Today will be the first day I will be tutoring a English 102 student. Last week, I felt confident about this next step. But today is the day and I can't help it but to be nervous.
For the beginning of the session, I am going to introduce myself and as the students name. I will ask " So, what are we going to be working on today"? Then ask for his/her assignment sheet, ask for the students paper and evaluate it. As I begin to evaluate the paper, I will be checking for Higher Order Concerns such as a thesis, supporting paragraphs, evidence and of course the overall organization and structure of the paper.
The strategies that I plan to use is Nutshelling and teaching. What this strategy consists of is that i would ask the writer to explain the "essence of the piece while (I) take notes" (42).
Monday, April 27, 2015
Monday, April 20, 2015
Writing Center Observation #4
April 20,2015
For my last observation at the writing center, the tutor introduced me to the student she was going to be tutoring. The tutor began the session by asking, "So, what are we working on today"? The student told the tutor he wanted a revision to his essay, since he received a C as a grade and wanted to improve it. The tutor began by reading the students essay. Then she asked him more questions like:
For my last observation at the writing center, the tutor introduced me to the student she was going to be tutoring. The tutor began the session by asking, "So, what are we working on today"? The student told the tutor he wanted a revision to his essay, since he received a C as a grade and wanted to improve it. The tutor began by reading the students essay. Then she asked him more questions like:
* What are you trying to prove?
* How can you articulate you idea for the thesis?
Then the tutor told the student to try to answer the questions you are asked in the assignment in order to come up with the thesis. As the tutor kept reading through the essay, she let the writer know that he needed a new focus for each body paragraph. In addition, she noticed a quote in his essay that was very long and to make it short (1-2 lines). The tutor also noticed that he ended his paragraph with the quote. Since the writer seemed confused after so many errors, the tutor said that she was going to be back in a second to bring him an outline structure handout so it can help him improve his structuring and ideas for his essay. So she had the student working on the handout so it can help him put his ideas into order.
Another student came in late and she gladly started to help him. The second student was only in the session for about 20 minutes but she gave him good feedback. Even though they didn't finish the session, she encouraged him to come back for more help.
The first student was really pleased with the session that he was actually able to fill out the handout and found the structuring to be really helpful. I believe this was another great tutoring session that I experienced here at the writing center.
Writing Center Observation #3
March 25, 2015
The third observation at the writing center, I can say was the best I've seen so far. The tutor was very friendly and asked for my name. After she called for the student, the three of us sat down to begin the session. The tutor nicely introduced me to the student letting him know that I was an observing her and not the student but that she was hoping he wouldn't mind. The student didn't mind my presence there either so I'm glad the tutor made it comfortable for all of us. I also realized that this was a follow up session this student was having with the same tutor. So the tutor took a minute to explain the assignment to me so I can have an idea on what would be going on in the session.
During the session, the tutor asked the writer to make a list of supporting arguments for his essay.
The tutor constantly was asking the student questions in order to keep him brainstorming.
The student seemed like he wanted most of the answers for his essay, however the tutor was very patient with him and never made him feel like his ideas were wrong either. She nicely lead the writer to emphasize all his ideas better. This is an example of usurping ownership, according to the book Tutoring Writing.
Since the tutor had already explained the assignment to me, we both knew that the students professor did not want their students to use outside sources. The student was only given one article to write his essay on. As the tutor was reading through the students essay, she pointed out words and sentences that she believed were outside sources. I found that amazing that she was confident that it wasn't his own words and that he was using an outside source when he wasn't supposed to.
So the tutor politely asked the student if those sentences were from an outside source. The student confirmed. So the tutor told him he would have to remove that from his essay since the professor only wanted him to base his essay on the article that was handed in class. In addition, the tutor told him that even if he was able to use outside sources he would have to cite it because the way he did it would be considered plagiarism.
This tutor was a great example of what should be happening in the tutoring session. Now I know if I ever have to go to the writing center, I'd go to her. :)
The third observation at the writing center, I can say was the best I've seen so far. The tutor was very friendly and asked for my name. After she called for the student, the three of us sat down to begin the session. The tutor nicely introduced me to the student letting him know that I was an observing her and not the student but that she was hoping he wouldn't mind. The student didn't mind my presence there either so I'm glad the tutor made it comfortable for all of us. I also realized that this was a follow up session this student was having with the same tutor. So the tutor took a minute to explain the assignment to me so I can have an idea on what would be going on in the session.
During the session, the tutor asked the writer to make a list of supporting arguments for his essay.
The tutor constantly was asking the student questions in order to keep him brainstorming.
