I have always been a "History and English student" while my roomate has always been a "Math and Science" student. I'm always willing to help my friends out with their papers. I helped my roomate go over her thoughts and produce an outline for a major paper she had to write over this weekend. After hearing her complain about how difficult it is for her to write a paper I told her about some of the interesting differences between different cultures in writing. I was hoping to make her feel better by telling her how hard it is for those who come to our University from other countries to adapt to our writing style.
Instead of making her feel better, she seemed envious. She said she wanted to write in a different style like the one I described to her. I explained to her how some cultures don't believe in the neccessaity of citing sources and explaining in details, but rather buliding onto knowledge that you can assume your reader already has established. I thought it was interesting that my roomate, who could be categorized into a different type of student, thought it would be easier to write that way. She claimed it would be better for her. Although, I'm such an English-language lover at heart I can not fathom producing papers through such a different and seemingly vauge arrangment.
Maybe this is just my roomate, but maybe it is other students as well. I still find the subject very interesting and am thinking about working on some of these ideas for a final project. But I was wondering what everyone else is considering for their projects as well.
Monday, October 27, 2008
Connections etc.
Ok I fail - this is my post for last week, since being out of town this weekend apparently erased my memory, and I forgot about blogging :(
Something interesting seems to happen nearly every semester - I always seem to have at least 2 classes that end up discussing the same themes simultaneously. This semester is no exception - in my English 302 class (intro to the english language) we began last week to discuss ESL students, and how best to teach them in an English-speaking classroom. We've of course had readings on this topic, with the result that I confuse my readings for this class with the readings for that class. But it's awesome that I can extend my knowledge between classes. So last week for 302, we read an article that addressed the problem of teaching students who know little or no English at all, while also trying to teach your regular class of native English speakers. It's quite a dilemma. The author suggested having the ESL students write first primarily in their native language, because if they're not good writers in their home language, they can't be good writers in English. As they learn English, they can gradually start integrating English words into their writing, until they eventually make the transition to all English. They wouldn't be graded on what they wrote, but just that they wrote at all, since the teacher wouldn't be able to read their home language.
The article went on to discuss some of what we've addressed as well - the differences in writing styles between cultures, and how difficulties arise as a result. This whole rambling mess of a blog entry may seem totally pointless and irrelevant, but I found it really useful as a writing tutor to think about how an ESL student acquires the English language and in what contexts. Also, class discussions in 302 made me think about the whole language thing from the other side; how frustrated must ESL students feel, trying to operate in a new culture with a new language, and getting lost in translation as a result? As English speakers, we are so lucky and spoiled to be able to travel almost anywhere in the world, and be able to use English MOST of the time and be understood. Everyone knows our language, and we for some reason expect them to, but yet how many of us are fluent in any other language? Some food for thought I suppose...
Something interesting seems to happen nearly every semester - I always seem to have at least 2 classes that end up discussing the same themes simultaneously. This semester is no exception - in my English 302 class (intro to the english language) we began last week to discuss ESL students, and how best to teach them in an English-speaking classroom. We've of course had readings on this topic, with the result that I confuse my readings for this class with the readings for that class. But it's awesome that I can extend my knowledge between classes. So last week for 302, we read an article that addressed the problem of teaching students who know little or no English at all, while also trying to teach your regular class of native English speakers. It's quite a dilemma. The author suggested having the ESL students write first primarily in their native language, because if they're not good writers in their home language, they can't be good writers in English. As they learn English, they can gradually start integrating English words into their writing, until they eventually make the transition to all English. They wouldn't be graded on what they wrote, but just that they wrote at all, since the teacher wouldn't be able to read their home language.
The article went on to discuss some of what we've addressed as well - the differences in writing styles between cultures, and how difficulties arise as a result. This whole rambling mess of a blog entry may seem totally pointless and irrelevant, but I found it really useful as a writing tutor to think about how an ESL student acquires the English language and in what contexts. Also, class discussions in 302 made me think about the whole language thing from the other side; how frustrated must ESL students feel, trying to operate in a new culture with a new language, and getting lost in translation as a result? As English speakers, we are so lucky and spoiled to be able to travel almost anywhere in the world, and be able to use English MOST of the time and be understood. Everyone knows our language, and we for some reason expect them to, but yet how many of us are fluent in any other language? Some food for thought I suppose...
