and should be self explanatory, but in case they aren't we will talk about them in class. For those of you who are unsure how to burn a CD, if you organize your folders on your jumpdrive exactly as they are described in the guidelines (I will show you a sample in class) and bring a blank Read only CD to class (NOT a read - write), you can burn it in class on one of the course computers.
On Monday, December 15, you will turn in your portfolios and do some reflective writing on the course.
Wednesday, December 3, 2008
Wednesday, December 3
In class today we went over drafts - with particular focus on the data section. For those of you who missed class - come to CAS 314 on Monday prepared to give a presentation on your essay to your classmates. Post your essay on your blog, and give us a brief overview of each section:
Introduction (where you set up your findings);
Review of the literature (state what each author/publication presents on your subject and how it is relevant to your findings);
Methods (brief description of your data collection circumstances (where you were, how many sessions you observed etc) strategy (what your notes focused on & maybe how you discovered that focus) and how you analyzed your data);
Presentation of your data (narrative descriptions of relevant actions, interactions, consequences etc in the sessions you observed)& interpretation;
Conclusions
Research papers (as you can see) are rather formulaic - hopefully this will make your writing easier.
Your class presentations will be an opportunity for feedback + revision. Good luck with your writing and see you in class Monday.
Introduction (where you set up your findings);
Review of the literature (state what each author/publication presents on your subject and how it is relevant to your findings);
Methods (brief description of your data collection circumstances (where you were, how many sessions you observed etc) strategy (what your notes focused on & maybe how you discovered that focus) and how you analyzed your data);
Presentation of your data (narrative descriptions of relevant actions, interactions, consequences etc in the sessions you observed)& interpretation;
Conclusions
Research papers (as you can see) are rather formulaic - hopefully this will make your writing easier.
Your class presentations will be an opportunity for feedback + revision. Good luck with your writing and see you in class Monday.
Tuesday, December 2, 2008
Monday, December 1
I looked at the handouts for the research essay and the calendar - and it is a complete draft of the DATA section that is due on Wednesday, December 3 (not the complete essay). In class we will work through your data sections and re-think the purpose/statement of your research question in light of what your data are showing. On Monday, December 8 we will resume meeting in CAS 314, and the complete draft for the research project will be due(as stated on the assignment sheet). You will be giving presentations (for feedback) on your complete project on Monday and Wednesday, December 8 & 10.
Stephanie and Vanessa discussed some of their data in conferences on Monday - and judging by their work - the projects seem to be going well. Good work - and see you on Wednesday.
Stephanie and Vanessa discussed some of their data in conferences on Monday - and judging by their work - the projects seem to be going well. Good work - and see you on Wednesday.
Tuesday, November 25, 2008
Monday, November 24
NO CLASS ON WEDNESDAY.
Continue to work on your research projects. The draft for the complete paper will be due Wednesday, December 3. You can sign up for conferences on December 1 at Google Docs (or send me an email and I will sign you up).
Have a great Thanksgiving!
Continue to work on your research projects. The draft for the complete paper will be due Wednesday, December 3. You can sign up for conferences on December 1 at Google Docs (or send me an email and I will sign you up).
Have a great Thanksgiving!
Monday, November 24, 2008
If you want a tutoring session Tuesday 11/25
My ENG 1031-1032 class will be working on using paraphrasing and quotation tomorrow. We will work on paraphrasing and quotation in general in class from 9:30 - 11:00 (see the guidelines posted under course information) and from 11 - 12:20 students will work on integrating quotations into their papers. Unless my whole class is absent, there should be an opportunity for you to work with at least two students during this period. It also might be an opportunity to set up additional sessions during the times you tutor at CAS. Class is in CAS 307.
These will need to be tutoring sessions (not observations), since IRB requirements generally prohibit primary investigators from conducting research on students in their own classes. At the same time, although you cannot take notes on students, you are allowed to reflect on your experience tutoring, and to use that experience as a basis for your thinking in your research paper.
Have a great Thanksgiving, and good luck with your research papers. The due date for the draft is December 3 (by midnight - so you have one last chance to talk about it in class). Send it as an attachment.
These will need to be tutoring sessions (not observations), since IRB requirements generally prohibit primary investigators from conducting research on students in their own classes. At the same time, although you cannot take notes on students, you are allowed to reflect on your experience tutoring, and to use that experience as a basis for your thinking in your research paper.
Have a great Thanksgiving, and good luck with your research papers. The due date for the draft is December 3 (by midnight - so you have one last chance to talk about it in class). Send it as an attachment.
Wednesday, November 19, 2008
Wednesday, November 19
Today you each took stock of how many observations you had, and briefly reflected on how those observations connected to your project.
I revised the blog assignments - from what is listed on the calendar - to posting reflections on what you are finding in your observations + tutoring sessions. Post an overview of what you observed + some analysis of materials that connect to your session. This way - if your session connects to one of your classmate's projects - that individual can contact you for a copy of your notes. By analyzing each others' observations - hopefully - you will each be able to come up with enough material for your projects. The object is for you to come up with about five posts documenting your sessions. You can use these posts to: let your classmates know what you are working on; do some brainstorming about which sections of your data you will analyze in depth; write short sections that you can use in your papers. These blogs should be posted at the rate of 2 a week from now until the beginning of December.
We also took a look at the New England Writing Center Association's call for papers for their spring conference. Their theme is "reduce-reuse-recycle" which connects to many of your research projects - in that you are looking at how writing center pedagogy is applied in new situations and new contexts. We can talk about putting a panel more towards the end of the term.
You may have noticed that I did not do the presentation on the reflective paper; I have decided I would rather have you put your energy into your research projects. The reflective writing will be short and informal, and we will work on it as a class as you put together your portfolios.
You need to take not that the draft for your research essay should be posted on your blog December 3. This is a real deadline. At the end of the term, I have a lot of grading and am not able to be flexible about deadlines. Throughout the term I have been pretty easy about deadlines, but this will not be the case in December. If the draft for the research essay is late (not posted on the due date) you will lose credit.
I revised the blog assignments - from what is listed on the calendar - to posting reflections on what you are finding in your observations + tutoring sessions. Post an overview of what you observed + some analysis of materials that connect to your session. This way - if your session connects to one of your classmate's projects - that individual can contact you for a copy of your notes. By analyzing each others' observations - hopefully - you will each be able to come up with enough material for your projects. The object is for you to come up with about five posts documenting your sessions. You can use these posts to: let your classmates know what you are working on; do some brainstorming about which sections of your data you will analyze in depth; write short sections that you can use in your papers. These blogs should be posted at the rate of 2 a week from now until the beginning of December.
We also took a look at the New England Writing Center Association's call for papers for their spring conference. Their theme is "reduce-reuse-recycle" which connects to many of your research projects - in that you are looking at how writing center pedagogy is applied in new situations and new contexts. We can talk about putting a panel more towards the end of the term.
You may have noticed that I did not do the presentation on the reflective paper; I have decided I would rather have you put your energy into your research projects. The reflective writing will be short and informal, and we will work on it as a class as you put together your portfolios.
You need to take not that the draft for your research essay should be posted on your blog December 3. This is a real deadline. At the end of the term, I have a lot of grading and am not able to be flexible about deadlines. Throughout the term I have been pretty easy about deadlines, but this will not be the case in December. If the draft for the research essay is late (not posted on the due date) you will lose credit.
Monday, November 17, 2008
Monday, November 17
In class today I conducted two sessions for observation: one on Camille's research plan, and one on Erin's paper on Margaret Fuller.
You need to observe some sessions this week - hopefully before Wednesday. I will be giving you some feedback to your posted (complete) research plans (which should include the annotated bibliography).
In class Wednesday we will work on analyzing your data. Bring complete notes from at least one session so we can get started.
No Blog assignment - keep working on your observations + conducting conferences.
You need to observe some sessions this week - hopefully before Wednesday. I will be giving you some feedback to your posted (complete) research plans (which should include the annotated bibliography).
In class Wednesday we will work on analyzing your data. Bring complete notes from at least one session so we can get started.
No Blog assignment - keep working on your observations + conducting conferences.
Wednesday, November 12, 2008
Wednesday, November 12
Today we talked through your research plans. Those of you who talked through your plans in class should post your revised proposals (I will be sending each of you some suggestions for references). Those of you who have not yet talked through your plans - make sure to schedule a conference so you are ready to begin observing.
On Wednesday I am hoping one or more of you will have data and we can begin work on "coding" - identifying and classifying categories for actors, actions, interactions and context within your sessions.
The syllabus states that you are going to write a formal reflective paper - but I would rather you focused your energies on your research project. I will schedule the time for you to do reflective writing in class.
Assignments for Monday are to post your revised research plan on your blog, and to make sure you are set to begin data collection and tutoring. It would be best if you could schedule most of your sessions before the beginning of December - which is sometime in the next two weeks. You may observe each other's sessions. Work with Angela and Ryan to make contacts for observations.
I will be available in CAS on Monday for conferences on your projects. Have a good weekend.
