Tunring in your work + final grades.
I will be in my office to help burn portfolio CDs on Wednesday at 4:30. You may aslso drop off your Portfolio (burned to a CD) in my mailbox (in the room next to the English Department, CAS 301).
I will read through your work - hopefully before the weekend - and send a gradesheet to your email address with feedback and your grade. Read through the gradesheet and if you have questions or objections - let me know. If I do not hear from you I will assume you are OK with the grade and I will post it to Keanwise on Monday, December 21.
Last Blog: post your reflections.
You have been a wonderful class. Thank you for all your good work!
Monday, December 14, 2009
Course reflections
1. What did you notice about your writing process during this course?
Did your writing process change? If so, how?
If your writing process changed, what course assignments/interactions supported that change?
2. What have you noticed about your finished essays?
Did the quality of your essays change as a result of this course? If so how?
If your final products changed, what do you think led to those changes?
3. What did you notice about the way you coach writing students? Did your approach to coaching change during the term? If so, how? Were any course assignments/interactions useful in facilitating this learning? Describe.
4. What have your experiences coaching writng students shown you about effective strategies for talking/communicating to others? Were any course assignments/interactions useful in facilitating this learning? Describe.
5. How has your work coaching writing students changed the way you learn? Were any course assignments/interactions useful in facilitating this learning? Describe.
Did your writing process change? If so, how?
If your writing process changed, what course assignments/interactions supported that change?
2. What have you noticed about your finished essays?
Did the quality of your essays change as a result of this course? If so how?
If your final products changed, what do you think led to those changes?
3. What did you notice about the way you coach writing students? Did your approach to coaching change during the term? If so, how? Were any course assignments/interactions useful in facilitating this learning? Describe.
4. What have your experiences coaching writng students shown you about effective strategies for talking/communicating to others? Were any course assignments/interactions useful in facilitating this learning? Describe.
5. How has your work coaching writing students changed the way you learn? Were any course assignments/interactions useful in facilitating this learning? Describe.
Wednesday, December 9, 2009
Wednesday, December 9
Kevin and Musheerah presented their drafts for their projects.
In class Monday you will do some reflective writing on the course - and work on creating your portfolios. Keep working on your revisions for your research essays, and if you have questions, please be in touch.
Last week we did some in-class writing to develop your final writing center philosophy. Post what you have come up with for Blog 22.
Blog 22: Writing Center Philosophy.
Have a good weekend and see you in class on Monday.
In class Monday you will do some reflective writing on the course - and work on creating your portfolios. Keep working on your revisions for your research essays, and if you have questions, please be in touch.
Last week we did some in-class writing to develop your final writing center philosophy. Post what you have come up with for Blog 22.
Blog 22: Writing Center Philosophy.
Have a good weekend and see you in class on Monday.
Tuesday, December 8, 2009
December 7
Some of you gave your presentations this evening - and a little more than half of you will be presenting on Wednesday. If you need additional conferencing - send me an email or speak to me in class and we will set up a time.
I think the presentations were well done - and it was exciting looking at your papers and thinking about what your data show (even if we don't really have enough in-depth material - we have some small case study indicators. . .).
See you Wednesday.
I think the presentations were well done - and it was exciting looking at your papers and thinking about what your data show (even if we don't really have enough in-depth material - we have some small case study indicators. . .).
See you Wednesday.
Wednesday, December 2, 2009
December 2
Tonight you workshopped the data sections of your research essay (very briefly), and we talked (VERY briefly) about conventions for introducing and closing essays.
We also re-visited writing center philosophies and talked about what (if anything) had changed in your perspective on how a writing center should operate. We then set forward the information we thought should be addressed in a comprehensive writing center philosophy, as will as a general form for presenting that information. We came up with the following categories you would use to organize your philosophy.
1. A statement of overarching principles: the "rules of thumb" or guiding assumptions that underlie the practices and policies stated under the following categories.
2. Student responsibilities
3. Tutor responsibilities
4. Director responsibilities
5. Faculty responsibilities
6. Institutional responsibilities
Blog 21: Post your draft Research Essay. Come to class prepared to present your essay to your classmates. If you have a particular request for help/feedback = write this statement at the top of your post.
I will be reading blogs 15-20 over the weekend and providing you with feedback. We have been discussing these posts as we worked through developing your essay, so I may not be telling you anything new - but it will be all in one place and in time for you to do your final revisions to your essay.
Have a great weekend and see you on Monday.
We also re-visited writing center philosophies and talked about what (if anything) had changed in your perspective on how a writing center should operate. We then set forward the information we thought should be addressed in a comprehensive writing center philosophy, as will as a general form for presenting that information. We came up with the following categories you would use to organize your philosophy.
1. A statement of overarching principles: the "rules of thumb" or guiding assumptions that underlie the practices and policies stated under the following categories.
2. Student responsibilities
3. Tutor responsibilities
4. Director responsibilities
5. Faculty responsibilities
6. Institutional responsibilities
Blog 21: Post your draft Research Essay. Come to class prepared to present your essay to your classmates. If you have a particular request for help/feedback = write this statement at the top of your post.
I will be reading blogs 15-20 over the weekend and providing you with feedback. We have been discussing these posts as we worked through developing your essay, so I may not be telling you anything new - but it will be all in one place and in time for you to do your final revisions to your essay.
Have a great weekend and see you on Monday.
Monday, November 30, 2009
November 30
In class tonight you workshopped the sections from your essay that you have written so far: the literature review, your methods section, and the analysis of data.
You worked with a partner, one section at a time, after we reviewed what each section needs to do.
Literature review: sets up the question you will explore=> point out what has been established as "fact" & identify what your research contributes to this area of investigation. Name the authors + articles - leave out the "data" => focus on the findings. Your essay may relate to the literature review by "correcting" a mistaken assumption, by combining two previously un-connected areas of study (like Ryan + Daria); by focusing on a detail that is in the literature but which has not been explored for its own sake (Laura); by looking at the research from a new perspective, and so on. Point out HOW your work connects to the literature.
Methods: Use the methods section to describe how you collected and analyzed your data; this section does not include findings, though it does explain your logic, and present your context. It should provide enough information so a reader could do what you did, and so s/he understands why you did your study the way you did it. Novice tutors and their ESL tutees has an exemplary methods section.
Data Analysi Think of this section as a place where explain the connections between your conclusions and the evidence. Use the "sandwich method " (as in presenting quotations from literature): say what your data shows (briefly) present the data - explain the connections in the data - then re-state what the data shows in more detail and with respect to the overall focus.
For Wednesday:
Blog 20: More data analysis => write through to the end of this section if you can.
In class on Wednesday we will work through the data analysis and set you up to write the introduction, your discussion of findings and the conclusion.
Next week you will give presentations on your projects (to receive feedback so you can work on the final draft).
Good class tonight and see you on Wednesday.
You worked with a partner, one section at a time, after we reviewed what each section needs to do.
Literature review: sets up the question you will explore=> point out what has been established as "fact" & identify what your research contributes to this area of investigation. Name the authors + articles - leave out the "data" => focus on the findings. Your essay may relate to the literature review by "correcting" a mistaken assumption, by combining two previously un-connected areas of study (like Ryan + Daria); by focusing on a detail that is in the literature but which has not been explored for its own sake (Laura); by looking at the research from a new perspective, and so on. Point out HOW your work connects to the literature.
Methods: Use the methods section to describe how you collected and analyzed your data; this section does not include findings, though it does explain your logic, and present your context. It should provide enough information so a reader could do what you did, and so s/he understands why you did your study the way you did it. Novice tutors and their ESL tutees has an exemplary methods section.
Data Analysi Think of this section as a place where explain the connections between your conclusions and the evidence. Use the "sandwich method " (as in presenting quotations from literature): say what your data shows (briefly) present the data - explain the connections in the data - then re-state what the data shows in more detail and with respect to the overall focus.
For Wednesday:
Blog 20: More data analysis => write through to the end of this section if you can.
In class on Wednesday we will work through the data analysis and set you up to write the introduction, your discussion of findings and the conclusion.
Next week you will give presentations on your projects (to receive feedback so you can work on the final draft).
Good class tonight and see you on Wednesday.
Monday, November 23, 2009
November 23, 2009
In class tonight you gave presentations (and got some feedback) on your research plans. At this point, you should be well positioned to begin writing on your project. As we discussed last week, it is now time for you to begin writing - though not from the beginning.