ESL Lab
When I attended the staff meeting two Fridays ago, I must admit that I did not think I would ever recommend that any of my clients go there. I was worried that it was too much like quitting. The last thing I want to do is to help an ESL student only a little bit, and then give up and make it somebody else's problem. That is, anyway, the situation I expected the ESL Lab would create with me (through no fault of its own). I was able to get over that on my next day of work though.
I dealt with two clients from Taiwan. For the first it was clear that she needed help with the structuring of her paper. Her situation was interesting because her assignment, or part of it, involved summarizing an article. This was a concept that she did not completely understand. It was satisfying to be able to explain structural concepts to her. Afterwards, when she needed grammar help toward the end, I helped her but ultimately referred her to the ESL lab. It was hard to overcome the desire to help, but I was able to. The second client was different. Though I've often argued that an authoritarian approach is often the best when dealing with grammar issues and ESL students, I could tell it wasn't working on this girl. I would fix things, and explain the reasons to her. I would ask her if she understood and she would say "yes" but I could tell that she didn't and just wanted her paper edited.
I dealt with two clients from Taiwan. For the first it was clear that she needed help with the structuring of her paper. Her situation was interesting because her assignment, or part of it, involved summarizing an article. This was a concept that she did not completely understand. It was satisfying to be able to explain structural concepts to her. Afterwards, when she needed grammar help toward the end, I helped her but ultimately referred her to the ESL lab. It was hard to overcome the desire to help, but I was able to. The second client was different. Though I've often argued that an authoritarian approach is often the best when dealing with grammar issues and ESL students, I could tell it wasn't working on this girl. I would fix things, and explain the reasons to her. I would ask her if she understood and she would say "yes" but I could tell that she didn't and just wanted her paper edited.
Sunday, October 26, 2008
Literacy project
I wrote my literacy paper on my musical development. And now I must present it through a different medium.
I've been thinking a lot about how to go about this. I established a fairly clear path a few weeks ago; I had everything planned out. But now I'm wondering if something different should be done—conducted, performed, demonstrated. I spent almost ten years of my life dedicated to music, and developing an iMovie just doesn't seem appropriate.
Literacies are broad in their definition. Even while I type this, I executing at least four different literacies simultaneously. It's in everything we do, and it's everywhere around us. So how do I present something specific or compelling enough to truly represent my musical literacy? Something that dominated my life for so long, and continues to permeate my everyday tasks, my workplace skills, even the way I think about things?
An iMovie can't do that. PowerPoint, Internet, Microsoft Word, an oral presentation, even...none of those can accomplish that.
So I need to keep brainstorming.
I've been thinking a lot about how to go about this. I established a fairly clear path a few weeks ago; I had everything planned out. But now I'm wondering if something different should be done—conducted, performed, demonstrated. I spent almost ten years of my life dedicated to music, and developing an iMovie just doesn't seem appropriate.
Literacies are broad in their definition. Even while I type this, I executing at least four different literacies simultaneously. It's in everything we do, and it's everywhere around us. So how do I present something specific or compelling enough to truly represent my musical literacy? Something that dominated my life for so long, and continues to permeate my everyday tasks, my workplace skills, even the way I think about things?
An iMovie can't do that. PowerPoint, Internet, Microsoft Word, an oral presentation, even...none of those can accomplish that.
So I need to keep brainstorming.