On Wednesday I am hoping one or more of you will have data and we can begin work on "coding" - identifying and classifying categories for actors, actions, interactions and context within your sessions.
The syllabus states that you are going to write a formal reflective paper - but I would rather you focused your energies on your research project. I will schedule the time for you to do reflective writing in class.
Assignments for Monday are to post your revised research plan on your blog, and to make sure you are set to begin data collection and tutoring. It would be best if you could schedule most of your sessions before the beginning of December - which is sometime in the next two weeks. You may observe each other's sessions. Work with Angela and Ryan to make contacts for observations.
I will be available in CAS on Monday for conferences on your projects. Have a good weekend.
Monday, November 10, 2008
Monday, November 10
Today was an optional class - so long as you didn't have students.
Come to class Wednesday prepared to give a short presentation on your research plan. Your plan should include:
Statement of purpose (what you hope to show/discover)
Detailed statement of your research question
List of the information you need to gather
A preliminary list of sources
Plan for gathering your information
Turn in the written version for your presentation: by email, as an attachment, before class Wednesday.
Be sure to sign up for conferences if you want some one-on-one time with me to work on your project.
See you Wednesday.
Come to class Wednesday prepared to give a short presentation on your research plan. Your plan should include:
Statement of purpose (what you hope to show/discover)
Detailed statement of your research question
List of the information you need to gather
A preliminary list of sources
Plan for gathering your information
Turn in the written version for your presentation: by email, as an attachment, before class Wednesday.
Be sure to sign up for conferences if you want some one-on-one time with me to work on your project.
See you Wednesday.
Thursday, November 6, 2008
You may have students on Monday!
I checked with Jackie and she has "fixed" your availability on tutortrac. I suggest that you go in and check to see if you are available - and if you have students.
Unless you remove Monday 10-11 as time you are available at CAS - you will need to be available for students. I will be in CAS for the whole class - available to work with you.
See you Monday.
Unless you remove Monday 10-11 as time you are available at CAS - you will need to be available for students. I will be in CAS for the whole class - available to work with you.
See you Monday.
Wednesday, November 5, 2008
November 5: Yet another clarification
As you may have noticed, we have gone slightly off-track from the calendar. This Blog should serve to set re-state dates and keep us all on the same page.
Blogs
You have received feedback (if you posted by due dates) for Blogs 1-12
* you may still post 11-12 and I will look at them this weekend
I will be grading Blogs 13, 14, 15 over the weekend (so you have additional feedback on your research plan), and the topics are as follows:
Blog 13: Comment on the "real" first 5 minutes as you experienced them / observed them in your sessions today - versus what Newkirk suggests. Are his ideas realistic? Could you use them? WHich parts of his essay applied to your session?
Blog 14 Post questions/requests for clarification - or confirmations with respect to overall plan for the course, what is expected, etc.
Blog 15: Draft writing / planning for research proposal => most of you sent this in email (I will reply with your grade) and some of you have already posted it. I would like to make sure each of has had all the feedback you need (and the chance to see what your classmates are doing).
Blof 16 (due for Wednesday, Nov. 12): Post your complete research proposal with annotated bibliography.
References
Sites to find information for your projects are posted at our google.docs site
Scheduling Tutoring Sessions
In class today you gave me a list of the hours you will go to CAS to take sessions. I have spoken to Jackie and you are now on the web site so students can sign up for those times. You will need to go to CAS to be available at those time. You are expected to tutor for a minimum of 5 sessions.
Hours are as follows
Nick + Kevin: Tuesday 12-4; Thursday 11- 2.
Camille: Thursday 5-8
Marie: Tuesday & Thursday 4-6; Monday & Wednesday 12-2
Stephanie: Tuesday 12-2:30; Wed 11:30-2; Thursday 12-12:30
Molly Wednesday 2-5; Friday 1-3
Vanessa 3:30-4:30; Tuesday 11-12; Thursday 11- 12;
Erin Fridays 9:30 - 12:30
If you do not intend to be present at CAS at these times, you need to contact me so your hours can be changed.
Sign up for conferences during Monday class time
For the next four weeks or so, Monday classes will be dedicated conference times where (if you do not have a tutoring session) I can work one-on-one with you on your project. I sent you a link to the sign-up sheet at google docs
What we will be doing next week:
Monday: in-class conferences + tutoring
Wednesday: Research plans + annotated bibliographies, posted on your blog.
In class each of you will give a short presentation so that your classmates can provide feedback.
Added note: For those of you who missed class, the sheet listing what to include in your portfolio posted on this site at Portfolio Requirements, and we discussed (and made copies of) student feedback sheets (page 135 in your text). Note on the Portfolio Requirements handout that you are required to collect a feedback sheet for the sessions you conduct & observe.
Have a good weekend.
Blogs
You have received feedback (if you posted by due dates) for Blogs 1-12
* you may still post 11-12 and I will look at them this weekend
I will be grading Blogs 13, 14, 15 over the weekend (so you have additional feedback on your research plan), and the topics are as follows:
Blog 13: Comment on the "real" first 5 minutes as you experienced them / observed them in your sessions today - versus what Newkirk suggests. Are his ideas realistic? Could you use them? WHich parts of his essay applied to your session?
Blog 14 Post questions/requests for clarification - or confirmations with respect to overall plan for the course, what is expected, etc.
Blog 15: Draft writing / planning for research proposal => most of you sent this in email (I will reply with your grade) and some of you have already posted it. I would like to make sure each of has had all the feedback you need (and the chance to see what your classmates are doing).
Blof 16 (due for Wednesday, Nov. 12): Post your complete research proposal with annotated bibliography.
References
Sites to find information for your projects are posted at our google.docs site
Scheduling Tutoring Sessions
In class today you gave me a list of the hours you will go to CAS to take sessions. I have spoken to Jackie and you are now on the web site so students can sign up for those times. You will need to go to CAS to be available at those time. You are expected to tutor for a minimum of 5 sessions.
Hours are as follows
Nick + Kevin: Tuesday 12-4; Thursday 11- 2.
Camille: Thursday 5-8
Marie: Tuesday & Thursday 4-6; Monday & Wednesday 12-2
Stephanie: Tuesday 12-2:30; Wed 11:30-2; Thursday 12-12:30
Molly Wednesday 2-5; Friday 1-3
Vanessa 3:30-4:30; Tuesday 11-12; Thursday 11- 12;
Erin Fridays 9:30 - 12:30
If you do not intend to be present at CAS at these times, you need to contact me so your hours can be changed.
Sign up for conferences during Monday class time
For the next four weeks or so, Monday classes will be dedicated conference times where (if you do not have a tutoring session) I can work one-on-one with you on your project. I sent you a link to the sign-up sheet at google docs
What we will be doing next week:
Monday: in-class conferences + tutoring
Wednesday: Research plans + annotated bibliographies, posted on your blog.
In class each of you will give a short presentation so that your classmates can provide feedback.
Added note: For those of you who missed class, the sheet listing what to include in your portfolio posted on this site at Portfolio Requirements, and we discussed (and made copies of) student feedback sheets (page 135 in your text). Note on the Portfolio Requirements handout that you are required to collect a feedback sheet for the sessions you conduct & observe.
Have a good weekend.
Monday, November 3, 2008
Monday, Novermber 2
As discussed in class today, the rest of the term will be focused on:
1. Observing sessions to gather data for your research essay (minimum 5 observations)
2. Gaining experience tutoring (minimum 5 sessions)
3. Writing your research paper
Today you looked at the google.docs bibliography and added references you have found so far. Continue to post references you find on your topic under an appropriate heading.
You checked out the links on this blog to the writing center journals, and I directed you to the Kean University data bases available through the library. The most important writing journals to check are College Composition and Communication; Composition Studies; and other journals listed at here
We talked about how to work on the annotated bibliography - and you will work on completing that document in class on Wednesday. Basically you need to list your sources in MLA format along with summaries of the sections relevant to your project and a brief description of how the reference connects to your study.
You also checked the writing tutor's schedules and made arrangements to begin your observations. You signed the list with your proposed time to observe. Be sure to:
1. speak to the tutor you will observe prior to the session you hope to observe to make sure it is OK
2. have both the tutor & student sign permission forms BEFORE the session begins; be sure to get my signature on the form; give both the tutor and the student a copy of the form AND keep a copy for yourself. Turn your copy in to me.
3. make sure you are unobtrusive during your observation
4. provide a copy of the debriefing form to student + tutor, and have the student fill out a copy of the session evaluation form from your book.
What to do for class Wednesday: I will be reading over your preliminary writing for your research projects tonight and will be giving you some feedback on blogs 13-15 on Tuesday - so make sure your postings are up to date. This is the last "retrospective" I will do for blogs - any entries not up to date at this time will be marked as one of the skipped blogs (you get to miss 3).
Post Blog 16 after you observe a session (I understand that this may not happen before Wednesday).
We will spend Wednesday working on your annotated bibliographies and further refining your research questions. The Annotated Bibliography is due as an attachment on Monday, November 10.
I will bring the sign up sheet for observations/tutoring to class on Wednesday. Keep your sessions up to date. See you on Wednesday.