The student seemed like he wanted most of the answers for his essay, however the tutor was very patient with him and never made him feel like his ideas were wrong either. She nicely lead the writer to emphasize all his ideas better. This is an example of usurping ownership, according to the book Tutoring Writing.
Since the tutor had already explained the assignment to me, we both knew that the students professor did not want their students to use outside sources. The student was only given one article to write his essay on. As the tutor was reading through the students essay, she pointed out words and sentences that she believed were outside sources. I found that amazing that she was confident that it wasn't his own words and that he was using an outside source when he wasn't supposed to.
So the tutor politely asked the student if those sentences were from an outside source. The student confirmed. So the tutor told him he would have to remove that from his essay since the professor only wanted him to base his essay on the article that was handed in class. In addition, the tutor told him that even if he was able to use outside sources he would have to cite it because the way he did it would be considered plagiarism.
This tutor was a great example of what should be happening in the tutoring session. Now I know if I ever have to go to the writing center, I'd go to her. :)
Monday, April 13, 2015
Writing Center Observation #2
March 23, 2015
For the Second observation, the tutor began by reading the tutee's essay, without asking questions or making an attempt to have a conversation. As the tutor was reading the tutees essay, she began to look for grammar and punctuation.
At the beginning I didn't know there was a Session Report paper that had options on why the student went to the writing center. The options were:
In the session, the tutor's phone rang and said "Excuse me, I have to take this call". Then after she finished her important phone call, she started to explain to the student and to me why the phone call was so important and apologized again.
On a positive note, I found it well done by the tutor was that she encouraged the student to read her essays "out loud, SLOWLY" and that was she will find her errors easier and faster. The tutor also told us that when we are writing about literature or art, we have to write in the present tense. The tutor also explained what a research is and who the researchers were in the article. The tutor explained to the student to not "throw in initials", unless she has already spelled out the complete word before the initial.
Ex: IRB ---> Institutional Review Board
The tutor also taught us that for the number's 1-10, you have to write the word out. and for 11- infinity, you can write out the number. That was something new I learned.
During the session, I also noticed that the students paragraphs were very short and the tutor didn't point it out. I didn't think that this tutoring session was the best, but it was a good experience to learn on what not to do in a tutoring session.
For the Second observation, the tutor began by reading the tutee's essay, without asking questions or making an attempt to have a conversation. As the tutor was reading the tutees essay, she began to look for grammar and punctuation.
At the beginning I didn't know there was a Session Report paper that had options on why the student went to the writing center. The options were:
* Paper Revision
*Grammar Review
*Paper Development
Paper Revision was checked off in the session report, meaning that the student wanted a paper revision, NOT A GRAMMAR REVIEW. The whole session consisted of grammar revision. Checking for grammar and punctuation is considered a Low Order concern (LOC). I think there's nothing wrong with correcting her grammar but that was the only thing that the tutor was focusing on, rather that what the student went to the session for.
In the session, the tutor's phone rang and said "Excuse me, I have to take this call". Then after she finished her important phone call, she started to explain to the student and to me why the phone call was so important and apologized again.
On a positive note, I found it well done by the tutor was that she encouraged the student to read her essays "out loud, SLOWLY" and that was she will find her errors easier and faster. The tutor also told us that when we are writing about literature or art, we have to write in the present tense. The tutor also explained what a research is and who the researchers were in the article. The tutor explained to the student to not "throw in initials", unless she has already spelled out the complete word before the initial.
Ex: IRB ---> Institutional Review Board
The tutor also taught us that for the number's 1-10, you have to write the word out. and for 11- infinity, you can write out the number. That was something new I learned.
During the session, I also noticed that the students paragraphs were very short and the tutor didn't point it out. I didn't think that this tutoring session was the best, but it was a good experience to learn on what not to do in a tutoring session.
Monday, March 30, 2015
Writing Center Obervation #1
March 18, 2015
I was excited for my first observation at the writing center. I didn't know what to expect but I was hoping I would learn a lot from the session.
Before the session started, I noticed that there were two students who were going to be helped by one tutor. I started to think, " Could this be a good idea"? I didn't think so... at the moment.
In the observation at the writing center, the tutor asked the tutee if she had a hard copy with her. The tutee didn't bring a hard copy and said "I only have my tablet with me, but I can come back another day with the hard copy". The tutor said in a polite way, "Its fine, I'll try to work with what you have in the best way possible. But for future reference, always bring a hard copy."
This was a great example of " Never responding too late" , according to the book: Tutoring Writing.
Throughout the session, the tutee said that she was still confused of what the thesis really was, so the tutor explained that the thesis is "...not always an argument... It is NOT the main idea, it is MORE than the main idea"!