Friday, October 24, 2008
Responding to Listening to the World
Reading Helen Fox’s Listening to the World has been a challenging experience for me. I don’t mean that I’m having a hard time getting through the text, but that it is genuinely challenging me as I read. Writing from a personal perspective, rather than more academic/objective position, Fox invites her readers to see and feel things the way she does. I feel like I’m making the same realizations and having my eyes opened in the same way. Her approach is an effective one, and seems to emulate the context-rich style that many of her students favor. Other academics have written on this subject, but it took Fox’s personal anecdotes to really drive home the difficulties faced by ESL students. It’s one thing to talk about the implicit cultural bias that manifests itself in professors’ (and tutors’) corrections of student text. It’s another thing entirely to make the reader aware of how they themselves are guilty of that same bias.
Reading about Surya’s difficulties, I felt like I had been punched in the stomach. If even the well-intentioned criticism of caring professors felt like “a blow to the head,” how might my own criticism have made ESL students feel? Have I contributed to their feelings of frustration and embarrassment? I can only hope that my suggestions don’t come off as condescending or arrogant. I’m well aware that I can become frustrated when I can’t get an ESL student to understand how part of their text might be confusing. Even though we are communicating in the same language, it feels like there’s an insurmountable barrier to understanding between us. My frustration is with myself, because I feel like I’m failing them as a tutor. But what if they pick up on my frustration, and think that I’m frustrated with them? Or that I blame them for not understanding? Do they think I think they’re stupid? Have I made people resent me? Fox’s goal was to get her readers to re-evaluate their approaches to working with ESL students, but she couldn’t have predicted the deluge of self-doubt that I’m experiencing.
When I have a session with an ESL student, my focus is on the text at hand. Whether I’m addressing HOCs or LOCs, the writing has my attention. Reading Fox has gotten me to start thinking beyond that. How many students have I worked with that were facing these internal crises, and I completely missed it? As part of the system that seeks to shape their writing, I’m contributing to their stress. What is my responsibility, as a tutor, to ease this burden? What can I do? Even if I take an accommodationist approach, I can’t guarantee their professor’s reaction to stylistic differences in their writing. If being sensitive to cultural differences in writing styles ends up hurting their grade, I doubt they would be any happier than if I pushed them to “conform” to the American academic style. How can we get professors to work with us and with ESL students to find a path that facilitates communication while respecting cultural differences? This problem is so daunting and I feel so insignificant. What can I do to make a difference?
Reading about Surya’s difficulties, I felt like I had been punched in the stomach. If even the well-intentioned criticism of caring professors felt like “a blow to the head,” how might my own criticism have made ESL students feel? Have I contributed to their feelings of frustration and embarrassment? I can only hope that my suggestions don’t come off as condescending or arrogant. I’m well aware that I can become frustrated when I can’t get an ESL student to understand how part of their text might be confusing. Even though we are communicating in the same language, it feels like there’s an insurmountable barrier to understanding between us. My frustration is with myself, because I feel like I’m failing them as a tutor. But what if they pick up on my frustration, and think that I’m frustrated with them? Or that I blame them for not understanding? Do they think I think they’re stupid? Have I made people resent me? Fox’s goal was to get her readers to re-evaluate their approaches to working with ESL students, but she couldn’t have predicted the deluge of self-doubt that I’m experiencing.
When I have a session with an ESL student, my focus is on the text at hand. Whether I’m addressing HOCs or LOCs, the writing has my attention. Reading Fox has gotten me to start thinking beyond that. How many students have I worked with that were facing these internal crises, and I completely missed it? As part of the system that seeks to shape their writing, I’m contributing to their stress. What is my responsibility, as a tutor, to ease this burden? What can I do? Even if I take an accommodationist approach, I can’t guarantee their professor’s reaction to stylistic differences in their writing. If being sensitive to cultural differences in writing styles ends up hurting their grade, I doubt they would be any happier than if I pushed them to “conform” to the American academic style. How can we get professors to work with us and with ESL students to find a path that facilitates communication while respecting cultural differences? This problem is so daunting and I feel so insignificant. What can I do to make a difference?
Lately I have been finding myself frusterated with reading theory on how to tutor, and I just want to start tutoring. That being said I think I will begin my co-consulting/ primary consulting next week.