1. Observing sessions to gather data for your research essay (minimum 5 observations)
2. Gaining experience tutoring (minimum 5 sessions)
3. Writing your research paper
Today you looked at the google.docs bibliography and added references you have found so far. Continue to post references you find on your topic under an appropriate heading.
You checked out the links on this blog to the writing center journals, and I directed you to the Kean University data bases available through the library. The most important writing journals to check are College Composition and Communication; Composition Studies; and other journals listed at here
We talked about how to work on the annotated bibliography - and you will work on completing that document in class on Wednesday. Basically you need to list your sources in MLA format along with summaries of the sections relevant to your project and a brief description of how the reference connects to your study.
You also checked the writing tutor's schedules and made arrangements to begin your observations. You signed the list with your proposed time to observe. Be sure to:
1. speak to the tutor you will observe prior to the session you hope to observe to make sure it is OK
2. have both the tutor & student sign permission forms BEFORE the session begins; be sure to get my signature on the form; give both the tutor and the student a copy of the form AND keep a copy for yourself. Turn your copy in to me.
3. make sure you are unobtrusive during your observation
4. provide a copy of the debriefing form to student + tutor, and have the student fill out a copy of the session evaluation form from your book.
What to do for class Wednesday: I will be reading over your preliminary writing for your research projects tonight and will be giving you some feedback on blogs 13-15 on Tuesday - so make sure your postings are up to date. This is the last "retrospective" I will do for blogs - any entries not up to date at this time will be marked as one of the skipped blogs (you get to miss 3).
Post Blog 16 after you observe a session (I understand that this may not happen before Wednesday).
We will spend Wednesday working on your annotated bibliographies and further refining your research questions. The Annotated Bibliography is due as an attachment on Monday, November 10.
I will bring the sign up sheet for observations/tutoring to class on Wednesday. Keep your sessions up to date. See you on Wednesday.
Wednesday, October 29, 2008
Wednesday, October 29
Today we talked through the process for developing your research plan and for scheduling conferences and data collections sessions; we also reviewed what was due and when. This Blog is a summary of what we talked about, and for Blog 14 you will write any questions or confusions that still need to be resolved.
Writing to develop research question. Points 1, 2, & 3 on the handout for developing a research plan list the reading/thinking/writing activities you should go through to develop your research plan. The purpose of this writing is for you to communicate to me what you have read about your research question and information about how you plan to go about collecting data/gathering information to answer that question. I can then provide you with feedback so you can develop your formal research plan (point 4). This writing does not need to "polished" or formal as I will not be grading the form. It is supposed to show your in-depth thinking about your project - so I can respond to you and work with you on developing a strong plan for research. As you look for references - be sure to check out the journals listed at the foot of this blog.
Writing to develop research plan due: as a .doc sent in email on Monday, Nov.4.
Class Monday: We will meet at CAS on Monday. You will spend from 9:30-10:00 setting up your schedule for observing + tutoring, and from 10-11 you will have sessions either with students or with one another.
About observating tutoring sessions: You will need to observe a minimum of 5 sessions (not conducted with each other) to gather data for your projects. On Monday, Nov 3 we will check at the front desk for tutors who work at times when you are available to observe, and you should contact those individuals prior to observing any of their sessions. You should let them know they will need to sign a permission form, and let them know you will do nothing but sit there and take notes. Give them your name and information about the course, and ask where they usually tutor so you will know where to find them.
Scheduling your tutoring sessions: If we are unsuccessful scheduling sessions for Monday 10-11, you will need to arrange for 5 sessions when you work with students at CAS. You are required to create a reflective entry in your writing journal for each of these sessions. You cannot observe your own tutoring sessions (eg take notes as you tutor) but you are allowed to re-construct your experience in a very general way and may use information from your writing journal - so long it is not specific and does not identify particular students - as part of your research.
If it turns out that you need to schedule data collection + observations NOT during class time, we will reduce the number of class meetings to make sure you have enough time to do your observations. If we substitute time in CAS for Monday classes, I will always be available in CAS on Mondays to work with individuals on their data, on tutoring, or on writing.
Review of due dates and assignments
Blog 13: Comment on the "real" first 5 minutes as you experienced them / observed them in your sessions today - versus what Newkirk suggests. Are his ideas realistic? Could you use them? WHich parts of his essay applied to your session?
Blog 14 Post questions/requests for clarification - or confirmations that you know what is expected - in reply to this Blog.
Critique of Newkirk Due before class Monday, Nov. 3. As an attachment, by email.
Writing to develop your research question: Monday, Nov 3.
Annotated bibliography: Monday, Nov 10. In class, on Wednesday, Nov 5, we will work together to make sure each of you has references s/he needs for her/his project. Each of you will describe to the class what you will be researching and the references you have found so far. At that point your classmates and I will offer suggestions for additional references for your project.
Writing to develop research question. Points 1, 2, & 3 on the handout for developing a research plan list the reading/thinking/writing activities you should go through to develop your research plan. The purpose of this writing is for you to communicate to me what you have read about your research question and information about how you plan to go about collecting data/gathering information to answer that question. I can then provide you with feedback so you can develop your formal research plan (point 4). This writing does not need to "polished" or formal as I will not be grading the form. It is supposed to show your in-depth thinking about your project - so I can respond to you and work with you on developing a strong plan for research. As you look for references - be sure to check out the journals listed at the foot of this blog.
Writing to develop research plan due: as a .doc sent in email on Monday, Nov.4.
Class Monday: We will meet at CAS on Monday. You will spend from 9:30-10:00 setting up your schedule for observing + tutoring, and from 10-11 you will have sessions either with students or with one another.
About observating tutoring sessions: You will need to observe a minimum of 5 sessions (not conducted with each other) to gather data for your projects. On Monday, Nov 3 we will check at the front desk for tutors who work at times when you are available to observe, and you should contact those individuals prior to observing any of their sessions. You should let them know they will need to sign a permission form, and let them know you will do nothing but sit there and take notes. Give them your name and information about the course, and ask where they usually tutor so you will know where to find them.
Scheduling your tutoring sessions: If we are unsuccessful scheduling sessions for Monday 10-11, you will need to arrange for 5 sessions when you work with students at CAS. You are required to create a reflective entry in your writing journal for each of these sessions. You cannot observe your own tutoring sessions (eg take notes as you tutor) but you are allowed to re-construct your experience in a very general way and may use information from your writing journal - so long it is not specific and does not identify particular students - as part of your research.
If it turns out that you need to schedule data collection + observations NOT during class time, we will reduce the number of class meetings to make sure you have enough time to do your observations. If we substitute time in CAS for Monday classes, I will always be available in CAS on Mondays to work with individuals on their data, on tutoring, or on writing.
Review of due dates and assignments
Blog 13: Comment on the "real" first 5 minutes as you experienced them / observed them in your sessions today - versus what Newkirk suggests. Are his ideas realistic? Could you use them? WHich parts of his essay applied to your session?
Blog 14 Post questions/requests for clarification - or confirmations that you know what is expected - in reply to this Blog.
Critique of Newkirk Due before class Monday, Nov. 3. As an attachment, by email.
Writing to develop your research question: Monday, Nov 3.
Annotated bibliography: Monday, Nov 10. In class, on Wednesday, Nov 5, we will work together to make sure each of you has references s/he needs for her/his project. Each of you will describe to the class what you will be researching and the references you have found so far. At that point your classmates and I will offer suggestions for additional references for your project.
Monday, October 27, 2008
Monday, October 27
You worked in CAS and got some more experience gathering data. Use your Blog to comment on the "real" first 5 minutes as you experienced them / observed them in your sessions today - versus what Newkirk suggests. Are his ideas realistic? Could you use them? WHich parts of his essay applied to your session?
Work on your research question writing (see the directions I sent in the feedback to your blogs) and email your writing to me as an attachment for Wednesday.
Bring your notes and after making sure everyone is caught up and on their way with their research plan - we will start some whole class work on analyzing data.
See you Wednesday.
Work on your research question writing (see the directions I sent in the feedback to your blogs) and email your writing to me as an attachment for Wednesday.
Bring your notes and after making sure everyone is caught up and on their way with their research plan - we will start some whole class work on analyzing data.
See you Wednesday.
Wednesday, October 22, 2008
Wednesday, October 22
Today was question day, and we spent the first half of class talking about your research questions and how to develop and organize your research project.
There are two handouts on the research project posted on this blog: the handout on Developing a research plan, and the Assignment sheet. The Handout provides a step-by-step process for developing your project; and the Assignment sheet is a list of the criteria and the important dates. You will notice that writing for components 1,2&3 of Developing a research plan is due on Wednesday, along with 2-3 pages of notes from your observations of tutoring sessions. This work is so we can assess: 1) whether you have a viable project, and 2) whether you are taking the kind of notes that will give you a basis for a research project. With respect to the notes it is not so important that you are taking noted ON your topic, as it is that you are writing down detailed observations that can support analysis => objective statements about actors, actions, interactions + context.
