Sherwood...

I think the essays we have read in this class have really made it more apparent to me how difficult and stressful a tutoring job can really be...This essay contemplates the idea of another responsibility of tutors is to censor them from making any "racial and sexist" comments in their papers. Even though it is an acceptable idea that the tutor censor them and keep them from making vulgar or unnecessary comments in a paper, it also puts a damper on the tutor-student relationship.
I think it draws some of the independence of the student's paper away from the student. I think that depending on the stance the student is trying to move toward, or the audience that the student is trying to convey, it depends on whether or not the student should be forced to change their opinion.
It's something that has to be taken lightly and seriously during the tutoring session. It's important for the tutor to maintain an amicable environment, and to not put the student down.

Morgan and Fannie

The issue in the second article was something that is really hard to address. The main issue that Fannie faces is that she is a non native english speaker. She has struggled with teachers, classes, and now with the tutoring group because she doesn't know how to express herself. It seems like the tutor, Morgan needs to address her concerns and not tell her what is right to say and what is wrong. Fannie needs to be able to speak and write her own thoughts, and even when Morgan returns from the CCCC, she still finds herself worthless to helping Fannie, because she still does not know the underlying issues.
The article about therapy being a lot like a tutoring session was interesting. There are parallels that can be drawn to that idea, but there are questions that can be addressed. When does it become the tutor's duty to ask the student what is wrong? When does there need to be a line drawn between a therapeutic sesssion, and a learning session? I mean if the student has a problem with writing, and that is causing the "block" then I do think that the tutor should make some type of attempt to address the writers concern, and offer assistance to them.
What really needs to be noticed is the level of comfort in the tutoring session. The small group tutoring caused Fannie to be uncomfortable, and perhaps this should have been noticed and altered. Also, she was uncomfortable with the notion of her Nativeness being unaccepted, and she should have never felt this way.

Observations/Reactions

I observed the Robert Bell Computer Lab from about 4:05-4:15

OBSERVATIONS

1. girl next to me wearing headphones, writing a paper using word document.
2. guy next to her also wearing headphones, looking at his myspace.
3. two girls sharing 1 computer, no head phones, looking at facebook.
4. girl on the left of me wearing rainboots with ducks on them. Puddle where her feet are.
5. computers in the last row by the window have scanners. Larger screens.
6. There is a weird buzzing noise, along with the noise of fingers typing on keyboards.
7. the two girls sharing a computer are giggling
8. The guy next to the girl next to me blows his nose, and then gets up and goes to the printer.
9. One of the lights on the ceiling closest to the door is burned out.
10. There are two staplers on the table by where the lab assistant sits. One works, one does not.
11. Printer #2 is broken.
12. 3 computers have yellow forms saying that the computer is broken.
13. The computer assistant is wearing a hat and an ipod.

REFLECTIONS

1. What kind of music is everyone listening to?
2. Why is the printer broken?
3. Does the assistant get paid?
4. How long have the computers been broken?
5. Is the light broken?
6. Where did the girl get her rain boots?
7. How many of the people in the lab are writing papers?
8. How many are looking on facebook or myspace?
9. How many are ball state students?

:(

So, after I had a good weekend celebrating Easter, I was on my way home Sunday when out of no where some girl swerves and totals the car I am in...Grrr.

Over break I got into a conversation with my mom about ESL students. She was telling me how they seem to have such a difficult time on the Spelling tests. She said it is really hard for the kids to try to understand the meaning of the word and try to figure out how to spell it. I guess I never realized how hard that would be for someone who doesn't even understand the language completely.

After reading some of the chapters out of grammar snobs, I made my mom read it and she laughed a lot. Even though I tell everyone how much of a grammar snob she is, there were tons of times where she had no idea a rule existed. The book left her a little speechless, and needless to say, she doesn't try to correct my grammar all the time anymore!

Paper, Paper, Paper.

I feel like I haven't written a blog in a while!
(Spring break always messes me up)

Anyways, I really enjoyed writing the paper about how a student composes. It seemed really interesting to me because I am also a journalism student. I love doing interviews, and I liked the finished product of the student I interviewed. When I get to do an interview and write a paper, I feel like a real writer/ reporter. This paper taught me a lot about how similarly and differently other students prefer their writing environments, and other preferences they may have that help them to achieve success.
One of the main things I learned while writing this paper and reporting on another student writing their paper, was that if you don't understand an assignment, before you opt to get tutoring, maybe you should ask the professor first if they can give you more information on the paper. While tutors can help the student better identify with the assignment, the professors are the ones who can really tell you what they mean and how they expect you to write your paper for them.
Pretty much what I decided is that it's never a bad thing to ask for help. Even if you have to ask the professor, and then approach the tutoring center, you will feel more confident when it gets down to really time to write the paper!