Blog 19: Post drafts for the literature review, the methods section + the presentation (analysis) of your data.
Do the best you can with these - the point is to get the writing started and allow yourself to receive some feedback before you turn in your final essay. Use the discussion from Nov. 16 & the sample essays (+ the assignment on roles & novice tutors) as models for what is expected in each section. If you still need more data at this point - make a note of what kind of data you need - and perhaps one of your classmates will have notes from a session that you can have access to.
Good luck on your writing and have a Happy Thanksgiving.
Blog 19: Post drafts for the literature review, the methods section + the presentation (analysis) of your data.
Do the best you can with these - the point is to get the writing started and allow yourself to receive some feedback before you turn in your final essay. Use the discussion from Nov. 16 & the sample essays (+ the assignment on roles & novice tutors) as models for what is expected in each section. If you still need more data at this point - make a note of what kind of data you need - and perhaps one of your classmates will have notes from a session that you can have access to.
Good luck on your writing and have a Happy Thanksgiving.
Wednesday, November 18, 2009
November 18
Conduct sessions + add to your notes. Musheerah & Kenneischa - I will not be in the Center on Saturday, and I am assuming that by this point in the term that will be OK.
Have a great weekend and see you on Monday.
Have a great weekend and see you on Monday.
Monday, November 16, 2009
November 16
We began class by reviewing the overall structure of a research paper, with attention to the kind of information that goes in each section.
We came up with the following general description:
Introduction:
research focus – what you will study + statement of your findings
review of the literature:
state what has been observed regarding yoru topic
define important terms
justify choice of method
point out what you will do differently
methods:
context- where, from whom? Under what circumstances?
how you collected your data
how classified your data – what you looked for
measurement – what markers did you use to identify the features you are studying
anything relevant to your study that is characteristic of the session
size of your sample
justification of your representative sessions
identification of important categories for anlaysis
Data analysis:
General intro to section
General background about particular session
Move back and forth between providing specific evidence from your notes – and supporting discussion that sets up and explains your point
Organize list examples in terms of your categories for analysis
Primarily describing what you saw => make connections among related features
Small observations => about particular sessions observed
Discussion:
Make larger theory
Connect to other research
Generalize what you observed in sessions to tutoring in general
Point out limitations
Conclusions:
Overall summary of findings
Point out implications of limitations for discipline in general
What further research remains to be done
We than took a brief look at the document on what to include inyour final portfolio (posted on this site) and discussed your research plans.
Continue to work on your data collection & analysis.
Come to class Wednesday to conduct your sessions. I will give you an update as to whether I will be there or not.
For Monday, November 23, post your completed research plan (Blog 18). Come to class prepared to give a brief presentation on your completed research plan. This discussion should include a discussion of how data collection is going, and any requests from assistance.
We came up with the following general description:
Introduction:
research focus – what you will study + statement of your findings
review of the literature:
state what has been observed regarding yoru topic
define important terms
justify choice of method
point out what you will do differently
methods:
context- where, from whom? Under what circumstances?
how you collected your data
how classified your data – what you looked for
measurement – what markers did you use to identify the features you are studying
anything relevant to your study that is characteristic of the session
size of your sample
justification of your representative sessions
identification of important categories for anlaysis
Data analysis:
General intro to section
General background about particular session
Move back and forth between providing specific evidence from your notes – and supporting discussion that sets up and explains your point
Organize list examples in terms of your categories for analysis
Primarily describing what you saw => make connections among related features
Small observations => about particular sessions observed
Discussion:
Make larger theory
Connect to other research
Generalize what you observed in sessions to tutoring in general
Point out limitations
Conclusions:
Overall summary of findings
Point out implications of limitations for discipline in general
What further research remains to be done
We than took a brief look at the document on what to include inyour final portfolio (posted on this site) and discussed your research plans.
Continue to work on your data collection & analysis.
Come to class Wednesday to conduct your sessions. I will give you an update as to whether I will be there or not.
For Monday, November 23, post your completed research plan (Blog 18). Come to class prepared to give a brief presentation on your completed research plan. This discussion should include a discussion of how data collection is going, and any requests from assistance.
Wednesday, November 11, 2009
November 11
In class tonight several of you had sessions or took notes, and the rest of us talked about your different research projects. We focused on identifying the purpose of the study, thinking about the research question, and discussing what your observations showed with respect to the purpose + questions.
For Monday:
Blog 17: Post your draft research plan. Your research 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
The more you write in to these 5 points the better prepared you will be to write your essay. The statement of purpose & the research question(s) will provide you with language for your introduction. The list of sources + discussion of information you need to study answer your question is the basis for your review of the literature. Your plan for gathering information (how you will collect and analyze your data) is the language for your methods section.
Looking ahead, you will begin drafting and turning in sections of your essay (along with any necessary revisions to your research plan) on your blog for November 23.
If you need more observations to gather data - let me know. Wednesday, November 18 is the last night we will spend in the writing center as a class. You are only required to conduct sessions during your assigned times through the end of November. If you need to continue coaching during the first week of December to finish gathering your data - let Ryan know so he can keep you on the schedule; otherwise, you will be "retired" after November 30.
In class on Monday, in addition to going over the research plans, we will go over what to put in your portfolio & how to create it.
Have a good weekend, and see you Monday.
For Monday:
Blog 17: Post your draft research plan. Your research 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
The more you write in to these 5 points the better prepared you will be to write your essay. The statement of purpose & the research question(s) will provide you with language for your introduction. The list of sources + discussion of information you need to study answer your question is the basis for your review of the literature. Your plan for gathering information (how you will collect and analyze your data) is the language for your methods section.
Looking ahead, you will begin drafting and turning in sections of your essay (along with any necessary revisions to your research plan) on your blog for November 23.
If you need more observations to gather data - let me know. Wednesday, November 18 is the last night we will spend in the writing center as a class. You are only required to conduct sessions during your assigned times through the end of November. If you need to continue coaching during the first week of December to finish gathering your data - let Ryan know so he can keep you on the schedule; otherwise, you will be "retired" after November 30.
In class on Monday, in addition to going over the research plans, we will go over what to put in your portfolio & how to create it.
Have a good weekend, and see you Monday.
Monday, November 9, 2009
November 9
In class tonight we discussed the essay on how novice tutors negotiated their roles with their ESL writers. We used a discussion of this piece to explore the general pattern for writing a research essay[abstract, introduction, methods, presentation of data, data discussion, conclusions]; to explore some of the issues that arise in ESL sessions; to develop a deeper understanding of methods for collecting data for your projects; and to walk through a method for analysis commonly used in case studies such as the projects you are doing.
I passed out copies of the evaluation form from your book for you to use as part of your feedback & record keeping for your sessions. If you were not in class and need copies, let me know.
Blog 16: Sum up your understanding of what this evenings discussion revealed about data collection. Begin a list of detailed observations regarding with descriptions of interactions, conditions, causes, connections, etc relevant to your work.
You will build your list describing looking at descriptions from your notes, and organizing them in terms of features they have in common.
For example:
Below is a partial description of point where a tutor gets stuck:
Dr. Chandler asks Daria about the assignment sheet; pushes sheet across the table towards Daria and writes on it, underlining, as she (Dr. Chandler, continues to talk)
Daria "We had to use three techniques from New Criticism; I did allusion (and she names another technique but can't remember the other"
Chandler: did you use your discussion to make a coherent point - did you use it to develop an interpretation?
Daria indicates that that wasn't in the assignment
Dr. Chandler is stuck (body language description - compresses her lips, sighs, stops talking) is reading assignment sheet.
Dr. Chandler: it isn't on the assignment sheet.
You would use these notes to name/characterize features of (this kind of)getting stuck. You might analyze this description in terms of the conditions, causes, connections & outcomes: What set up getting stuck? Why did I get stuck? What did I have to decide/do to get unstuck? What was the resolution?
Once you have analyzed a number of sections from your notes - you might find that you have started to find the same features (in both similar & different relationships). Keep going with your naming + classifying until you have identified features that determine the relationships.
We will be working on this for a while. Continue taking notes and begin to dig in on the analysis + categorization.
Heads up on long term due dates: Your draft research plan is due Monday November 16; the final research plan is due Monday, November 23.
Drafts for the first sections of your research essay ( a rough of the introduction, the review of the literature & your methods section will be due Monday, November 30.