We also talked about the overall organization of your paper. If you read through the sample research papers posted at your site and in your text book you will notice that they have the following general form.
1) Introduction, overview of problem/issues; =>statement of your research question
2) Background information, review of the research literature (what others have written about your question)
3) Methods: description of how you collected your data, what methods for analysis you used to evaluate your data, explanation for why your methods are appropriate to your work.
4) Presentation of data + analysis
5) Conclusions
During the second part of the class we talked about how to write a critique - a literary form frequently assigned. Handouts from this discussion are in my box if you missed class.
For Monday:
1. Read Newkirk, "The First five minutes: Setting the agenda in a writing conference."
2. Post a critique of Newkirk on your blog.
Also - work on your research question & other writing due for your research project (due on Wednesday =>see the Assignment Sheet for the Research Project & Developing a Research Plan Handouts posted on the site).
I will be providing feedback on your blogs over the weekend - so make sure you have an up-to-date version of what you want me to read about your research questions. Have a good weekend and see you at the CAS on Monday.
There are two handouts on the research project posted on this blog: the handout on Developing a research plan, and the Assignment sheet. The Handout provides a step-by-step process for developing your project; and the Assignment sheet is a list of the criteria and the important dates. You will notice that writing for components 1,2&3 of Developing a research plan is due on Wednesday, along with 2-3 pages of notes from your observations of tutoring sessions. This work is so we can assess: 1) whether you have a viable project, and 2) whether you are taking the kind of notes that will give you a basis for a research project. With respect to the notes it is not so important that you are taking noted ON your topic, as it is that you are writing down detailed observations that can support analysis => objective statements about actors, actions, interactions + context.
We also talked about the overall organization of your paper. If you read through the sample research papers posted at your site and in your text book you will notice that they have the following general form.
1) Introduction, overview of problem/issues; =>statement of your research question
2) Background information, review of the research literature (what others have written about your question)
3) Methods: description of how you collected your data, what methods for analysis you used to evaluate your data, explanation for why your methods are appropriate to your work.
4) Presentation of data + analysis
5) Conclusions
During the second part of the class we talked about how to write a critique - a literary form frequently assigned. Handouts from this discussion are in my box if you missed class.
For Monday:
1. Read Newkirk, "The First five minutes: Setting the agenda in a writing conference."
2. Post a critique of Newkirk on your blog.
Also - work on your research question & other writing due for your research project (due on Wednesday =>see the Assignment Sheet for the Research Project & Developing a Research Plan Handouts posted on the site).
I will be providing feedback on your blogs over the weekend - so make sure you have an up-to-date version of what you want me to read about your research questions. Have a good weekend and see you at the CAS on Monday.
Monday, October 20, 2008
Monday, October 20
Today you had a practice run-through for taking notes on tutoring sessions. We met in the CAS and you broke into groups with one tutor, one student, and one researcher. From walking around observing - it seemed like you are finding yur feet. Good work.
For Blog 12 - reflect on what you learned about how the data-taking sessions are going to go. For those of you who were students and tutors, provide some feedback/reflections on how the data-taker's introduction of the permission form + observation affected your session. Think about your plans for taking data. Hopefully next week you will have some "real" students.
Also - read Murphy, "Freud in the Writing Center," 296 in Barnett and Blumer & review body language, 28-30 in McAndrew and Reigstad.
For Blog 12 - reflect on what you learned about how the data-taking sessions are going to go. For those of you who were students and tutors, provide some feedback/reflections on how the data-taker's introduction of the permission form + observation affected your session. Think about your plans for taking data. Hopefully next week you will have some "real" students.
Also - read Murphy, "Freud in the Writing Center," 296 in Barnett and Blumer & review body language, 28-30 in McAndrew and Reigstad.
Wednesday, October 15, 2008
Wednesday, October 15
Yes, we covered a lot of material today. Glancing through your blogs I can see that you are starting to think about what kind of research you might do for the course. Keep working on this in Blog 11- add to your list of questions, do some brainstormy listing and associating - then write 3 short paragraphs - one for each of three different projects (they can be related). Hopefully this writing is going to open you up even more - though in today's class discussion you seemed to be thinking in some depth about particular projects.
The writing on how to develop research questions is there for you - if you get stuck (though most of you seem to have the idea)- or if you have problems with being objective or "sensitive". Keep your lists of assumptions and check back on it and add to it as you begin to gather ideas. Your assumptions shape what you see - and the better you get at stepping outside your assumptions the more you will see.
We looked (briefly) at the assignment sheet for your research project, and the IRB forms for collecting data. Read over the criteria for the research project, the sample research papers (posted here as well) and think about any questions you have about how to get started with your project.
For Monday:
Bring some writing to class - in case we have no students you can tutor one another. For later sessions we will have an "evaluation" form for students to complete - but for this session I think you have enough on your hands.
We will spend the first half hour going over how to set up data collection and reviewing how to take notes. For your first session - don't worry so much about writing "on your topic" as taking lots of descriptive notes that give the details of what happens. As presented in the reading assignment - your research question will take shape through your analysis of your data. Make sure you collect rich enough data to give open up your ideas. Regardless of the focus of your study you might want to do some reading/thinking about what kinds of student-tutor interactions indicate that a session is going "well" or "badly" as this information may be what you need to evaluate the focus of your study (e.g. how eye contact influences tutoring sessions).You will conduct sessions and take data from 10-11.
For Wednesday:
Read Murphy in McAndrew & Reigstad. This essay is short - and provides information about how students "feel" that should be relevant to many of your topics. It says on the calendar that we will look at some videos + code body language - but in class today we decided we would devote the first half of class (or as much as you need) to answering questions, filling in information you might be hazy on, and giving some clear direction for setting up your projects.
As I mentioned in class - my intention is to get back to your blogs - but I will be out of town this weekend and it will depend on whether I have an internet connection in my hotel. If I don't have feedback for you by Sunday night - you will have it by Wednesday.
Have a great weekend and see you in CAS on Monday.
The writing on how to develop research questions is there for you - if you get stuck (though most of you seem to have the idea)- or if you have problems with being objective or "sensitive". Keep your lists of assumptions and check back on it and add to it as you begin to gather ideas. Your assumptions shape what you see - and the better you get at stepping outside your assumptions the more you will see.
We looked (briefly) at the assignment sheet for your research project, and the IRB forms for collecting data. Read over the criteria for the research project, the sample research papers (posted here as well) and think about any questions you have about how to get started with your project.
For Monday:
Bring some writing to class - in case we have no students you can tutor one another. For later sessions we will have an "evaluation" form for students to complete - but for this session I think you have enough on your hands.
We will spend the first half hour going over how to set up data collection and reviewing how to take notes. For your first session - don't worry so much about writing "on your topic" as taking lots of descriptive notes that give the details of what happens. As presented in the reading assignment - your research question will take shape through your analysis of your data. Make sure you collect rich enough data to give open up your ideas. Regardless of the focus of your study you might want to do some reading/thinking about what kinds of student-tutor interactions indicate that a session is going "well" or "badly" as this information may be what you need to evaluate the focus of your study (e.g. how eye contact influences tutoring sessions).You will conduct sessions and take data from 10-11.
For Wednesday:
Read Murphy in McAndrew & Reigstad. This essay is short - and provides information about how students "feel" that should be relevant to many of your topics. It says on the calendar that we will look at some videos + code body language - but in class today we decided we would devote the first half of class (or as much as you need) to answering questions, filling in information you might be hazy on, and giving some clear direction for setting up your projects.
As I mentioned in class - my intention is to get back to your blogs - but I will be out of town this weekend and it will depend on whether I have an internet connection in my hotel. If I don't have feedback for you by Sunday night - you will have it by Wednesday.
Have a great weekend and see you in CAS on Monday.
Wednesday, October 8, 2008
Wednesday, October 8
We "experienced" minimalist tutoring today. After a brief overview of Brooks' article and the Rutgers video - you tried out some minimalist tutoring with your classmates. We then did some reflecting on how it works, when it might be a better idea to switch to more directive techniques and why. I was very impressed with you work as tutors!
I also gave a very brief and moderately confusing introduction to some of the techniques you will use to analyze the notes you will be taking on students at the center. We will be discussing the two handouts on Wednesday - when you come back after your Columbus Day break. We will also be discussing two examples of writing center research from your book: Anne DiPardo's "Whispers of Coming and Going": Lessons from Fannie' (p 350 in Longman); and Julie Neff's 'Learning Disabilities and the Writing Center' (p. 376 in Longman). These are both interesting reads and will give you an idea for how you will be using your notes in your research paper.
As noted on the calendar - even though you don't have class on Columbus Day I will be looking for a post. So you will be doing two blog posts.
Blog 9: Write your position on when to use minimalist techniques & when to conduct mor teacher centered approaches. How does this fit with your personal style? How will your approach shift with different students? with different assignments?
Blog 10: Read+ comment on classmates blogs & begin an exploration of what kinds of research on tutoring writing interests you. What would you like to study? Are there any aspects of learning through f2f talk about writing that you think are poorly understood and that need further study? Does any of it seem important to you? If you could invent any project you wanted to (you don't have to do this one) to study how and what students learn in writing centers - what would you do? Check out some of the research reported in the journals linked to this blog.