Midterm TIME.

Well, since the last few classes have been about punctuation, and midterm studying, I don't have much to write about. I am really glad that we are done with Grammar Snobs, and while I didn't think she was boring, she was pretty arrogant. I think it's funny that she pertains to others as being "grammar snobs" when in reality, she is a great big meanie grammar snob herself!
I think it's really hard to try to take lessons on how to use commas and punctuation, because it has all become so habitual to all of us. I get confused when other people try to tell me that I'm wrong, because I kind of feel like punctuation is a part of one's individuality. I am glad that the Bedford Guide did bring in ESL tutorials. I think it's important to distinguish each writer's weaknesses and strengths. It is also to continue to encourage other's writings, and to not judge or make remarks that make them feel inferior.
While I've been studying for this midterm, I can't remember the last time I have been this nervous about a test. I always try to tell myself to calm down, but this time, I'm getting myself more and more confused. It's hard to try to identify with the things I do to sentences. I don't even really know how to correct grammar, it's just something that is natural to me. We learned it so long ago, that it's hard to catch up and redefine our insight.
This class has caused me to step back and rediscover the techniques of grammar, and I'm thankful for that. I can only hope that when it comes to test taking, I can explain myself enough that I know what I'm talking about, and others will know too.

BG, BG, BG!

After reading Bedford Guide, Chapters 7-9, I have to admit I was still pretty bored by this book. It just kind of annoys me how the authors state the obvious. I have taken so many classes that require research papers, but each one has always been different. I agree with their checklists, because it is very important to make sure you have all the necessary components of the paper in order for the paper to be done efficiently.
My senior year of high school, I was taught the best way to stay organized when writing a research paper. We were required to have a note card box and empty note cards with dividers. Each divider separated one of the central ideas of the paper. Anytime during the research process, if we came across a statistic, or a quote, we were to "cite" the source on the top of the note card, write out the quote or stat, and then file it in our note card box. This really helped keep the research organized. It also helped us to smooth out the paper writing process. Even though we ended up having a lot more note cards than we needed at the end, it still really helped show that we had done a thorough job of researching.
Last class was really enjoyable for me. I like how we all try to expand our minds by competing with the grammar snob book. It really opened up my eyes to how much differently each of us have been taught in the past. It doesn't make us all bad writers, or make us all good writers, it just means that we all have a different perspective on how to write. I really appreciate a class that allows us to work in groups and discuss issues about tutoring with one another. I feel like we all give each other helpful advice and I really appreciate it.
I'm glad that chapter 9 of the Bedford Guide approached "coping with different tutoring sessions" because it is so true that not all sessions go perfectly. I think in situations like that, when the writer is asking for help with someone different like a "history book review," that it is important as the tutor that we realize that we can learn something from them.
On a more humorous side, I was talking to my sister yesterday about how we had a class discussion about commas. She was really excited to hear what we came up with because she said "My commas are all over the place!" Not to mention, she's an exceptional cook, so she especially loved Professor McKinney's tip of advice about it being garlic. Even though, she said that she always puts too much garlic on stuff because its "delicious, and healthy for you!" I think she still got the idea behind it though! :)

Class!

I think that this class is becoming more and more helpful to me and my future plans. I especially enjoyed Wednesday's class, and I really like the fact that the class is so small that we are all beginning to personally get to know one another.
Wednesday's scenarios seemed very real, and helped me understand how a tutor session would be run, and also how differently it can be at times. I think that our class really proved aside from the BG, that all tutor scenarios are different, and everyone needs to be reevaluated, in terms of the assignments, and the students needs.
I thought that the scenario was especially interesting because we were having the students come for tutoring on how to "write" a speech, but the real part of the speech was the actual "speaking in public" itself.
Being one who constantly becomes insecure about reading work aloud, I do think that things can sometimes be more better accomplished, if the tutor helps that student face their fear of reading the paper. Also, it was very important in this specific scenario for the student to read out loud, because they would be giving the speech tomorrow, and it's important that they know what they are saying, and who they addressing.
This class has really helped me become aware of the different situations, and how people can all have their own views on how to tutor, but I think the main important thing about it is that just because we may be "tutors", "mentors"or "teachers", I think we all need to remember that we are all human beings, and that who knows, maybe you as a "teacher, mentor, etc." may need help, instead of being the one who is always helping. It's very hard to ask for help when writing a paper, and I think it's part of our jobs to make it easier for them.
Wednesday's class REALLY helped me see things differently, and feel more confident about speaking up in class, and helping others.