I passed out copies of the evaluation form from your book for you to use as part of your feedback & record keeping for your sessions. If you were not in class and need copies, let me know.
Blog 16: Sum up your understanding of what this evenings discussion revealed about data collection. Begin a list of detailed observations regarding with descriptions of interactions, conditions, causes, connections, etc relevant to your work.
You will build your list describing looking at descriptions from your notes, and organizing them in terms of features they have in common.
For example:
Below is a partial description of point where a tutor gets stuck:
Dr. Chandler asks Daria about the assignment sheet; pushes sheet across the table towards Daria and writes on it, underlining, as she (Dr. Chandler, continues to talk)
Daria "We had to use three techniques from New Criticism; I did allusion (and she names another technique but can't remember the other"
Chandler: did you use your discussion to make a coherent point - did you use it to develop an interpretation?
Daria indicates that that wasn't in the assignment
Dr. Chandler is stuck (body language description - compresses her lips, sighs, stops talking) is reading assignment sheet.
Dr. Chandler: it isn't on the assignment sheet.
You would use these notes to name/characterize features of (this kind of)getting stuck. You might analyze this description in terms of the conditions, causes, connections & outcomes: What set up getting stuck? Why did I get stuck? What did I have to decide/do to get unstuck? What was the resolution?
Once you have analyzed a number of sections from your notes - you might find that you have started to find the same features (in both similar & different relationships). Keep going with your naming + classifying until you have identified features that determine the relationships.
We will be working on this for a while. Continue taking notes and begin to dig in on the analysis + categorization.
Heads up on long term due dates: Your draft research plan is due Monday November 16; the final research plan is due Monday, November 23.
Drafts for the first sections of your research essay ( a rough of the introduction, the review of the literature & your methods section will be due Monday, November 30.
Wednesday, November 4, 2009
November 4
Those of you who were not observing or conducting sessions talked through your reflections on sessions in light of your proposed ideas for your research projects. If you heard one of your classmates reporting on issues relevant to your project - feel free to request access to the notes on the session. You are encouraged to share data with one another(so long as your essay credits your classmate as the source of the observation).
In class on Monday we decided that more readings on coaching ESL students would be useful, so for this coming Monday, read the Judith Powers essay in your text. I have also gathered the following references that may be useful. Read through these (I realize this is a lot of reading - so spend more or less time on them as they relate to your research project and/or tutoring).
Tutoring and Revision: Second Language Writers in the Writing Center
The Writing Center and Second Language Writers
Novice Tutors and their ESL Tutees
Blog 15: Write into the discussion we had tonight about your project, your sessions, your notes on your sessions and your reflections.
I will be reading your blogs over the weekend. Keep thinking about what kind of references you will need to develop your research plan. In class we will spend some time talking over coaching ESL students, and then you will work on your research plans.
Great class tonight!
In class on Monday we decided that more readings on coaching ESL students would be useful, so for this coming Monday, read the Judith Powers essay in your text. I have also gathered the following references that may be useful. Read through these (I realize this is a lot of reading - so spend more or less time on them as they relate to your research project and/or tutoring).
Tutoring and Revision: Second Language Writers in the Writing Center
The Writing Center and Second Language Writers
Novice Tutors and their ESL Tutees
Blog 15: Write into the discussion we had tonight about your project, your sessions, your notes on your sessions and your reflections.
I will be reading your blogs over the weekend. Keep thinking about what kind of references you will need to develop your research plan. In class we will spend some time talking over coaching ESL students, and then you will work on your research plans.
Great class tonight!
Monday, November 2, 2009
November 2
Most classes from now to the end of the term will be focused on supporting you in your work in the writing center (reading + discussing issues that come up in your sessions) and working on your research projects.
Tonight we began by listing some of the issues from your sessions to make sure we will cover those issues in the readings assigned for the rest of the course. How to work with ESL learners - and how to deal with requests for "correcting grammar" in constructive ways were two issues that came up.
you then read through your classmates' posts about their research projects, and took a look at the sheet to help you develop your research plan (posted on this blog as "Developing a research plan"). The initial writing and reading are to deepen your knowledge and help you define your focus. The writing you will turn in is under point 4. We talked through what kind of information you would post for each section of your research plan. I will post a sample reasearch plan for next class.
You then did some writing to think about your purpose + research question, and we talked some more.
Read: the worksheet on developing a research plan + any materials relevant to your project
Blog 14: Post your purpose + your research question. Do some brainstormy writing about what you will observe at sessions to gather data for your project.
See you in the writing center. Bring your signed permission forms and turn them in to me.
Tonight we began by listing some of the issues from your sessions to make sure we will cover those issues in the readings assigned for the rest of the course. How to work with ESL learners - and how to deal with requests for "correcting grammar" in constructive ways were two issues that came up.
you then read through your classmates' posts about their research projects, and took a look at the sheet to help you develop your research plan (posted on this blog as "Developing a research plan"). The initial writing and reading are to deepen your knowledge and help you define your focus. The writing you will turn in is under point 4. We talked through what kind of information you would post for each section of your research plan. I will post a sample reasearch plan for next class.
You then did some writing to think about your purpose + research question, and we talked some more.
Read: the worksheet on developing a research plan + any materials relevant to your project
Blog 14: Post your purpose + your research question. Do some brainstormy writing about what you will observe at sessions to gather data for your project.
See you in the writing center. Bring your signed permission forms and turn them in to me.
Wednesday, October 28, 2009
October 28
You talked through Newkirk's examples (good job) and then Daria (thank you, Daria) and I were provided an opportunity for you to practice taking notes to document the aspects of coaching sessions that you are thinking about for your research project. From your talk in class, it sounded like each of you are working toward a focus, and that you are beginning to think about how to identify & collect data to explore that focus. Good.
In class on Monday, you will get started on developing your research plans. Your work in class will build on the thinking/writing for your blog assignment.
Blog 13: Post your (tentative) focus for your project. Make a list of what you have been reading for your research project - and describe how you will used the different readings for your project. Include links (when appropriate) and a short summary of what the articles/references.
Keep taking notes on your sessions.
In class on Monday, you will get started on developing your research plans. Your work in class will build on the thinking/writing for your blog assignment.
Blog 13: Post your (tentative) focus for your project. Make a list of what you have been reading for your research project - and describe how you will used the different readings for your project. Include links (when appropriate) and a short summary of what the articles/references.
Keep taking notes on your sessions.
Monday, October 26, 2009
October 26
Tonight we reviewed what McAndrew & Reigstad had to say about body language. After listing common features of body language on the board (gestures, posture, facial expression, distance and etc) we developed some lists of the particular features of body language that can indicate comfort or discomfort. As we made this list we noted that the same feature - for example knit brows, or direct eye contact - can have different interpretations depending on the other cues it is associated with. Knit brows can mean anger or confusion; and direct eye contact can indicate engagement - but it is also associated with dominance.
After listing features of body language that might connect to being comfortable - we posed a research project where a tutor might be examining whether or how direct v indirect tutoring methods affected student comfort levels (and the success of the session). We made a list of features to look for to describe whether the coach was using directive or nondirective strategies. For directive, we listed that the coach might talk more (both more "turns" and longer talk), that the coach's talk might contain "you" statements, or imperatives (such as "do this"), and so on. Laura (thank you Laura!) then volunteered (sort of) tutor me in a mock session.
I played the role of a student who was extremely uncomfortable with non-directive methods. I needed LOTS of support, and could not/would not respond to open-ended questioning. Only when Laura provided part of the language/idea was I able to respond. You took notes - and hopefully you noted specific features of our body language (NOT whether we were comfortable or uncomfortable - but whether we were looking at each other, who spoke and for how long, who controlled/initiated conversation - and how the student responded in terms of body language and talk). We then discussed your notes - and how we might further refine our research question in light of observations from this session. We considered the possibility that it was not always lack of domain knowledge that made students uncomfortable with nondirective methods, but rather the demand to answer a question they had not yet thought through. In other words - they chose NOT to think out loud and risk saying something they were not yet ready to say. We might observe future sessions with this tentative, more focused hypothesis in mind - and see what they might add to our ideas.