Turn in your Analyses of North (the BAD assignment experiment) by Wednesday, Oct. 15.
Thanks for your good work today - and see you in a week.
I also gave a very brief and moderately confusing introduction to some of the techniques you will use to analyze the notes you will be taking on students at the center. We will be discussing the two handouts on Wednesday - when you come back after your Columbus Day break. We will also be discussing two examples of writing center research from your book: Anne DiPardo's "Whispers of Coming and Going": Lessons from Fannie' (p 350 in Longman); and Julie Neff's 'Learning Disabilities and the Writing Center' (p. 376 in Longman). These are both interesting reads and will give you an idea for how you will be using your notes in your research paper.
As noted on the calendar - even though you don't have class on Columbus Day I will be looking for a post. So you will be doing two blog posts.
Blog 9: Write your position on when to use minimalist techniques & when to conduct mor teacher centered approaches. How does this fit with your personal style? How will your approach shift with different students? with different assignments?
Blog 10: Read+ comment on classmates blogs & begin an exploration of what kinds of research on tutoring writing interests you. What would you like to study? Are there any aspects of learning through f2f talk about writing that you think are poorly understood and that need further study? Does any of it seem important to you? If you could invent any project you wanted to (you don't have to do this one) to study how and what students learn in writing centers - what would you do? Check out some of the research reported in the journals linked to this blog.
Turn in your Analyses of North (the BAD assignment experiment) by Wednesday, Oct. 15.
Thanks for your good work today - and see you in a week.
Monday, October 6, 2008
Monday October 6, 2008
Here is the link for the minimalist tutoring video. You can skip through the music + salemanship sections. Some of it is minimalist + some of it is not.
You each made a list of your assumptions about how people learn and communicate and then we put them up on the board and did some thinking about how to keep from getting stuck in our assumptions about how to communicate. In other words, you did some reflecting on how to keep from making incorrect assumptions about how others learn, think and communicate. My longterm goal as I planned this class was to have you work in groups to develop a checklist for conducting tutoring sessions; this checklist would set up guidelnes and strategies (like the checklist for working with developmental writers on page 92 in the reading)to help you: 1) keep from projecting your learning style onto your students; 2) be aware of and keep from falling into stereotypes for the different kinds of learners we put on the board; 3) base your tutoring in interactive/adaptive/personalized patterns for communication that respond to the individual needs of individual learners.
In class we got through identifying our own learning style, listing different identity groups and some of the stereotypes regarding how they learn, and we came to two realizations: 1) sometimes group identity/membership can provide a clue to those patterns; and 2) it is truly an individual's experience that determines his/her learning style/patterns for communication - so while noting or hypothesizing group identities - tutors always need to respond to students as individuals.
For Blog 8: develop a checklist/guidelines to help you remain aware of and be responsive to the conflict at the center of these two realizations. Your list should provide a series of suggestions for what(and how) you need to notice about your students' learning & writing, as well as some general practices for conducting sessions that will help your find out what you need to know and respond to it.
In class on Wednesday you are going to conduct minimalist tutoring sessions + take notes on those sessions. In response to a unanimous request from the class, you will be tutoring you revised North essays - which will then be due on Monday, October 13. Bring your drafts to class for your sessions.
We will also (briefly) discuss Shamoon and Burns (225 in the Longman text). See you Wednesday.
You each made a list of your assumptions about how people learn and communicate and then we put them up on the board and did some thinking about how to keep from getting stuck in our assumptions about how to communicate. In other words, you did some reflecting on how to keep from making incorrect assumptions about how others learn, think and communicate. My longterm goal as I planned this class was to have you work in groups to develop a checklist for conducting tutoring sessions; this checklist would set up guidelnes and strategies (like the checklist for working with developmental writers on page 92 in the reading)to help you: 1) keep from projecting your learning style onto your students; 2) be aware of and keep from falling into stereotypes for the different kinds of learners we put on the board; 3) base your tutoring in interactive/adaptive/personalized patterns for communication that respond to the individual needs of individual learners.
In class we got through identifying our own learning style, listing different identity groups and some of the stereotypes regarding how they learn, and we came to two realizations: 1) sometimes group identity/membership can provide a clue to those patterns; and 2) it is truly an individual's experience that determines his/her learning style/patterns for communication - so while noting or hypothesizing group identities - tutors always need to respond to students as individuals.
For Blog 8: develop a checklist/guidelines to help you remain aware of and be responsive to the conflict at the center of these two realizations. Your list should provide a series of suggestions for what(and how) you need to notice about your students' learning & writing, as well as some general practices for conducting sessions that will help your find out what you need to know and respond to it.
In class on Wednesday you are going to conduct minimalist tutoring sessions + take notes on those sessions. In response to a unanimous request from the class, you will be tutoring you revised North essays - which will then be due on Monday, October 13. Bring your drafts to class for your sessions.
We will also (briefly) discuss Shamoon and Burns (225 in the Longman text). See you Wednesday.
Wednesday, October 1, 2008
Wednesday, October 1
We reviewed + discussed processes and forms for some of the common genres for academic writing that you will be working with as you tutor students: summarizing, responding and analyzing. Other common writing issues you will want to feel prepared to work on are developing arguments and research papers, and developing effective reading strategies. For detailed notes on the specifics of this discussion - check Nick's blog (thank you, Nick).
The second half of class we talked about how you will take notes on sessions that you observe at the CAS. Because of confidentiality issues, you will not write the student's name in your notes. You will want to provide descriptive writing about the setting, actors, interactions, and outcomes. We discussed the difference between observations, impressions, and interpretations. Observations are what you can see. "the tutor asked the student for the assignment sheet. The student does not look up, she is sitting with her elbows on the table, her head in her hands, and her notebook closed." Impressions are your feelings - what seems to be going on, "the student seems to be discouraged." Interpretations are statements where you speculate about relationships - particularly causality. They generally draw from a large number of interpretations and "make sense" of what otherwise might seem to be unrelated information.
The notes you take on your session should be primarily observations. After your session is over - it is a good idea to jot observations you did not have time to write down + impressions in the margins. Make sure to distinguish between what you observed, and what you felt. Your interpretations will be the result of your analysis of the data; interpretations need to be supported by observations. Stating that the student from the example is ashamed for not bringing her assignment sheet is an interpretation. In general, interpretations are short-hand - they synthesize lots of unstated observations, impressions + assumptions. We will talk more about when and whether to include interpretations in your notes as you begin observing at the center. The more observations you have - the more material you will have for your analysis /exploration of your research question.
For Monday:
Blog 7: What do you think are the most important features of effective tutoring? Describe anything you would like to discuss/practice in class to improve your tutoring.
Read: McAndrew and Reigstad, 89-102, "Tutoring different people," & in Longman, "Minimalist Tutoring" by Jeff Brooks, 219-224
Write: Revise essay on North in light of today's discussion.
I will be reading over your blogs and you should have some feedback on entries 3-6 by Sunday night.
Have a good weekend and see you on Monday.
The second half of class we talked about how you will take notes on sessions that you observe at the CAS. Because of confidentiality issues, you will not write the student's name in your notes. You will want to provide descriptive writing about the setting, actors, interactions, and outcomes. We discussed the difference between observations, impressions, and interpretations. Observations are what you can see. "the tutor asked the student for the assignment sheet. The student does not look up, she is sitting with her elbows on the table, her head in her hands, and her notebook closed." Impressions are your feelings - what seems to be going on, "the student seems to be discouraged." Interpretations are statements where you speculate about relationships - particularly causality. They generally draw from a large number of interpretations and "make sense" of what otherwise might seem to be unrelated information.
The notes you take on your session should be primarily observations. After your session is over - it is a good idea to jot observations you did not have time to write down + impressions in the margins. Make sure to distinguish between what you observed, and what you felt. Your interpretations will be the result of your analysis of the data; interpretations need to be supported by observations. Stating that the student from the example is ashamed for not bringing her assignment sheet is an interpretation. In general, interpretations are short-hand - they synthesize lots of unstated observations, impressions + assumptions. We will talk more about when and whether to include interpretations in your notes as you begin observing at the center. The more observations you have - the more material you will have for your analysis /exploration of your research question.
For Monday:
Blog 7: What do you think are the most important features of effective tutoring? Describe anything you would like to discuss/practice in class to improve your tutoring.
Read: McAndrew and Reigstad, 89-102, "Tutoring different people," & in Longman, "Minimalist Tutoring" by Jeff Brooks, 219-224
Write: Revise essay on North in light of today's discussion.
I will be reading over your blogs and you should have some feedback on entries 3-6 by Sunday night.
Have a good weekend and see you on Monday.
