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! :)
Wednesday, February 27, 2008
Monday, February 18, 2008
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.
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.
Wednesday, February 13, 2008
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.
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.
Wednesday, February 6, 2008
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.***
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.***
Monday, February 4, 2008
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.
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.
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