You then did some writing to plan how you might take notes for your unfolding/in-process ideas about your projects. In this writing you stated your (tentative) focus; made a list of what you would need to observe to explore your idea; and then listed specific features/actions/behaviors that would serve as evidence of what you are observing. For example, if you wanted to observe how goal setting in the "first five minutes" affects the outcome of the session you would need to identify how goals are set - you would need to notice who introduced the goal that was actually worked on; whether it was introduced with or without prompting by the coach; the clarity of the goal; whether & how much the goal changed; the degree to which it was worked on - etc. AND you would need measures of "effectivenss" - probably including what the student's body indicated about "satisfaction" along with a completed student feedback form for the session.
For Wednesday:
Read: Newkirk, "The first five minutes: Setting the agenda in a writing conference
Blog 12: Continue writing for your plan for data collection
After listing features of body language that might connect to being comfortable - we posed a research project where a tutor might be examining whether or how direct v indirect tutoring methods affected student comfort levels (and the success of the session). We made a list of features to look for to describe whether the coach was using directive or nondirective strategies. For directive, we listed that the coach might talk more (both more "turns" and longer talk), that the coach's talk might contain "you" statements, or imperatives (such as "do this"), and so on. Laura (thank you Laura!) then volunteered (sort of) tutor me in a mock session.
I played the role of a student who was extremely uncomfortable with non-directive methods. I needed LOTS of support, and could not/would not respond to open-ended questioning. Only when Laura provided part of the language/idea was I able to respond. You took notes - and hopefully you noted specific features of our body language (NOT whether we were comfortable or uncomfortable - but whether we were looking at each other, who spoke and for how long, who controlled/initiated conversation - and how the student responded in terms of body language and talk). We then discussed your notes - and how we might further refine our research question in light of observations from this session. We considered the possibility that it was not always lack of domain knowledge that made students uncomfortable with nondirective methods, but rather the demand to answer a question they had not yet thought through. In other words - they chose NOT to think out loud and risk saying something they were not yet ready to say. We might observe future sessions with this tentative, more focused hypothesis in mind - and see what they might add to our ideas.
You then did some writing to plan how you might take notes for your unfolding/in-process ideas about your projects. In this writing you stated your (tentative) focus; made a list of what you would need to observe to explore your idea; and then listed specific features/actions/behaviors that would serve as evidence of what you are observing. For example, if you wanted to observe how goal setting in the "first five minutes" affects the outcome of the session you would need to identify how goals are set - you would need to notice who introduced the goal that was actually worked on; whether it was introduced with or without prompting by the coach; the clarity of the goal; whether & how much the goal changed; the degree to which it was worked on - etc. AND you would need measures of "effectivenss" - probably including what the student's body indicated about "satisfaction" along with a completed student feedback form for the session.
For Wednesday:
Read: Newkirk, "The first five minutes: Setting the agenda in a writing conference
Blog 12: Continue writing for your plan for data collection
Wednesday, October 21, 2009
October 21
Tonight was our first night at the writing center - and tutortrac was down. So - we re-grouped and you did a group observation of a conference between me and Sam (thank you, Sam). You got some practice observing - and if there was something that interested you or gave you and idea for your project - keep it in mind!
To go into Tutortrac to see if you have students - go the http://www.kean.edu/~cas/ and click on the tutortrac symbol at the bottom left. Then click the top tutortrac symbol to the right. This should take you to a login page: your username is your last name, and your password is the six digits from your Kean University ID not including the initial zeros.
If you can't get in to Tutortrac - stop by the receptionist's desk before your session & the receptionist will help you.
When you come to CAS to work - be sure to sign in at the receptionist desk. You will sign the sheet for our class that you all signed this evening.
On Monday, in class we will answer any questions about notetaking (bring your notes from tonight's session to class); discuss the assigned readings (see below) & think about interpreting/documenting/responding to body language; if there is any time left we will do some more talking about research projects.
Blog 11: More brainstorming for your research project. Choose 3 ideas from your list and do some freewriting/brainstorming to explore how you might develop each idea.
Read: Murphy, "Freud in the Writing Center," 296 in Barnett and Blumer; Review body language, 28-30 in McAndrew and Reigstad
Have a good weekend.
To go into Tutortrac to see if you have students - go the http://www.kean.edu/~cas/ and click on the tutortrac symbol at the bottom left. Then click the top tutortrac symbol to the right. This should take you to a login page: your username is your last name, and your password is the six digits from your Kean University ID not including the initial zeros.
If you can't get in to Tutortrac - stop by the receptionist's desk before your session & the receptionist will help you.
When you come to CAS to work - be sure to sign in at the receptionist desk. You will sign the sheet for our class that you all signed this evening.
On Monday, in class we will answer any questions about notetaking (bring your notes from tonight's session to class); discuss the assigned readings (see below) & think about interpreting/documenting/responding to body language; if there is any time left we will do some more talking about research projects.
Blog 11: More brainstorming for your research project. Choose 3 ideas from your list and do some freewriting/brainstorming to explore how you might develop each idea.
Read: Murphy, "Freud in the Writing Center," 296 in Barnett and Blumer; Review body language, 28-30 in McAndrew and Reigstad
Have a good weekend.
Monday, October 19, 2009
Monday, October 19
Tonight we went through the forms you will need to present to student if you are going to collect data on their sessions. We decided that you need to introduce the idea of collecting data at the beginning of the session, that it they seem positive, that you will then talk them through the form and ask if they have questions. You will sign two forms; you will then keep one copy and give them one copy. Give the signed permission forms to me during the next class. At the end of the session, give the student a Debriefing form.
We talked briefly about your research project. We are at the very beginning - and I would like you to (try to) keep an open mind about the focus of your project until you have conducted a couple of sessions. You are going to invest some time and energy in this project - so it is important to find something that feels exciting.
I meant to go over filling out evaluation forms at the end of sessions - but I think you have enough on your hands. If you think making yourself a "cheatsheet" or guide for how to conduct your session would help you focus - do it. I suggest thinking through what you will do in the following "phases" of the session.
Introductions
- research project
-get to know you talk
finding a focus for the session
- clarifying assignment/writing task (audience, purpose + form)
- setting goals/what to work on
the main work of the session will depend on what the writer is working on. within this section consider:
Making sure to:
- accurately understand the writer (did you say back, ask clarifying questions? leave silences / listen?
-provide opportunities for the writer to talk about his/her writing issues - in as many different ways as it takes
- provide opportunities for the writer to write
- provide opportunities for the writer to state HOW s/he will work on the paper (by brainstorming, listing, detailed listing, associating, mapping, freewriting - or the other more specific techniques listed for different writing issues in the readings) If the writer needs to accomplish a particular writing task - you can direct him/her to the writing process that will help him/her accomplish that task.
- provide opportunities for the writer to get started on the process + report back how it is going
- if the writer has more than one issue - allot appropriate time to each
concluding the session
- have the writer review what was accomplished
- provide encouragement in pursuing appropriate writing strategies
- suggest a follow-up session if appropriate
Blog 10: Post any final thoughts on your coaching strategy. Think through what you think your strengths will be, and what you will need to think through ahead of time.
See you in the writing center on Wednesday! Be sure to bring your permission/debriefing forms + appropriate materials for note taking.
We talked briefly about your research project. We are at the very beginning - and I would like you to (try to) keep an open mind about the focus of your project until you have conducted a couple of sessions. You are going to invest some time and energy in this project - so it is important to find something that feels exciting.
I meant to go over filling out evaluation forms at the end of sessions - but I think you have enough on your hands. If you think making yourself a "cheatsheet" or guide for how to conduct your session would help you focus - do it. I suggest thinking through what you will do in the following "phases" of the session.
Introductions
- research project
-get to know you talk
finding a focus for the session
- clarifying assignment/writing task (audience, purpose + form)
- setting goals/what to work on
the main work of the session will depend on what the writer is working on. within this section consider:
Making sure to:
- accurately understand the writer (did you say back, ask clarifying questions? leave silences / listen?
-provide opportunities for the writer to talk about his/her writing issues - in as many different ways as it takes
- provide opportunities for the writer to write
- provide opportunities for the writer to state HOW s/he will work on the paper (by brainstorming, listing, detailed listing, associating, mapping, freewriting - or the other more specific techniques listed for different writing issues in the readings) If the writer needs to accomplish a particular writing task - you can direct him/her to the writing process that will help him/her accomplish that task.
- provide opportunities for the writer to get started on the process + report back how it is going
- if the writer has more than one issue - allot appropriate time to each
concluding the session
- have the writer review what was accomplished
- provide encouragement in pursuing appropriate writing strategies
- suggest a follow-up session if appropriate
Blog 10: Post any final thoughts on your coaching strategy. Think through what you think your strengths will be, and what you will need to think through ahead of time.
