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.