The most recent article that we have read was by Fox and illustrated many interessting points. The most resounding point for me was one that I feel we have already talked relatively extensively about. It was the concept and issues surrounding tutoring ELL writers. The main argument is that ELL writers bring aspects of their native culture, that may be different from American culture, into their academic writing. These cultural differences can feel strange to American readers and ENS tutors are often quick to focus on the differences brought about by the language devide. Of course I agree that all academic papers do not have to perfectly fit into the mode of American academic papers. However, I still feel it is authoritarian of the American tutor to choose to overlook certain aspect of a non native speakers paper that seem foreign or uncomfortable. The vast majority, if not all, of the clients that enter MSU's writing center are there to improve the grade that they may get on their assingment. Therefor, how can a tutor willing choose to overlook an aspect of a paper that the paper's grader may not choose to overlook.
It is the turor's job to assist with the client's paper how ever the client may feel is necessary (within reason, of course). The tutor has a responsibility to mention aspects of the writer's paper that may catch the eyes of another another reader, but the final decision of what is submitted in the paper is entirely up to the writer.
The most recent article that we have read was by Fox and illustrated many interessting points. The most resounding point for me was one that I feel we have already talked relatively extensively about. It was the concept and issues surrounding tutoring ELL writers. The main argument is that ELL writers bring aspects of their native culture, that may be different from American culture, into their academic writing. These cultural differences can feel strange to American readers and ENS tutors are often quick to focus on the differences brought about by the language devide. Of course I agree that all academic papers do not have to perfectly fit into the mode of American academic papers. However, I still feel it is authoritarian of the American tutor to choose to overlook certain aspect of a non native speakers paper that seem foreign or uncomfortable. The vast majority, if not all, of the clients that enter MSU's writing center are there to improve the grade that they may get on their assingment. Therefor, how can a tutor willing choose to overlook an aspect of a paper that the paper's grader may not choose to overlook.
It is the turor's job to assist with the client's paper how ever the client may feel is necessary (within reason, of course). The tutor has a responsibility to mention aspects of the writer's paper that may catch the eyes of another another reader, but the final decision of what is submitted in the paper is entirely up to the writer.
Thursday, October 23, 2008
Frustrations, Fox, and Falderal
I am having difficulty understanding why ESL writers have so many problems with the English language. I feel like my Westernized bringing up is binding. Is it enough to know that the differences exist? I get frustrated because of the cultural barrier. There are so many contradictions present when NES tutor ESL students and other things we talked about on Wednesday, so I am going to rant about a few things I do not understand from Helen Fox.
#1 - ESL students do not always want to change their style of thought and the way they write to fit American ideals.
ESL students do not come to America share their culture with the U.S. What can they possibly share with us that we haven't seen before? This is THE MELTING POT. We've got people from everywhere, and anyone who has been here long enough has pretty much assimilated into the Western style of thought and writing. Hence the popular Melting Pot, so symbolic of our culture. Society rejects non-conformists - I learned that in my IAH class last year. And yet some ESL students are not willing to open themselves up to this mindset because they don't want to lose their culture or change the way they think or act. Honestly, change should be an expected byproduct of coming to a foreign land. You become immersed into their customs, common sayings, and the way they think. I know this same process would happen to me if I went to a foreign country for a long time - ESL students should just accept the differences and, as bad as it sounds, start assimilating to a degree.
#2 - ESL students are not used to directive thinking.
This is definitely a product of my Westernized mindset. How can someone not just know how to get to the point? Stop beating around the bush? Go for the gold? Aim for the target? Stop going in circles and say it! Sure, sometimes I go off on tangents, and sometimes I get a little off topic. Sometimes I even drop subtle hints into what I am saying, occasionally for the reader's enjoyment. But it is so hard for me to accept that students do not know how to directly say what they want to say. ESL writers should start learning, as soon as possible, that we:
- assume the writer knows nothing
- get straight to the point early on in the paper
- show support and evidence, specifically citing legitimate sources
And if they do not accept these ways of thinking, then they simply are not going to do well at MSU...right?
#3 - Classes in the thousands level exist at MSU.