See you in the writing center on Wednesday! Be sure to bring your permission/debriefing forms + appropriate materials for note taking.
Wednesday, October 14, 2009
Wednesday, October 14
You signed up for coaching times - they are posted at google.docs.
I have made you all collaborators - so you can change your times online and everyone can see them. (Click here to go to the document. After you edit - be sure to save). You can adjust and re-assign yourselves by editing your hours. (If you have trouble send me an email and I will change them.) Hopefully you will have everything figured out by Friday - at which point Ryan will put the hours in the system & I will send them out to instructors so they can tell their students.
We spent most of the class talking about Shamoon and Burns' discussion of when to deviate from writing center "orthodoxy" and take more directive approaches. They pointed out that directing students to models, using "master class" approaches, and providing "edits" may be appropriate when students are not "experts," when they need to learn a new "subject position" (way of representing themselves - a new "persona"), or when they are new to academic literacies (or any other set of conventions for writing). In our wrap-up discussion we identified groups/individuals who might benefit from more directive approaches as including:
- ESL learners
- returning adult students
- new students
- students from "non-mainstream" cultures
- differently abled students who might need more information or cues in social or academic conventions
For Monday:
Blog 9: Do some writing about what interests you in terms of a research project.
Look through the Barnett & Blumer text (all of those essays are about "writing center research") and check out the sample reserch papers and the writing center publications (links at the bottom of this blog). Hopefully you will be able to choose something that interests you.
In class we will go over how to set up a session, and review the forms you need to present to the student (if you are taking data). I will also introduce your research project and we will get started on the planning process.
Have a great weekend.
I have made you all collaborators - so you can change your times online and everyone can see them. (Click here to go to the document. After you edit - be sure to save). You can adjust and re-assign yourselves by editing your hours. (If you have trouble send me an email and I will change them.) Hopefully you will have everything figured out by Friday - at which point Ryan will put the hours in the system & I will send them out to instructors so they can tell their students.
We spent most of the class talking about Shamoon and Burns' discussion of when to deviate from writing center "orthodoxy" and take more directive approaches. They pointed out that directing students to models, using "master class" approaches, and providing "edits" may be appropriate when students are not "experts," when they need to learn a new "subject position" (way of representing themselves - a new "persona"), or when they are new to academic literacies (or any other set of conventions for writing). In our wrap-up discussion we identified groups/individuals who might benefit from more directive approaches as including:
- ESL learners
- returning adult students
- new students
- students from "non-mainstream" cultures
- differently abled students who might need more information or cues in social or academic conventions
For Monday:
Blog 9: Do some writing about what interests you in terms of a research project.
Look through the Barnett & Blumer text (all of those essays are about "writing center research") and check out the sample reserch papers and the writing center publications (links at the bottom of this blog). Hopefully you will be able to choose something that interests you.
In class we will go over how to set up a session, and review the forms you need to present to the student (if you are taking data). I will also introduce your research project and we will get started on the planning process.
Have a great weekend.
Wednesday, October 7, 2009
Wednesday, October 6
Tonight we started out by talking about minimalist tutoring and coaching different types of people. We did not go through the particular lists of strategies (though we did characterize minimalist tutoring) => the focus of our discussion was on how to make decisions about what approach to take. How do we determine if a writer is "high ability" and suitable for minimalist approaches? Unfamiliar with mainstream U.S. culture to an extent that might suggest ESL strategies? While introductory talk is essential for making these decisions, we noted that so are the writers' responses to the different moves you might try out. There is not set formula - but it is a good idea to have some possibilities in mind for different kinds of writers.
We then talked about developing writing checklists. We noted that writing checklists can be used for different purposes: for evaluating sessions in terms of tutor effectiveness; for keeping records that will be part of the students' file; and documentation of center practices; and for collecting data on what happens in sessions. The particular entries on the checklist will correlate with the lists' purpose. There are several sample checklists - for several different purposes - at the back of your book.
For Blog 8 you are to create and post a checklist that will be useful to you - either in terms of helping you document your session for your project - or in terms of evaluating how well you are doing as a tutor (to establish what you want to work on). Although I am assuming you will prefer to create a checklist you can use for your own work - if you choose - you may document a checklist that would be suitable for inclusion in student files - so all the tutors who work with a particular student will have record. Be sure to state the purpose of your checklist at the top of the form.
We spent the last portion of class working on reflective documentation of sessions. Reflective documentation of your own sessions is different from taking notes on sessions conducted by other writing coaches - because you cannot write notes as you are conducting sessions. After your sessions you created your notes on "what happened" and we then put the list of what you wrote on the board. We then developed a set of cues (a checklist) you could use to help you reconstruct your sessions. This set of cues was chronological - and provided you with prompts on what to note during each section of the session.
We noted that our set of cues was like a standard essay in that you needed to note what happened in the introduction of the session (the getting to know you, goal setting, strategy selecting, what to work on talk), what happened in each of the "body paragraphs' where writing coach + writer worked on various aspects of the writing - and the conclusion - where the coach worked through whatever wrapping up protocols + drew the session to a close. In addition to the documentation - I suggested that you might want to raise questions, offer interpretations, or speculate about what happened. This writing might not be your final take on the session - but it is important to have a record of what you were thinking right after the session took place.
For the "body paragraphs" we noted that coaches might want to remember:
what was said + how it was said(who initiated conversations, tone of voice, volume, expression etc)
body language, proximity, silences
tutoring strategies
the coach's overall style (minimalist, teacher-centered, etc.)
whether + when writing was done
some documentation of features associated with effectiveness
and more - (+ we had lists under each of these features).
Creating a set of cues for use in re-constructing sessions helps you to be systematic, and it helps you remember more.
In our discussion this evening, we also began to do some talking + thinking about what you might want to do your research project on. We will keep talking about this - pointing out how what goes on in sessions might become a focus for your research.
Good class tonight and have a great (long) weekend.
For Monday (October 12)
Post Blog 8: checklist
For Wednseday (October 14)
Read: "A critique of pure tutoring" by Shamoon + Burns, 225 in Barnett & Blumer.
We then talked about developing writing checklists. We noted that writing checklists can be used for different purposes: for evaluating sessions in terms of tutor effectiveness; for keeping records that will be part of the students' file; and documentation of center practices; and for collecting data on what happens in sessions. The particular entries on the checklist will correlate with the lists' purpose. There are several sample checklists - for several different purposes - at the back of your book.
For Blog 8 you are to create and post a checklist that will be useful to you - either in terms of helping you document your session for your project - or in terms of evaluating how well you are doing as a tutor (to establish what you want to work on). Although I am assuming you will prefer to create a checklist you can use for your own work - if you choose - you may document a checklist that would be suitable for inclusion in student files - so all the tutors who work with a particular student will have record. Be sure to state the purpose of your checklist at the top of the form.
We spent the last portion of class working on reflective documentation of sessions. Reflective documentation of your own sessions is different from taking notes on sessions conducted by other writing coaches - because you cannot write notes as you are conducting sessions. After your sessions you created your notes on "what happened" and we then put the list of what you wrote on the board. We then developed a set of cues (a checklist) you could use to help you reconstruct your sessions. This set of cues was chronological - and provided you with prompts on what to note during each section of the session.
We noted that our set of cues was like a standard essay in that you needed to note what happened in the introduction of the session (the getting to know you, goal setting, strategy selecting, what to work on talk), what happened in each of the "body paragraphs' where writing coach + writer worked on various aspects of the writing - and the conclusion - where the coach worked through whatever wrapping up protocols + drew the session to a close. In addition to the documentation - I suggested that you might want to raise questions, offer interpretations, or speculate about what happened. This writing might not be your final take on the session - but it is important to have a record of what you were thinking right after the session took place.
For the "body paragraphs" we noted that coaches might want to remember:
what was said + how it was said(who initiated conversations, tone of voice, volume, expression etc)
body language, proximity, silences
tutoring strategies
the coach's overall style (minimalist, teacher-centered, etc.)
whether + when writing was done
some documentation of features associated with effectiveness
and more - (+ we had lists under each of these features).
Creating a set of cues for use in re-constructing sessions helps you to be systematic, and it helps you remember more.