Monday, September 29, 2008
Monday, Sept 29
Today we talked about North's "The Idea of a Writing Center," and "Revisiting 'The Idea of a Writing Center." We identified his fundamental focus in the first essay as on how writing centers are (mistakenly) perceived and his focus in the second essay as on de-romanticizing the representations in the first. As Nick pointed out though - in both essays he remains clear that writing centers are student centered and about writing as process; that they serve a "whole community," work on writing at all points in the writing process and are not defined by isolated points within composing such as checking spelling & punctuation and etc. Within this discussion we spent some time talking about practices for dealing with "bad assignments" and comments/responses/teaching processes surrounding student work that do help them learn more about writing.
For the bad assignment problem, Marie suggested that tutors might ask about what else is going on in class, and Stephanie suggested that students might talk to the teacher. Both of these are good suggestions - depending on who the student is and who the teacher is. I suggested that sometimes students need to have you listen and receive their frustration before you move on the writing issues associated with their problems. You don't have "solve" their problems - but to have a constructive session - many times you have to hear them and acknowledge them.
Also - in our discussion of Lunsford as compared to North, Erin pointed out that North was to the point & Lunsford was questioning and putting forward conflicting points of view. This led to a long digression from me about learning and cognitive/psychological development - and how students in their late teens and early twenties are just at the place where they are STARTING to be willing to think about "answers" in more complex ways. Until learners move out of what is called "dualistic" (black v white/right or wrong) thinking - where rules can determine what is "right" - to relativistic thinking - where the particular situation determines what to do - articles/assignments/and interactions that do not provide clear, rule-bound directions for what to do are going to feel "unclear" or even "wrong." As a tutor, you will need to make a judgment about students' developmental level, and you will need to work in a tutoring style that reflects that judgment. Your style should take into account where students are AND the fact that being a "good" writer requires students to learn when to break the rules - all the while remembering that students can't break rules successfully until they know what they are. Yes. That is a lot to take in. Development does not end at the close of puberty: changes in the way the brain works and the way we think continue throughout the lifespan; these changes generally occur in a sequence and at predictable "stages" => so that we learn "differently" in every stage. Having some information about how to recognize the different learning patterns can help you as a tutor.
Hopefully this summary of that discussion along with talk in class will be of some help. For those of you who are interested in how student's cognitive development affects tutoring - sources you might want to look at include:
Chandler, Sally. "Oral History across Generations: Age, Generation, and Oral Testimony." Oral History, 33(2), 2005, 48-56.
Evans, Nancy J., Deanna S. Forney and Florence Guido-DiBrito. 1998. Student Development in College: Theory, Research and Practice. San Francisco: Josey-Bass.
Hays, Janice. 1995. “Intellectual Parenting and a Developmental Feminist Pedagogy.” In Women’s Experience in American Composition and Rhetoric. ed. Louise Wetherbee Phelps and Janet Emig, 153-191. Pittsburgh: University of Pittsburgh Press.
For class on Wednesday - you were given a "bad assignment" => write a 1-2 page analysis of North. The purpose is for you to reflect on the kinds of problems students confront as they write "bad assignments" and to gain some experience conducting a session on a paper that where students are given very little direction or confusing information about what the instructor expects. Bring your essay to class on a jumpdrive or printed so you can work on it in a writing session. Also - review LOC in McAndrew and Reigstad (as some of you may be in a place to work on these issues in your essays).
For your Blog, do some more writing on your writing center philosophy. As we discussed in class - your philosophy will state your assumptions about what learning is and how it takes place - in terms of what writing centers should "do." For example, North seems to believe that knowledge is primarily created through social interactions, but that some part of what we know is also "there" inside the student. As a result - his fundamental conception of a writing center is that it is about writing process (Burkean parlor) and student centered (Burkean parlor with basis in Garret). See what you can do. I realize a lot of this language is new (pedagogy, epistemology, - even thinking about "philosophy" in the concrete way that this task demands) but from your conversations in class you seem to be doing fine. Learning to talk about your teaching and your teaching practice in these terms will help you in the teaching field - and in academia in general.
Finally, in class on Wednesday you are going to conduct tutoring sessions on the North essays - and you will take notes on those sessions. Our focus is moving more and more toward taking notes on your sessions - since that is how you are going to gather your "data" for your final project. At the beginning of class, I am going to ask you to do some writing about your notes on previous tutoring sessions. What kinds of notes provided the best information? What kind of strategy did you use [for what to write - for how to balance observing and listening - for how to create a balance between what is said and what is going on (descriptions of actors, actions and setting) etc] ? How are you going to modify that strategy? Your notes are the heart of your project. The better your notes - the more basis you have for developing your "theories" about what is going on in tutoring sessions (why some sessions work and others do not).
Whew. That was a lot to write. Now it is here for us - and we can read it and think about it. We are really starting to get into the fun part of this course (not that it all hasn't been fun). I will be giving you a presentation on your research project on Oct. 15 - and we will brainstorm topics and talk about what exactly you will be doing at that time. Still - it is not too early for you to start thinking about what interests you about tutoring - about something you might want to study. So as we conduct the rest of the in-class sessions - watch yourself and your classmates. See if there is something about the way tutoring works (or doesn't work) that interests you. Write it down. Ask some questions. I fully expect that there will be some papers in writing center journals and presentations at writing center conferences from your work in this class. Your discussions and reflections in your blog are very strong.
See you on Wednesday!
For the bad assignment problem, Marie suggested that tutors might ask about what else is going on in class, and Stephanie suggested that students might talk to the teacher. Both of these are good suggestions - depending on who the student is and who the teacher is. I suggested that sometimes students need to have you listen and receive their frustration before you move on the writing issues associated with their problems. You don't have "solve" their problems - but to have a constructive session - many times you have to hear them and acknowledge them.
Also - in our discussion of Lunsford as compared to North, Erin pointed out that North was to the point & Lunsford was questioning and putting forward conflicting points of view. This led to a long digression from me about learning and cognitive/psychological development - and how students in their late teens and early twenties are just at the place where they are STARTING to be willing to think about "answers" in more complex ways. Until learners move out of what is called "dualistic" (black v white/right or wrong) thinking - where rules can determine what is "right" - to relativistic thinking - where the particular situation determines what to do - articles/assignments/and interactions that do not provide clear, rule-bound directions for what to do are going to feel "unclear" or even "wrong." As a tutor, you will need to make a judgment about students' developmental level, and you will need to work in a tutoring style that reflects that judgment. Your style should take into account where students are AND the fact that being a "good" writer requires students to learn when to break the rules - all the while remembering that students can't break rules successfully until they know what they are. Yes. That is a lot to take in. Development does not end at the close of puberty: changes in the way the brain works and the way we think continue throughout the lifespan; these changes generally occur in a sequence and at predictable "stages" => so that we learn "differently" in every stage. Having some information about how to recognize the different learning patterns can help you as a tutor.
Hopefully this summary of that discussion along with talk in class will be of some help. For those of you who are interested in how student's cognitive development affects tutoring - sources you might want to look at include:
Chandler, Sally. "Oral History across Generations: Age, Generation, and Oral Testimony." Oral History, 33(2), 2005, 48-56.
Evans, Nancy J., Deanna S. Forney and Florence Guido-DiBrito. 1998. Student Development in College: Theory, Research and Practice. San Francisco: Josey-Bass.
Hays, Janice. 1995. “Intellectual Parenting and a Developmental Feminist Pedagogy.” In Women’s Experience in American Composition and Rhetoric. ed. Louise Wetherbee Phelps and Janet Emig, 153-191. Pittsburgh: University of Pittsburgh Press.
For class on Wednesday - you were given a "bad assignment" => write a 1-2 page analysis of North. The purpose is for you to reflect on the kinds of problems students confront as they write "bad assignments" and to gain some experience conducting a session on a paper that where students are given very little direction or confusing information about what the instructor expects. Bring your essay to class on a jumpdrive or printed so you can work on it in a writing session. Also - review LOC in McAndrew and Reigstad (as some of you may be in a place to work on these issues in your essays).
For your Blog, do some more writing on your writing center philosophy. As we discussed in class - your philosophy will state your assumptions about what learning is and how it takes place - in terms of what writing centers should "do." For example, North seems to believe that knowledge is primarily created through social interactions, but that some part of what we know is also "there" inside the student. As a result - his fundamental conception of a writing center is that it is about writing process (Burkean parlor) and student centered (Burkean parlor with basis in Garret). See what you can do. I realize a lot of this language is new (pedagogy, epistemology, - even thinking about "philosophy" in the concrete way that this task demands) but from your conversations in class you seem to be doing fine. Learning to talk about your teaching and your teaching practice in these terms will help you in the teaching field - and in academia in general.
Finally, in class on Wednesday you are going to conduct tutoring sessions on the North essays - and you will take notes on those sessions. Our focus is moving more and more toward taking notes on your sessions - since that is how you are going to gather your "data" for your final project. At the beginning of class, I am going to ask you to do some writing about your notes on previous tutoring sessions. What kinds of notes provided the best information? What kind of strategy did you use [for what to write - for how to balance observing and listening - for how to create a balance between what is said and what is going on (descriptions of actors, actions and setting) etc] ? How are you going to modify that strategy? Your notes are the heart of your project. The better your notes - the more basis you have for developing your "theories" about what is going on in tutoring sessions (why some sessions work and others do not).