The session consisted of a lot of questions from the tutor to the tutee. There was good eye contact, posture and encouragement. The tutor noticed that the tutee was missing a lot of details such as the setting. So the tutor asked the writer questions on the background of the story she can understand her essay better. The tutor guided the tutee on how she can re-structure her paper. The tutor also explained to the tutee about providing more context before a quote. To me, this was a perfect example of a tutoring session.
There was also a second tutee that went to the writing center with the same tutor. The tutee came in with two articles that she said she was confused about. So the tutor suggested that she should annotate what she understood for each paragraph.
Throughout the session, the annotation really helped the tutee understand the articles and you can tell that both tutor and tutee were happy for the progress.
After, the writer began to get off topic and talk about her own eating habits, since her article was about "What we eat is our business". The tutor nicely asked a question to the tutee in order to get back on track. It was pretty smooth. The tutor asked the writer that she can actually use those experiences to add to her paper.
At first, I thought having a session with two people wasn't a good idea. But it actually helps the other writer to work on what she needs to work on, while the tutor helps the second tutee. What a great experience for my first observation.
I was excited for my first observation at the writing center. I didn't know what to expect but I was hoping I would learn a lot from the session.
Before the session started, I noticed that there were two students who were going to be helped by one tutor. I started to think, " Could this be a good idea"? I didn't think so... at the moment.
In the observation at the writing center, the tutor asked the tutee if she had a hard copy with her. The tutee didn't bring a hard copy and said "I only have my tablet with me, but I can come back another day with the hard copy". The tutor said in a polite way, "Its fine, I'll try to work with what you have in the best way possible. But for future reference, always bring a hard copy."
This was a great example of " Never responding too late" , according to the book: Tutoring Writing.
Throughout the session, the tutee said that she was still confused of what the thesis really was, so the tutor explained that the thesis is "...not always an argument... It is NOT the main idea, it is MORE than the main idea"!
The session consisted of a lot of questions from the tutor to the tutee. There was good eye contact, posture and encouragement. The tutor noticed that the tutee was missing a lot of details such as the setting. So the tutor asked the writer questions on the background of the story she can understand her essay better. The tutor guided the tutee on how she can re-structure her paper. The tutor also explained to the tutee about providing more context before a quote. To me, this was a perfect example of a tutoring session.
There was also a second tutee that went to the writing center with the same tutor. The tutee came in with two articles that she said she was confused about. So the tutor suggested that she should annotate what she understood for each paragraph.
Throughout the session, the annotation really helped the tutee understand the articles and you can tell that both tutor and tutee were happy for the progress.
After, the writer began to get off topic and talk about her own eating habits, since her article was about "What we eat is our business". The tutor nicely asked a question to the tutee in order to get back on track. It was pretty smooth. The tutor asked the writer that she can actually use those experiences to add to her paper.
At first, I thought having a session with two people wasn't a good idea. But it actually helps the other writer to work on what she needs to work on, while the tutor helps the second tutee. What a great experience for my first observation.
Wednesday, March 25, 2015
Sandy Velasco
English 220
Professor Rodgers
3/25/2015
Today's video on "Plagiarism", helped us learn how as a tutor we should handle situations with tutee's at the writing center. In the video, a student didn't want to re-do her paper since the tutor explained that there was no citation involved in her research paper. The tutor warned her about what may happen if she doesn't give credit to her sources. The tutor was very calm even though the writer felt offended.
English 220
Professor Rodgers
3/25/2015
Today's video on "Plagiarism", helped us learn how as a tutor we should handle situations with tutee's at the writing center. In the video, a student didn't want to re-do her paper since the tutor explained that there was no citation involved in her research paper. The tutor warned her about what may happen if she doesn't give credit to her sources. The tutor was very calm even though the writer felt offended.
Tuesday, March 17, 2015
Sandy Velasco
English 220
3-16-2015
Based the Writing Center videos, I believe what makes a tutorial successful is to make the enviornment comfortable for both the tutor and the writer. The tutor should be careful with their tone and body language. The writer shouldnt feel like the tutor is bored. Tutor's are available in the writing centers to help tutee's in their writing so they can improve their academic performance. The tutor should ask questions to the tutee in order to have his/her ideas to flow.
What are we looking for as we begin our observations next week is for the diffrent types of tones, body languages and dialouge that the tutor uses during the session. For observations, we should also listen to the diffrent kinds of problems that the writer's have and how the tutors help. We are also looking to observe if the tutors prioritize the lower-order concerns (grammar) more that the higher-order concerns (thesis, paragraphs and evidence).
With the little bit of knowledge we have so far from Tutoring Writing, we know that the tutor is not there to take ownership of the writers paper. According to the book Tutoring Writing, "tutors who pounce on first draft writing and make corrections, take the writing away from the writer".
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