In our discussion this evening, we also began to do some talking + thinking about what you might want to do your research project on. We will keep talking about this - pointing out how what goes on in sessions might become a focus for your research.
Good class tonight and have a great (long) weekend.
For Monday (October 12)
Post Blog 8: checklist
For Wednseday (October 14)
Read: "A critique of pure tutoring" by Shamoon + Burns, 225 in Barnett & Blumer.
Monday, October 5, 2009
October 4
I returned your response essays - you did a great job on these - and we talked over talked through the kinds of difficulties students generally have when composing response essays. I also pointed out that response essays are a model of one of the primary moves academic writers make - where they create a conversation with another text. Ryan and Musheerah have consented to let me post their essays as models - so they will be available (for a limited time only) as links on this site.
We then talked briefly about how to take good notes on coaching sessions. Your purpose for taking notes it to provide "evidence" for new theories about how and why writers develop their writing - and how coaching affects the process. To gather this evidence - you need to write down the particulars about the actors, actions, contexts and consequences of writing center sessions. After developing a quick list of some of the observations you might note - you conducted short sessions on developing a response to North's 2nd essay - "Revisiting 'the idea of a writing center'." We talked briefly about in between sessions and you seem to be doing a great job of taking detailed, descriptive notes.
For Wednesday:
Blog 7: What was your experience of taking notes on a writing session? What do you think it is most important to write down about what happens in a writing session?
Read: McAndrew and Reigstad, 89-102, "Tutoring different people," & "Minimalist Tutoring" by Jeff Brooks, 219-224.
Write: A draft response to North.
Good class and see you on Wednesday.
We then talked briefly about how to take good notes on coaching sessions. Your purpose for taking notes it to provide "evidence" for new theories about how and why writers develop their writing - and how coaching affects the process. To gather this evidence - you need to write down the particulars about the actors, actions, contexts and consequences of writing center sessions. After developing a quick list of some of the observations you might note - you conducted short sessions on developing a response to North's 2nd essay - "Revisiting 'the idea of a writing center'." We talked briefly about in between sessions and you seem to be doing a great job of taking detailed, descriptive notes.
For Wednesday:
Blog 7: What was your experience of taking notes on a writing session? What do you think it is most important to write down about what happens in a writing session?
Read: McAndrew and Reigstad, 89-102, "Tutoring different people," & "Minimalist Tutoring" by Jeff Brooks, 219-224.
Write: A draft response to North.
Good class and see you on Wednesday.
Wednesday, September 30, 2009
September 30
At the beginning of class I invited you to participate in the Kean University English Department events for the National Day of Writing on October 20, 2009 at Liberty Hall. If you are interested or have questions - stop by my office or send me an email.
Tonight we discussed Stephen North's "The Idea of a Writing Center" and "'The Idea of a Writing Center' Revisited." we focused on conflicts between how the public perceives writing centers, and how North represents writing centers in terms of: who comes to writing centers (struggling students v all writers); why individuals come to writing centers (because they are sent by teacher v because they want to); and what happens at writing centers (drills & skills centered correction v 'holistic' participant observation by tutors who respond to particular writers interests/issues). We also considered North's revisions on these positions, as well as his changing position with respect to relationships between the university (and this mostly meant teachers)and the writing center; and the purpose/function of the center. According to North the center's most important function is to be a place where writers talk about writing - and he tags a few other purposes onto this central purpose.
Thanks for your interesting discussion of these rather abstract articles.
Make sure you have turned in an electronic copy of your response to Lunsford. I will read these over the weekend and return them via email by Monday night class.
For Blog 6: Create a writing center philosophy from the perspective of the director of a writing center. This version needs to address the issues identified by North: the center's purpose, who comes there, why they come, what they do => as well as the assumptions and "reasons" that underlie the practical answers to these questions. For example, assuming that knowledge is created through conversation mandates certain coaching practices, and assuming that knowledge will be created differently in different contexts, or that it is apprehended entirely in the mind of the learner may mandate different coaching practices. In this version of your philosophy make clear connections between what your center will DO - and your assumptions about learning, knowledge, and the political realities of writing centers. I am looking forward to reading these posts!
In class, we will talk about practices for observing and taking notes on writing sessions - and then you will practice some of these techniques while on in-class sessions between classmates.
Have a good weekend and see you Monday.
Tonight we discussed Stephen North's "The Idea of a Writing Center" and "'The Idea of a Writing Center' Revisited." we focused on conflicts between how the public perceives writing centers, and how North represents writing centers in terms of: who comes to writing centers (struggling students v all writers); why individuals come to writing centers (because they are sent by teacher v because they want to); and what happens at writing centers (drills & skills centered correction v 'holistic' participant observation by tutors who respond to particular writers interests/issues). We also considered North's revisions on these positions, as well as his changing position with respect to relationships between the university (and this mostly meant teachers)and the writing center; and the purpose/function of the center. According to North the center's most important function is to be a place where writers talk about writing - and he tags a few other purposes onto this central purpose.
Thanks for your interesting discussion of these rather abstract articles.
Make sure you have turned in an electronic copy of your response to Lunsford. I will read these over the weekend and return them via email by Monday night class.
For Blog 6: Create a writing center philosophy from the perspective of the director of a writing center. This version needs to address the issues identified by North: the center's purpose, who comes there, why they come, what they do => as well as the assumptions and "reasons" that underlie the practical answers to these questions. For example, assuming that knowledge is created through conversation mandates certain coaching practices, and assuming that knowledge will be created differently in different contexts, or that it is apprehended entirely in the mind of the learner may mandate different coaching practices. In this version of your philosophy make clear connections between what your center will DO - and your assumptions about learning, knowledge, and the political realities of writing centers. I am looking forward to reading these posts!
In class, we will talk about practices for observing and taking notes on writing sessions - and then you will practice some of these techniques while on in-class sessions between classmates.
Have a good weekend and see you Monday.
Monday, September 28, 2009
September 28
In class tonight you used the techniques outlined in McAndrew and Reigstad to coach a classmate on his/her response essay for Lunsford. After your sessions we reflected on what the writer brings to the session and what the writing coach brings to the session. Writers generally took responsibility for what they wanted to work on - writing coaches generally asked questions + suggested processes to help students figure out HOW to work on their writing issues. As noted by several of you - coaches need to know something about different writing genres, they need to know how to read assignment sheets, and they need to be able to suggest different strategies to brainstorm, organize, develop, and focus ideas as writing.
For Wednesday:
Blog 5: write a description of what you did in your coaching session; you might also want to consolidate or reflect on some of what other students reported as taking place in their sessions. Use this post to write down some of the ideas and approaches you are exploring. What are you learning? What would you like more experience doing?
Read: Stephen North "The Idea of a Writing Center" and "Revisiting 'The Idea of a Writing Center'" 63-92.
Note: The information about the final research paper on your course syllabus is incorrect. You are not writing two 5-page essays. You will be writing one 7-10 page research essay (graduate students will write a 10-12 page paper). The reflective writing will be informal, and part of the short essays for homework. This will be more clear when we get to that part of the course. I apologize for any confusion.
Good class tonight - and see you Wednesday.
For Wednesday:
Blog 5: write a description of what you did in your coaching session; you might also want to consolidate or reflect on some of what other students reported as taking place in their sessions. Use this post to write down some of the ideas and approaches you are exploring. What are you learning? What would you like more experience doing?
Read: Stephen North "The Idea of a Writing Center" and "Revisiting 'The Idea of a Writing Center'" 63-92.
Note: The information about the final research paper on your course syllabus is incorrect. You are not writing two 5-page essays. You will be writing one 7-10 page research essay (graduate students will write a 10-12 page paper). The reflective writing will be informal, and part of the short essays for homework. This will be more clear when we get to that part of the course. I apologize for any confusion.
Good class tonight - and see you Wednesday.
Wednesday, September 23, 2009
September 23 - Tutoring without a draft
You started out by reading classmates' posts about writing center philosophies. You posted comments to classmates in your group. As we looked over the posts, we thought about the following:
What do you need to include in a WC philosophy?
Different audiences = different statements
A writing center philosophy tells what center does
WC philosophy = public document = needs commitment + enthusiasm
We got more ideas from reading classmates’ work
Making your philosophy concrete – giving examples makes it easier to follow
Does it make a difference what kind of language you use? (yes)
Tutoring versus coaching?
Writing lab v writing center versus tutoring center?