The Bedford Guide...

The Bedford Guide for Writing Tutors is really boring. Chapter 3 begins with almost a list of things that all tutors need to keep in mind. It's like the authors just listed things that we need to keep in mind, instead of keeping the reader entertained. We're supposed to keep the writer entertained, and informed, but the book isn't really doing that for me.
I can definitely agree with some of the hints that the authors give us. It's hard to captivate the reader's attention without coming off as arrogant, or "know it all." It's really hard to explain to these writers that they're not BAD writers, they are good writers who are asking for help.
Requesting information from the writer can often be the most difficult thing to do because they might not be able to explain the assignment and that could be the problem arising with the student. Their misinterpretation or misunderstanding of the assignment can be putting a damper on the topic they are choosing to write and more.
I do agree with Ryan and Zimmerelli when they say that you have to make a friendly encounter, and the idea of comfort can really tackle the other issues. I can honestly say I've never been to the writing center for guidance, but I did go to the journalism department for help with my test. They really made me comfortable by sitting me in a computer chair, they let me guide the lessons, and they also encouraged me to take lots of notes.
Letting the writer have a lot of control over the paper doesn't make them feel so insignificant. If your tell them that the ideas they have are feasible, I think that puts them in control of the paper. It's important to let them know you're there to "help," and not to judge, or intimidate them.
I have learned some valuable tips for tutoring students, even though some of them may seem obvious, it's still important that we touch base on each one.

Chapters 5 & 6 Rules

Chapter 5:

1. To lay--> refers to an action done to something or someone else.
To lie--> refers to an action done to someone else.

2. There is no exception to this rule.

3. To lay the baby down.
Today, I lie on the beach.

4. ***

--Hint: The past tense of "to lie" is "to lay"
Lay-laid-laid
Lie-lay-lain

Chapter 6:

1. A preposition takes possession of an object.

2. There is no exception to this rule.

3. Put the book UP on the SHELF.

4.***

Grammar Snobs AGAIN

I think I like Casagrande a little more this time around. She has a very personal way of writing that kind of grasps the reader's attention, whether or not you want to read it. I like how she starts off by covering up her arrogance by apologizing for the things that she was once wrong about. (ha ha, like I really believe it though.)
The more I read her though, it really becomes obvious how much of a journalist she really is. I am going to bring my APA stylebook, and you will see what I mean. Before I took that class, I was always wrong about certain words, and even now, more than half the time people around me are wrong. I only point out their mistakes if I have my book with me, or if I know someone else who will back me up on the APA stylebook.
Aside from the fact that her way of writing reflects that of a Jounalist, she also refers to a lot of newspaper articles, because I would imagine that is where she focuses a lot of her attention on, when reading.
I like when she talks about how bad language doesn't hinder people from becoming successful.
I worked as a receptionist at this business that my dad worked at. I would get so annoyed, because the owner of the business would write appeals and letters demanding more products and services and he would have so many grammatical errors, and typos, that everytime he sent in a letter, he would get denied for whatever he was asking for.