Wednesday was the first time I'd ever heard of these basic, basic writing classes. Are they for people who barely speak English? Or students who have just done so poorly in their writing classes in high school that they could not place into the Introductory writing course in their freshman year? Or merely someone who wants to go back to the basic skills of reading and writing - active reading, forming sentences, etc.? How can you attend an English university, in a country that only speaks English, while taking classes with professors who speak English, and pretty much not being able to function without speaking English? Why would a basic writing class exists at a university like Michigan State? I checked the enrollment on it too, for Fall semester. There is a TON of students enrolled in it! The average GPA at MSU is a 3.4 or something. Does that include their previous writing classes? When you come to an institution of higher education, are you not expected to already have these basic components under your belt?
I guess I could excuse WRA 1000 something's existence for students who come to study at MSU who have never been exposed to English writing styles before. But even then, why would they be coming to America so blindly? I can't see the logic in coming to a country that speaks in an unintelligible language and whose reasoning does not make sense to you.
These are such petty things, I know. I feel like a horrible person when they are just laid out like that. I feel constrained by my Westernized ways of thinking now, though. I am frustrated by my inability to see other's points of view. Or could this be discomfort and unwillingness from attempting to cross cultural boundaries that are not considered my norm?
#1 - ESL students do not always want to change their style of thought and the way they write to fit American ideals.
ESL students do not come to America share their culture with the U.S. What can they possibly share with us that we haven't seen before? This is THE MELTING POT. We've got people from everywhere, and anyone who has been here long enough has pretty much assimilated into the Western style of thought and writing. Hence the popular Melting Pot, so symbolic of our culture. Society rejects non-conformists - I learned that in my IAH class last year. And yet some ESL students are not willing to open themselves up to this mindset because they don't want to lose their culture or change the way they think or act. Honestly, change should be an expected byproduct of coming to a foreign land. You become immersed into their customs, common sayings, and the way they think. I know this same process would happen to me if I went to a foreign country for a long time - ESL students should just accept the differences and, as bad as it sounds, start assimilating to a degree.
#2 - ESL students are not used to directive thinking.
This is definitely a product of my Westernized mindset. How can someone not just know how to get to the point? Stop beating around the bush? Go for the gold? Aim for the target? Stop going in circles and say it! Sure, sometimes I go off on tangents, and sometimes I get a little off topic. Sometimes I even drop subtle hints into what I am saying, occasionally for the reader's enjoyment. But it is so hard for me to accept that students do not know how to directly say what they want to say. ESL writers should start learning, as soon as possible, that we:
- assume the writer knows nothing
- get straight to the point early on in the paper
- show support and evidence, specifically citing legitimate sources
And if they do not accept these ways of thinking, then they simply are not going to do well at MSU...right?
#3 - Classes in the thousands level exist at MSU.
Wednesday was the first time I'd ever heard of these basic, basic writing classes. Are they for people who barely speak English? Or students who have just done so poorly in their writing classes in high school that they could not place into the Introductory writing course in their freshman year? Or merely someone who wants to go back to the basic skills of reading and writing - active reading, forming sentences, etc.? How can you attend an English university, in a country that only speaks English, while taking classes with professors who speak English, and pretty much not being able to function without speaking English? Why would a basic writing class exists at a university like Michigan State? I checked the enrollment on it too, for Fall semester. There is a TON of students enrolled in it! The average GPA at MSU is a 3.4 or something. Does that include their previous writing classes? When you come to an institution of higher education, are you not expected to already have these basic components under your belt?
I guess I could excuse WRA 1000 something's existence for students who come to study at MSU who have never been exposed to English writing styles before. But even then, why would they be coming to America so blindly? I can't see the logic in coming to a country that speaks in an unintelligible language and whose reasoning does not make sense to you.
These are such petty things, I know. I feel like a horrible person when they are just laid out like that. I feel constrained by my Westernized ways of thinking now, though. I am frustrated by my inability to see other's points of view. Or could this be discomfort and unwillingness from attempting to cross cultural boundaries that are not considered my norm?
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