We all seemed to have the same Object = to make students comfortable
But different individuals took different approaches
Hmmmm. There is food for thought here.
You spent the rest of the class putting into practice what you read about for coaching students who don't have a draft. I am hoping you made some conscious decisions about what approach to use (did you?) - and at the same time - that you were responsive to the particular writing needs of your student.
For Blog 4: Reflect on your experiences as a tutor and a student. For each role, think about: who did the most talking? Who asked the most questions? Who was most focused on the assignment sheet (understanding the directions)? Who contributed the most information about "what to write about"? What happened when there were different interpretations of the assignment? the reading? After you answer these questions - think about how or whether they reflect your philosophy about how students & writing coaches should interact.
Write: A response to Lunsford. Be sure to check out the assignment sheet. Writing to the assignment is KEY for successful academic writing.
Read: Models and strategies: responding to writers' work McAndrew and Reigstad 42 - 69.
In class on Monday, we will briefly discuss the strategies for working with writers; you will then work with each other - as coach and student - to decide how to revise your essay.
Over the weekend I will read through your blogs and provide you feed back + a grade for Blogs 1-3. Thanks for the great class this evening - and see you on Monday.
What do you need to include in a WC philosophy?
Different audiences = different statements
A writing center philosophy tells what center does
WC philosophy = public document = needs commitment + enthusiasm
We got more ideas from reading classmates’ work
Making your philosophy concrete – giving examples makes it easier to follow
Does it make a difference what kind of language you use? (yes)
Tutoring versus coaching?
Writing lab v writing center versus tutoring center?
We all seemed to have the same Object = to make students comfortable
But different individuals took different approaches
Hmmmm. There is food for thought here.
You spent the rest of the class putting into practice what you read about for coaching students who don't have a draft. I am hoping you made some conscious decisions about what approach to use (did you?) - and at the same time - that you were responsive to the particular writing needs of your student.
For Blog 4: Reflect on your experiences as a tutor and a student. For each role, think about: who did the most talking? Who asked the most questions? Who was most focused on the assignment sheet (understanding the directions)? Who contributed the most information about "what to write about"? What happened when there were different interpretations of the assignment? the reading? After you answer these questions - think about how or whether they reflect your philosophy about how students & writing coaches should interact.
Write: A response to Lunsford. Be sure to check out the assignment sheet. Writing to the assignment is KEY for successful academic writing.
Read: Models and strategies: responding to writers' work McAndrew and Reigstad 42 - 69.
In class on Monday, we will briefly discuss the strategies for working with writers; you will then work with each other - as coach and student - to decide how to revise your essay.
Over the weekend I will read through your blogs and provide you feed back + a grade for Blogs 1-3. Thanks for the great class this evening - and see you on Monday.
Monday, September 21, 2009
September 21
We discussed Andrea Lunsford's "Collaboration, Control, and the Idea of a Writing Center". We started out by identifying terms that would need to be included in a complete summary of her text.
Although it is pretty hard to model how to coach a writer on careful reading stratgeies when you are standing in front of a classroom with a marker in your hand - I gave it a shot. I asked questions, and responded with further questions that took discussion in the direction your answers. I directed you to the text, and asked you to help me find the information in Lunsford that you were using to support your interpretation. We came up with a pretty solid list of terms and ideas from this article.
You then worked in pairs to strategize how you would organize this material into a summary. Groups came up with at least three different patters - all of which made sense. My teacherly comment was to point out that summaries are focused around the author's main point - so the summary needs to set up that point in the beginning, and come back to it at the end, and the material in the middle needs to connect to that main point.
We then talked about writing center philosophies. While talking about Lunsford's article, we identified features of each of the three models for writing centers(Storehouse, Garret, and Burkean Parlor). Those features were:
- an image or model to represent the exchange of knowledge;
- who "owns" or has knowledge;
- how learners gain knowledge;
- and a description of what knowledge is.
For example, in the Storehouse model, the writing center is like a bank (with knowledge stored inside); the tutor (as a representative of the university) has knowledge that the student needs to "get;" learners are "told" or given knowledge by teachers/tutors; and knowledge itself is fixed in that there is a right or a wrong - it has a form outside of context or the person who has it.
For Blog 3: write your writing center philosophy.
For this post, identify:
- your position on what a writing center should be like (an image or model such as storehouse, garret, burkean parlor - or an image of your own.)
- where knowledge is (who owns it, or has the right to say what it is)
-how learners gain knowledge
- and what knowledge is (is it fixed & objective? subjective and inside the learner? created through conversation?)
These are your assumptions about learning and teaching. After you've stated these - do some writing to explore what your assumptions imply for:
- the role of the tutor (how sessions should be conducted, what authority tutors should have within the center)
- the physical set up for tutoring sessions + the center itself
- power relations between the director & tutors, tutors and students, between the center and the University, teachers and tutors - and so on.
This is going to be a draft. These relationships are complicated. As stated in class - part of the purpose for writing a philosophy, now, at the beginning of the term - is for you to think about what your assumptions are, so you can be conscious of them, and watch for how the unconscious assumptions will sneak up on you and direct your sessions.
Also for class Wednesday: Read Coaching when the writer does not have a draft - McAndrew and Reigstad, 31-42.
In class on Wednesday we will look at your writing center philosophies (you are going to comment on one another's blogs), and you will coach each other on writing a response essay. To prepare for the in-class coaching, you can do any pre-writing, reading you would like - but do NOT write a draft response essay.
Great class tonight, and see you Wednseday.
Although it is pretty hard to model how to coach a writer on careful reading stratgeies when you are standing in front of a classroom with a marker in your hand - I gave it a shot. I asked questions, and responded with further questions that took discussion in the direction your answers. I directed you to the text, and asked you to help me find the information in Lunsford that you were using to support your interpretation. We came up with a pretty solid list of terms and ideas from this article.
You then worked in pairs to strategize how you would organize this material into a summary. Groups came up with at least three different patters - all of which made sense. My teacherly comment was to point out that summaries are focused around the author's main point - so the summary needs to set up that point in the beginning, and come back to it at the end, and the material in the middle needs to connect to that main point.
We then talked about writing center philosophies. While talking about Lunsford's article, we identified features of each of the three models for writing centers(Storehouse, Garret, and Burkean Parlor). Those features were:
- an image or model to represent the exchange of knowledge;
- who "owns" or has knowledge;
- how learners gain knowledge;
- and a description of what knowledge is.
For example, in the Storehouse model, the writing center is like a bank (with knowledge stored inside); the tutor (as a representative of the university) has knowledge that the student needs to "get;" learners are "told" or given knowledge by teachers/tutors; and knowledge itself is fixed in that there is a right or a wrong - it has a form outside of context or the person who has it.
For Blog 3: write your writing center philosophy.
For this post, identify:
- your position on what a writing center should be like (an image or model such as storehouse, garret, burkean parlor - or an image of your own.)
- where knowledge is (who owns it, or has the right to say what it is)
-how learners gain knowledge
- and what knowledge is (is it fixed & objective? subjective and inside the learner? created through conversation?)
These are your assumptions about learning and teaching. After you've stated these - do some writing to explore what your assumptions imply for:
- the role of the tutor (how sessions should be conducted, what authority tutors should have within the center)
- the physical set up for tutoring sessions + the center itself
- power relations between the director & tutors, tutors and students, between the center and the University, teachers and tutors - and so on.
This is going to be a draft. These relationships are complicated. As stated in class - part of the purpose for writing a philosophy, now, at the beginning of the term - is for you to think about what your assumptions are, so you can be conscious of them, and watch for how the unconscious assumptions will sneak up on you and direct your sessions.
Also for class Wednesday: Read Coaching when the writer does not have a draft - McAndrew and Reigstad, 31-42.
In class on Wednesday we will look at your writing center philosophies (you are going to comment on one another's blogs), and you will coach each other on writing a response essay. To prepare for the in-class coaching, you can do any pre-writing, reading you would like - but do NOT write a draft response essay.
Great class tonight, and see you Wednseday.
Wednesday, September 16, 2009
Wednesday, September 16
Tonight we talked through the reading from McAndrew and Reigstad; as we talked we made connections between writing process, tutoring process(es) and language/conversational moves you might actually use in a writing session.