Whew. That was a lot to write. Now it is here for us - and we can read it and think about it. We are really starting to get into the fun part of this course (not that it all hasn't been fun). I will be giving you a presentation on your research project on Oct. 15 - and we will brainstorm topics and talk about what exactly you will be doing at that time. Still - it is not too early for you to start thinking about what interests you about tutoring - about something you might want to study. So as we conduct the rest of the in-class sessions - watch yourself and your classmates. See if there is something about the way tutoring works (or doesn't work) that interests you. Write it down. Ask some questions. I fully expect that there will be some papers in writing center journals and presentations at writing center conferences from your work in this class. Your discussions and reflections in your blog are very strong.
See you on Wednesday!
Wednesday, September 24, 2008
Wednesday, Sept 23
Today you tried out some of the tutoring techniques in the book in your own sessions. Before you started, as a class, we identified the what you would be working on - focus, development or organization - then each "tutor" picked the techniques from the textbook that she would try out in her session. I encouraged you to try a technique that was new to you - so you would have some new experience to draw from when you begin to work in the center. We usually draw from techniques we have used before - so one of the purposes of our in-class work is for you to practice/try out many different techniques - so you have a large repertoire of practices to draw from when you get to the center.
In your blogs, write a description of what you did in your session & how it worked. Give your evaluation of how the technique described by McAndrew and Reigstad worked in your session. If it did work - why? If it didn't why not? Would it work in a different kind of session?
Finish your response essays for the Lunsford article, and turn them in to the 4070 gmail address.
Also - for next class, read "The Idea of a Writing Center" and "Revisiting the Idea of a Writing Center" by North in the *Guide to Writing Center Theory & Practice." You will begin class Monday with some writing about North's ideas about writing centers. As you read - work on identifying North's philosophy - and how it changed. Good work today, and see you on Monday.
In your blogs, write a description of what you did in your session & how it worked. Give your evaluation of how the technique described by McAndrew and Reigstad worked in your session. If it did work - why? If it didn't why not? Would it work in a different kind of session?
Finish your response essays for the Lunsford article, and turn them in to the 4070 gmail address.
Also - for next class, read "The Idea of a Writing Center" and "Revisiting the Idea of a Writing Center" by North in the *Guide to Writing Center Theory & Practice." You will begin class Monday with some writing about North's ideas about writing centers. As you read - work on identifying North's philosophy - and how it changed. Good work today, and see you on Monday.
Monday, September 22, 2008
Monday, Sept 22
Today you conducted tutoring sessions for students who did not have drafts - and you did a great job! As we summed up how the sessions went I noticed in our notes on the board that each session was quite different - and that the directions the sessions took reflected the needs of the students in the session. This is exactly the way it is supposed to go. I strongly suggest that you read through the strategies in McAndrew and Reigstad a few more times - so that they are there in your head as resources. Remember that the idea is to get the student to do the work, and that the work is WRITING. Some of the exercises are better for generating material - some of the exercises work better for organization - read through the list so that you have several options in your mind when you need them.
For class Wednesday, write a draft for the response assignment you worked on in your tutoring session. Read McAndrew and Reigstad, 42-69 => strategies for responding to writers' work. In class you will switch roles - and conduct writing sessions to revise and complete the response to Lunsford. Also - write up your experience of the tutoring session. Respond to the prompts as posted on the calendar. Good work today and I will see you on Wednesday.
For class Wednesday, write a draft for the response assignment you worked on in your tutoring session. Read McAndrew and Reigstad, 42-69 => strategies for responding to writers' work. In class you will switch roles - and conduct writing sessions to revise and complete the response to Lunsford. Also - write up your experience of the tutoring session. Respond to the prompts as posted on the calendar. Good work today and I will see you on Wednesday.
Wednesday, September 17, 2008
Wednesday, September 17
Today's class was your first experience taking notes on a tutoring session. We talked a little about what kinds of observations would be most helpful in your notes - and I was quite definite that you needed to write descriptive rather than interpretive observations. That is - you need to state "the tutor is smiling and looking into the face of the student" rather than "the tutor looks friendly." This is not always easy. With respect to the content of your notes - our list included: behaviors; body language; conversation ( with some direct quotes); actions; and description of the appearance of the subjects, the setting (context) and circumstances (what is going on around the session). You then observed a session between me and Stephanie (thank you Stephanie).
After you took your notes, I suggested that you took a moment to add some "head notes" in the margin => your interpretation or "feelings" about what was going on. These notes can provide you information when you look back - though it is important to be able to know which notes were directly observed - and which were reconstructions - added after the session.
We then talked a little about your experience taking notes - and the consensus seemed to be that writing everything down (there was so much going on!) was a little overwhelming, and that is was a challenge to stay focused. With respect to content of your notes - we generated a list of the features of the session that included: validating the student's language; the tutor's acknowledgment that she may be wrong;
inviting the student to participate in summing up what happened in the session (your notes are probably better than this - I am just remembering this off the top of my head). From class discussion it seemed to me that you are getting a good feel for how to take note that will help you develop your projects. Good start on this.
The rest of the class was devoted to a too-fast, not-in-enough-depth discussion of the ideas in Lunsford's article. I focused on the three models for Writing Centers she develops: Storehouse, Garret and Burkean Parlor, and the three models for knowledge, learning and learners these models assume. The notes on the board went something like:
Storehouse:
knowledge = one right way, "out there" to be discovered; similar to an object in that it can be conveyed from one person to another, divided into parts, and evaluated through "objective" practices
learning: takes place through transferring of information from a text or teacher
learners: passive, "receive" knowledge that is intact and "correct"
teachers: need to have complete mastery of subjects to teach them, are responsible for the learning process
Garret:
knowledge: created within the individual; different for every learner, cannot
learning: takes place through internal discovery + reflection
learner: active, discovers unique voice/perspective on information
teachers: "help students get in touch with" their internal knowledge = facilitator
Burkean Parlor
knowledge: inseparable from the language that articulates it; socially created (just as language itself was created through peoples "use" of it => no one person invented it or understands it - we (re)create language every time we speak with one another)
learning: takes place through social interactions: conversation, collaborative thinking, sharing ideas where each person contributes, listens and re-thinks ideas through on-going interactions
learners: active - everyone brings certain kinds of knowledge
teachers: theoretically on the same level as learners - though different learners/teachers will have different areas of expertise and experience
So - with all that in mind, in your Blog for Monday you will do some writing about your writing center philosophy. In this philosophy you will state your theory of how knowledge is made, what learning is, and the roles for learners and tutors. As you develop these ideas - you will think about what helped you learn (from the discussion the first day), what made learning harder (from the discussion the second day), and what a tutoring session (at least one kind of session) looks like (from your experience today. Think about how a writing center ought to be run, what it should look like, and how the tutors will be trained in order to put your philosophy into action. I am *really* interested in reading these since Kean University is in the process of creating its writing center - and your perspectives as students and tutors - are important to its success.
Also for Monday,
- re-vise your summary in light of talk in class (hopefully you got some ideas about how to work on it from watching the tutoring session);
- and read McAndrew and Riegstad, 31-42.
I will be giving you feedback via email on your first two blogs probably on Sunday - so you have an idea about my expectations and how I will be evaluating them before we get too far into the term.
Have a good weekend.
After you took your notes, I suggested that you took a moment to add some "head notes" in the margin => your interpretation or "feelings" about what was going on. These notes can provide you information when you look back - though it is important to be able to know which notes were directly observed - and which were reconstructions - added after the session.
We then talked a little about your experience taking notes - and the consensus seemed to be that writing everything down (there was so much going on!) was a little overwhelming, and that is was a challenge to stay focused. With respect to content of your notes - we generated a list of the features of the session that included: validating the student's language; the tutor's acknowledgment that she may be wrong;
inviting the student to participate in summing up what happened in the session (your notes are probably better than this - I am just remembering this off the top of my head). From class discussion it seemed to me that you are getting a good feel for how to take note that will help you develop your projects. Good start on this.
The rest of the class was devoted to a too-fast, not-in-enough-depth discussion of the ideas in Lunsford's article. I focused on the three models for Writing Centers she develops: Storehouse, Garret and Burkean Parlor, and the three models for knowledge, learning and learners these models assume. The notes on the board went something like:
Storehouse:
knowledge = one right way, "out there" to be discovered; similar to an object in that it can be conveyed from one person to another, divided into parts, and evaluated through "objective" practices
learning: takes place through transferring of information from a text or teacher
learners: passive, "receive" knowledge that is intact and "correct"
teachers: need to have complete mastery of subjects to teach them, are responsible for the learning process
Garret:
knowledge: created within the individual; different for every learner, cannot
learning: takes place through internal discovery + reflection
learner: active, discovers unique voice/perspective on information
teachers: "help students get in touch with" their internal knowledge = facilitator
Burkean Parlor
knowledge: inseparable from the language that articulates it; socially created (just as language itself was created through peoples "use" of it => no one person invented it or understands it - we (re)create language every time we speak with one another)
learning: takes place through social interactions: conversation, collaborative thinking, sharing ideas where each person contributes, listens and re-thinks ideas through on-going interactions
learners: active - everyone brings certain kinds of knowledge
teachers: theoretically on the same level as learners - though different learners/teachers will have different areas of expertise and experience
So - with all that in mind, in your Blog for Monday you will do some writing about your writing center philosophy. In this philosophy you will state your theory of how knowledge is made, what learning is, and the roles for learners and tutors. As you develop these ideas - you will think about what helped you learn (from the discussion the first day), what made learning harder (from the discussion the second day), and what a tutoring session (at least one kind of session) looks like (from your experience today. Think about how a writing center ought to be run, what it should look like, and how the tutors will be trained in order to put your philosophy into action. I am *really* interested in reading these since Kean University is in the process of creating its writing center - and your perspectives as students and tutors - are important to its success.
