To Mr. Bert Eisenstadt,
My
name is xxx and I am a student in Dr. Justin Rogers- Cooper's Seminar
in Teaching Writing. I registered for this course because I have a genuine love
for writing and I wanted the opportunity to improve on my skills while helping
others. This course provides the perfect blend and I am thankful for the learning
experience. The course texts Tutoring
Writing by Donald A. Mc Andrew and Thomas J. Reigstad and Active Voice by James Moffett outline key
strategies in teaching writing. These books provide the necessary tools for a
student tutor to have in their arsenal. However, in order to truly learn the
art of tutoring writing, I believe it is necessary to see these written
theories in practice. As you know, an important component of the course is
observing actual tutoring sessions in the Writing Center. It is an involved,
yet rewarding process that should be taken seriously as many students rely on
their tutor for guidance during the writing process. As I completed the four observations
at the Writing Center, I observed Collaborative Learning tutoring styles that
were effective as well as excessive emphasis on LOCs that may need to be
omitted for higher efficiency in the Writing Center.
The
most effective tutoring session I witnessed occurred during my third
observation. The student came in with a paper that had been completely covered
in red ink by her professor. The professor also stated numerous times that the
student completely missed the subject of the assignment. The student was
discouraged and did not think she would be able to accurately complete the
assignment. The tutor, in this instance, encouraged the student by pointing out
that the overall language and tone of the paper was well done. To assist the
student in editing the piece, the tutor used Collaborative Learning to get a
better understanding of what the student wanted to convey in the piece. This
theory is fully explained in the book, Tutoring
Writing by Donald A. Mc Andrew and Thomas J. Reigstad. The Collaborative
Learning theory is described as a process in which "the tutor and the
writer are connected as they question, propose, and evaluate both the draft and
their interaction" (McAndrew and Reigstad 5). Using Collaborative Learning
is effective because it allows the writer's voice to be heard while the tutor
guides the process in the right direction. The Student needed assistance with
the structure and organization of her piece. The tutor used the strategy coined “just talk about it.” The
tutor simply held a conversation with the student, discussing
the thesis and the major issues within it. The student was able to refine her
thesis and further develop her draft (McAndrew and Reigstad 50). In Active Voice, Moffett asserts that
talking about ideas that a writer will add to a written work is a natural
process because
“people first learn to speak through vocal exchange”
(Moffett 46). Developing inner speech into writing often occurs later and in
stages, in other words, it is easier for one to speak about ideas before the
actual written work can be completed. This theory held true during this session
because the student was more confident that she could correct the piece and had
some good leads to finish the paper on her own. She promised to return to the
same tutor the following day and left with a smile on her face and I left the
session with a new technique to use when a student comes to tutoring deflated
and distressed.
On
the contrary, I also observed techniques that I would not use during my own
tutoring sessions. During my fourth observation, I witnessed a tutor that had a
great rapport with a student but it crossed the fine line between professional and “too friendly.” While it is
important that the student feel comfortable during the student session, I believe
the tutor should maintain an air of professionalism throughout the interaction.
The tutor was very honest with the student about errors made in the paper, even
pointing directly to the errors and telling the student to correct it. McAndrew
and Reigstad state that, "if a tutor zeroes in only on surface errors-
what we refer to as lower order concerns (LOCS)- the effect on the writer may
be harmful and adverse to the goals of tutoring" (McAndrew and Reigstad
17). This was evident during this session. The tutor mainly focused on LOCs
during the entire session with the student. The tutor explained that she had a
great rapport with the student and she could be blunt with her pointing out all
of the errors in the paper because the student should “know better.” The tutor
did not discuss any HOCs with the student at all. Instead of primarily focusing
in LOCs, the tutor could have concentrated on helping the writer perfect the
overall development of her ideas. Since the tutor and writer had a great
rapport, the tutor could have utilized their positive relationship and the
strategy of “Oral
Composing.” When a tutor uses this strategy, he/she instructs the writer to
speak about what the writer thinks he/she may write in the paper. As the writer
is speaking, the tutor takes notes. This strategy can help the writer develop
relevant ideas, sentences and phrases that will aid in making the paper more
cohesive (MsAndrew and Reigstad 46). Since the tutor only focused on the LOCs
it interfered with the tutoring process and the student left with a piece that
was grammatically correct but lacking the further structural development it
needed.
As I begin the process of tutoring
students, I am impelled to use as many of the positive strategies I witnessed
during the observation sessions. I realize that every student will be at a
different writing level and it is important to have many different tools to be
able to help any student. In addition to different writing levels, students
will enter the Writing Center at varying emotional states as writing can be an
emotional process. As I saw with the discouraged student, it is important to
give positive feedback while working with the student to improve the weaker
areas of their paper. Also, it is important not to become overly friendly. The
student needs to feel comfortable and the tutor must maintain an air of
professionalism at all times. I believe I am prepared to tutor student and I
look forward to the experience. Thank you for the opportunity.
Sincerely,
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