We started by talking about writing process as consisting of three parts: pre-writing, drafting, and revising - and we talked about how you could tell where a writer was in his/her process, and what you might work on with writers in different parts of their process. We also noted that writing process is recursive - in that writers cycle through gathering information in the pre-writing stage, getting information on the page in the drafting stage, and getting the forus, organization, development + language right in the revising stage.
We also talked about what goes on in writers heads, decided that chaos is OK, observed that language meanings depend on who is talking and under what circumstances, and discussed student centered, collaborative, & teacher centered approaches to coaching writing (with the observation that student centered is the preferred method in our text book).
We checked out methods and conventions for summaries (handout listed as a link to the right), and you did some role playing coaching students who are having trouble getting the meainings from texts. You came up with a great set of strategies for helping students see the text in new ways. After making sure they could state the "what happened" of the text, strategies to move them to think about ideas include: chunking the matierial into sections; asking students to state the purpose, themes, or what the author was doing; asking them to state one idea that says what a reading is about; getting them to look at the title + headings, introduction/conclusion, topic sentences, itialicized words, terms that are defined or repeated; listening to students questions and providing them with resources to find their own answers, and so on. I am thinking you don't really need me to teach this class!
For Monday:
Blog 2: list Lunsford’s main points
Read: Barnett and Blumer, "Collaboration, Control, and the Idea of a Writing Center" by Andrea Lunsford
In class, we will talk over writing center philosophies, do some more thinking about how to write summaries for different rhetorical purposes.
Have a great weekend and see you Monday.
We started by talking about writing process as consisting of three parts: pre-writing, drafting, and revising - and we talked about how you could tell where a writer was in his/her process, and what you might work on with writers in different parts of their process. We also noted that writing process is recursive - in that writers cycle through gathering information in the pre-writing stage, getting information on the page in the drafting stage, and getting the forus, organization, development + language right in the revising stage.
We also talked about what goes on in writers heads, decided that chaos is OK, observed that language meanings depend on who is talking and under what circumstances, and discussed student centered, collaborative, & teacher centered approaches to coaching writing (with the observation that student centered is the preferred method in our text book).
We checked out methods and conventions for summaries (handout listed as a link to the right), and you did some role playing coaching students who are having trouble getting the meainings from texts. You came up with a great set of strategies for helping students see the text in new ways. After making sure they could state the "what happened" of the text, strategies to move them to think about ideas include: chunking the matierial into sections; asking students to state the purpose, themes, or what the author was doing; asking them to state one idea that says what a reading is about; getting them to look at the title + headings, introduction/conclusion, topic sentences, itialicized words, terms that are defined or repeated; listening to students questions and providing them with resources to find their own answers, and so on. I am thinking you don't really need me to teach this class!
For Monday:
Blog 2: list Lunsford’s main points
Read: Barnett and Blumer, "Collaboration, Control, and the Idea of a Writing Center" by Andrea Lunsford
In class, we will talk over writing center philosophies, do some more thinking about how to write summaries for different rhetorical purposes.
Have a great weekend and see you Monday.
Revised Calendar
The link to the calendar now provides a document with assignments that will actually correspond to the dates we meet. There may be additional revisions - but this is a closer approximation than the first draft!
Bring Barnett & Blumer to class tonight - we are going to work through pre-reading activities as a way to set you up for reading this essay. See you soon.
Bring Barnett & Blumer to class tonight - we are going to work through pre-reading activities as a way to set you up for reading this essay. See you soon.
Monday, September 14, 2009
Class Monday, September 14
You set up your blogs, pasted in links to your classmates' blogs, and we got started talking about why peer to peer writing coaching works - and what tutoring isn't. Too bad we didn't get to the role-playing, that is really the heart of where learning takes place.
About blogs:
To change your layout or add gadgets, click customize (upper right of your page).
To create a new post - click new post. Once you are in "new post" you can click "edit posts" to go back and revise or delete an older post. You can also click the tabs for settings + layout to make other changes.
I have updated the blog list entry (after this one) and everyone's address should be on it. If I have misspelled or otherwise messed up your link, let me know. For next class, do your best to have a link to your classmates' blogs + mine.
Good work on the training certificates. Those of you who are finishing up, try to turn them in asap and I will turn them in to the Kean University IRB.
Good class tonight!
For Wednesday:
Post Blog 1: Your response to the readings so far. Any questions? Anything nnew or surprising? Anything you would like to learn more about?
Read: McAndrew & Reigstad, 21 -30.
I will fix the dates on the calendar. . . see you Wednesday.
About blogs:
To change your layout or add gadgets, click customize (upper right of your page).
To create a new post - click new post. Once you are in "new post" you can click "edit posts" to go back and revise or delete an older post. You can also click the tabs for settings + layout to make other changes.
I have updated the blog list entry (after this one) and everyone's address should be on it. If I have misspelled or otherwise messed up your link, let me know. For next class, do your best to have a link to your classmates' blogs + mine.
Good work on the training certificates. Those of you who are finishing up, try to turn them in asap and I will turn them in to the Kean University IRB.
Good class tonight!
For Wednesday:
Post Blog 1: Your response to the readings so far. Any questions? Anything nnew or surprising? Anything you would like to learn more about?
Read: McAndrew & Reigstad, 21 -30.
I will fix the dates on the calendar. . . see you Wednesday.
Blog addresses
http://dariarieker.blogspot.com/ Daria
http://timblog4070.blogspot.com/ Tim
http://sheerahg.blogspot.com/ Musheerah
http://rleigh-robinsclass.blogspot.com/ Robin
http://laneave.blogspot.com/ Laura
http://eng5070ryan.blogspot.com/ Ryan
http://kevin4070.blogspot.com/ Kevin
http://intelligentlisa.blogspot.com/ Talisha
http://dannyswrittingclass.blogspot.com Daniela
http://samuikamui.blogspot.com/ Sam
http://timblog4070.blogspot.com/ Tim
http://sheerahg.blogspot.com/ Musheerah
http://rleigh-robinsclass.blogspot.com/ Robin
http://laneave.blogspot.com/ Laura
http://eng5070ryan.blogspot.com/ Ryan
http://kevin4070.blogspot.com/ Kevin
http://intelligentlisa.blogspot.com/ Talisha
http://dannyswrittingclass.blogspot.com Daniela
http://samuikamui.blogspot.com/ Sam
Wednesday, September 9, 2009
What we did in class, September 8
For our first class, we introduced ourselves, went over the syllabus and the calendar, and talked about the course blog and IRB training. Most importantly, we got started on thinking about what makes good learning happen. You told stories about times when you had a good experience with learning - and we identified features of those experiences and listed them on the board. Your stories were strong examples of what motivates and sustains learners as do the scary work that accompanies trying to do something new. Features we noticed were: having concrete examples (with lots of different examples); having assurance, encouragement, and models (predictable routines and patterns); having connections to the learner's interest and motivation; good listening; getting step-by-step information about process (how to do something instead of what needs to be done); getting help with stepping back so the learner can "see" his or her self (like when Daniela's father video-taped her); working on a team and having opportunities to practice; getting one-on-one feedback; being able to ask questions - and some that I forgot.
Features of learning that are most important will vary from learner to learner and from situation to situation - but this list provides us with a good place to start thinking about how writing coaches can support learners as they work on their writing.
For next class:
Take the IRB training (linked from the right side of this page)and send me a copy of your certificate.
Read: in McAndrew and Reigstad, 8-21
Those of you who have laptops - bring them to class. I will see what I can do to get computers for the 5 students who said they do not have access to a laptop. In class you will set up your blogs, and we will continue writing and thinking about how writing centers and general - and writing coaches in particular- can support writers.
Thanks for your good participation in tonight's class. I am looking forward to working with each of you.
Features of learning that are most important will vary from learner to learner and from situation to situation - but this list provides us with a good place to start thinking about how writing coaches can support learners as they work on their writing.
For next class:
Take the IRB training (linked from the right side of this page)and send me a copy of your certificate.
Read: in McAndrew and Reigstad, 8-21
Those of you who have laptops - bring them to class. I will see what I can do to get computers for the 5 students who said they do not have access to a laptop. In class you will set up your blogs, and we will continue writing and thinking about how writing centers and general - and writing coaches in particular- can support writers.
Thanks for your good participation in tonight's class. I am looking forward to working with each of you.
Tuesday, August 25, 2009
Peer Tutoring - Fall 2009
Welcome to ENG 4070/5070! 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.
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.
Subscribe to:
Comments (Atom)