Also for Monday,
- re-vise your summary in light of talk in class (hopefully you got some ideas about how to work on it from watching the tutoring session);
- and read McAndrew and Riegstad, 31-42.
I will be giving you feedback via email on your first two blogs probably on Sunday - so you have an idea about my expectations and how I will be evaluating them before we get too far into the term.
Have a good weekend.
Monday, September 15, 2008
Monday, Septemebr 15
You began class by writing about a "bad" experience with writing - a time when your writing did not turn out - or wasn't received - the way you hoped. Problems included not having a clear understanding of instructor or genre expectations; not having useful feedback on what to do; procrastinations; not being able to connect to the topic; and having too much going on in your life to do the project the way you envisioned it. After discussing your experiences we talked about what kinds of coaching might have enabled you to move forward with your work - and to have a more successful outcome.
In talk about the reading assignment we pointed out the complexity of the writing process, and observed that it is important for writing coaches to understand these different parts of writing => because they need different strategies to support writers who are "stuck" in different parts of the process. We talked about cultural differences in expectations about the "right" way to write, and noted that it is important to assure students that our coaching is not about the "right" way - but about how to write to the expectations of a particular assignment. In the discussion of the three approaches to tutoring - student centered, collaborative, and teacher centered - we noted that while student centered coaching provides the most active role for the student, in some cases, particularly when students do not know or know how to find a particular piece of information, teacher centered or collaborative tutoring will be important.
The assignment for Wednesday is (almost)correct as listed on the calendar. The only revision is that in addition to turning in your summary of Lunsford as an attachment to the ENG4070 address, bring a hard copy to class so you can work on it in a tutoring session with a classmate. Good class today!
In talk about the reading assignment we pointed out the complexity of the writing process, and observed that it is important for writing coaches to understand these different parts of writing => because they need different strategies to support writers who are "stuck" in different parts of the process. We talked about cultural differences in expectations about the "right" way to write, and noted that it is important to assure students that our coaching is not about the "right" way - but about how to write to the expectations of a particular assignment. In the discussion of the three approaches to tutoring - student centered, collaborative, and teacher centered - we noted that while student centered coaching provides the most active role for the student, in some cases, particularly when students do not know or know how to find a particular piece of information, teacher centered or collaborative tutoring will be important.
The assignment for Wednesday is (almost)correct as listed on the calendar. The only revision is that in addition to turning in your summary of Lunsford as an attachment to the ENG4070 address, bring a hard copy to class so you can work on it in a tutoring session with a classmate. Good class today!
Wednesday, September 10, 2008
Wednesday, Sept 10
Today we told stories about experiences where someone helped us to understand/learn something new, and then abstracted or identified the features of that experience that helped make it successful. If I had an LCD screen I would have written our list as a document and published it here. What was so great about that list was that it was a very close match to what they first reading in McAndrew and Reigstad identified as what research tells us about what students learn from tutoring. In other words, our list was an accurate representation of what we need to do to assist writers. If anyone wrote down the list - send it to me and I will post it here as part of the record for our course.
During the second section of the course you set up your blogs and we talked over the NIH training. By the end of class you all had your blogs set up, and you were working on linking to classmates' blogs (I still have to do that). If you run into trouble - send me an email at the course dedicated email and I will see what I can do.
For next class, use your blog entry to sum up your reflections on the first two readings - research on tutoring and what tutoring isn't - in light of our class discussion. Also - include some reflection on what you found interesting. As I pointed out in class, you will develop an empirical research project on tutoring this term - and now is a good time to start thinking about what you might like to study. Cast a wide net. Think about what connects to your personal interests.
Also - finish the NIH training and send me your certificate. I need to turn the certificates with the application for IRB approval. Please forward them to me ASAP.
Finally, read the section in McAndrew and Reigstad noted on the calendar. See you Monday!
During the second section of the course you set up your blogs and we talked over the NIH training. By the end of class you all had your blogs set up, and you were working on linking to classmates' blogs (I still have to do that). If you run into trouble - send me an email at the course dedicated email and I will see what I can do.
For next class, use your blog entry to sum up your reflections on the first two readings - research on tutoring and what tutoring isn't - in light of our class discussion. Also - include some reflection on what you found interesting. As I pointed out in class, you will develop an empirical research project on tutoring this term - and now is a good time to start thinking about what you might like to study. Cast a wide net. Think about what connects to your personal interests.
Also - finish the NIH training and send me your certificate. I need to turn the certificates with the application for IRB approval. Please forward them to me ASAP.
Finally, read the section in McAndrew and Reigstad noted on the calendar. See you Monday!
Classmates' Blogs
Angela http://angelapeertutor.blogspot.com/
Camille http://camille-tutor.blogspot.com/
Erin http://erinbutterly.blogspot.com/
Kevin http://kevinrisse.blogspot.com
Marie http://marieacot1.blogspot.com
Molly molly-peertutoring.blogspot.com
Nick http://nicholasjvasilo.blogspot.com/
Stephanie http://stephy1125.blogspot.com/
Vanessa http://torresv.blogspot.com/
Camille http://camille-tutor.blogspot.com/
Erin http://erinbutterly.blogspot.com/
Kevin http://kevinrisse.blogspot.com
Marie http://marieacot1.blogspot.com
Molly molly-peertutoring.blogspot.com
Nick http://nicholasjvasilo.blogspot.com/
Stephanie http://stephy1125.blogspot.com/
Vanessa http://torresv.blogspot.com/
Monday, September 8, 2008
September 8: First class
Today we got to know one another a little bit. From listening to what you said about yourselves, it sounded to me like each one of you has had experieces you can draw from for tutoring work. I think we have a great group and I am looking forward to working with you this term.
We also went through the syllabus and the calendar, you got a brief (and very small) look at the course blog, and took a look at the NIH site for training.
Regarding the non-computerized nature of our classroom, I have found three additional laptops that we can use M- W from 9:30 - 11:00 - and as I recall that was all we needed. So for Wednesday - be sure to bring your laptop - and an ethernet cable if you have one. The room is supposed to have wi-fi but I have had mixed experiences with being able to connect to the internet in that room. So for now, it looks like we will be meeting in CAS 315.
For Wednesday - buy your books and look them over. Read through the sections in McAndrew and Reigstad (8-21) on research, and what tutoring *isn't*. And find yourself a writing joural & get started on the NIH training.
In class on Wednesday we will talk over the readings, make sure everyone is OK with the NIH online training, and you will do some writing in your journals and set up your blogs. Also - I am going to ask everyone to send me an email at the course email from your dedicated account. See you Wednesday!
We also went through the syllabus and the calendar, you got a brief (and very small) look at the course blog, and took a look at the NIH site for training.
Regarding the non-computerized nature of our classroom, I have found three additional laptops that we can use M- W from 9:30 - 11:00 - and as I recall that was all we needed. So for Wednesday - be sure to bring your laptop - and an ethernet cable if you have one. The room is supposed to have wi-fi but I have had mixed experiences with being able to connect to the internet in that room. So for now, it looks like we will be meeting in CAS 315.
For Wednesday - buy your books and look them over. Read through the sections in McAndrew and Reigstad (8-21) on research, and what tutoring *isn't*. And find yourself a writing joural & get started on the NIH training.
In class on Wednesday we will talk over the readings, make sure everyone is OK with the NIH online training, and you will do some writing in your journals and set up your blogs. Also - I am going to ask everyone to send me an email at the course email from your dedicated account. See you Wednesday!
Sunday, September 7, 2008
Check out the course blog
Welcome to ENG 4070! This should be an exciting class - and with any luck it should be fun as well. The links on this page will connect you to course documents, important journals for writing center research, sites for some of the leading writing centers across the country, and most importantly - to your classmates' blogs.
I will use my posts to respond to and sum up class discussions, note changes in the course calendar, and generally reflect on the ideas and events that come up throughout the term.
Be sure to get started on the online training so we can get IRB approval for your projects for the course.
I will use my posts to respond to and sum up class discussions, note changes in the course calendar, and generally reflect on the ideas and events that come up throughout the term.
Be sure to get started on the online training so we can get IRB approval for your projects for the course.
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