Birmingham Letter

Monday, January 21, 2008

Response to Birmingham Letter

That letter was insane.
At first I was apprehensive as to whether or not I would like how he was writing, but towards about the third page, he really grabbed me. His writing was so compelling, and the rhetorical structure he used to address his point was phenomenal.
When MLK begins addressing the major struggles that the negros endure, it absolutely captivates the reader, because it all is so gut wrenching. When he discusses the ridicule that they receive, it's absolutely impossible to stop reading. "Any law that degrades human personality is unjust." That right there is so simply stated, but so complex in meaning. MLK speaks with some gentleness but assertiveness, that he almost forces the reader to acknowledge the seriousness of his letter. Even toward the end, he is apologetic for taking up too much of the reader's time. How can a man with so much purpose, be so kindhearted when the battle has yet to be won?
I thought it was brilliant for him to compare his efforts to those of Paul as need for Macedonia. He asked the reader to "never be considered an outsider" and he often describes he and his fellow negroes as "victims of broken promises." These broken promises begin with the signs that the local businesses refuse to take down, to the idea that negroes still can't enjoy a seat in the front of the bus.
His idea of a direct action program used to create a situation so crisis packed that it will inevitably open the door to negotiation. Althought MLK uses such a gentle tone, his ideas are drawn out, and show concrete ideas and planning. It is obvious that he is not toying with these ideas, but planning of prevailing.
I like how he offers the gainer a more personal approach to understanding the difference between the 2 laws of unjust and just. He addresses the audience by saying that Adolf Hitler's possession of Germany, and persection of the Jews was "legal" but the Freedom Fighters and their attempts to change the world, was considered "illegal."
He compares Asia and Africa's "speed toward gaining political independence" with "negroes still fighting to be served a cup of coffee."
This was by far one of my favorite reads in a long time!

Posted by Kates13 at 10:31 PM

Nouns & Verbs :(

So, after Monday's class, I did feel a little insignificant...
That insignificance caused me to dig through my last semester's notebook to find the English 321 notes, from Mai Kuha's class.

Here are some examples from her class:

BE verb:

Efficiency is intelligent laziness.

The decision was controversial.

Linking Verb:

Iguanas became popular.

Transitive Verb:

Elmer ate Dinner.

I think that it's such a necessary part of our lives, that we become comfortable with what we are taught as children. In my English 496 class, we're talking about the "structure" that we learn when we're young, and how we develop as a result of it. How we can look at a sentence and off the top up our head, we'll know what the noun is. We might not be able to describe it, but we just KNOW it. That's kind of how I felt in class Monday. (My mom would have been soo disappointed!)
I thought it was interesting that Professor McKinney said that high school is the time that our brains are most responsive to what we're being taught. I think that if that's proven in a study, why doesn't the high school curriculum show these things? I didn't have any English teachers help me study grammar, or anything. All they seemed to care about was vocabulary and punctuation, oh and Romeo and Juliet!
When I teach my second/third graders, I notice that they seem to be very confused when it comes to nouns and verbs. One little girl in my class refused to do anything until I began writing the answers on the board. She even went as far as to copy MY name on her paper, because she didn't realize she had to do her own work!
I think we need to teach these kids more.

Grammar Snobs!

In the Grammar Snobs Chapters 1-7, I think I got a little annoyed.
Although I appreciate Casagrande's comparisons to drunkens, hippies, and obsessed band fans, she also rambles a lot about grammar snobs. While, at the same time, she uses really big words to justify her reasonings. I liked the idea of starting out with two contradictory letters, and I also greatly enjoy the idea of SHORT chapters, and also an easy read. Her comparisons are what kept me entertained, but she seems very arrogant.
I think it's funny because my mom is kind of a grammar snob. When I was little, I would purposely walk around speaking incorrectly. "I done this earlier." If I said stuff like that, my mom would get so mad! She said it was really embarassing when I messed things up, and I feel like that is sort of how this author is.
I don't know, the first 7 chapters had only 24 pages in it, so I hadn't really been given the opportunity to warm up to her yet. I guess I'll have to keep reading and find out :)

Writing about Myself :)

I've been writing for a long time now. Ever since I can remember, I liked to write short essays, or long essays, depending on the class. No matter what, though, I would always choose to write an essay rather than take a multiple choice question test. I have never been good at taking tests, but I could write about mostly anything.

I think that's when I decided on an English major. It seemed the most enjoyable, and logical choice.

I am a a very strong writer when it comes to involving emotions. I like to do reflective essays, and motivational pieces of writing. I really enjoy writing papers when it involves something I really enjoy. For instance, last semester I took a Shakespeare class, and I thoroughly enjoyed writing my final on Macbeth, because it had always been a favorite play of mine.

I'm not good at writing when it involves a lot of opinion, or source for debate. I don't like when people read my paper, and because of their beliefs on the topic, they either give me a bad grade, or misinterpret my own ideas and thoughts. As a writer, I know this is something I should work on.

I can't stand when people make grammatical errors, so I like to think of myself as doing a good job at focusing on those areas.