Well the semester is coming to an end and I have already done 4 of my 5 solo consultations. I truely have enjoyed all of them, and am getting more and more excited to begin consulting in the center more regularly and consistently.
Session 2
This session was different than any other session that I have participated in, in any way. It was monday afternoon in the library and it began as a 30 minute session, but became a full hour once we decided to focus on at least some of all 19 pages. The client was an undergraduate student who had a collaborative 19 page report that her professor required them all to bring in. I was not bothered that she did not come in on her own accord, and I felt like I was actually able to help her with some grammar and argument issues. We read through the paper section by section, one of which she wrote, the others she had not even read. Overall, I felt that the session went smoothly and I was able to reveal some aspects of the paper that I felt could use some clarification and elaboration. This was the first time that I was consulting on a paper that was about something that I did not understand the terminology for (marketing/business) and I thought that it was extremely interesting.
Session 3
My third session was this morning in Bessey with an international graduate student. We worked on the flow/argument/readability of her dissertation abstract. Her topic was dealing with social issues, and I thought it was very interesting. Together we read through her paper and made several grammar changes and some adjustments to her overall argument and flow. I thought that working with a graduate student was very interesting and satisfying. The session became more of a conversation between she and I. I would tell her what I thought of something and she would either agree or disagree and was completely able to justify how she felt about it. It was very interesting and I hope that I am able to work with her again on this same project.
Session 4
My fourth session was also this morning and I worked with an international undergrad from Africa. We were working on a creative piece for his intro-WRA class that was a response to a science fiction novel that they all read earlier in the year. He took a very creative approach to the project and created a newsletter that was to be published to a fictional sub-culture of the novel. I thought it was great to be able to consult on more of a visual and creative medium. We were able to talk about how some pictures could work better and more of the creative aspects of the overall piece. It was really satisfying working in a creative medium and having good discussions. I really am looking forward to working with more clients more consistently.
Wednesday, December 3, 2008
Last Thoughts on Literacy Narrative
Overall, I thought the literacy narrative project was useful for me as a new consultant. I’ve worked with several clients on literacy narratives, and my own experience enabled me to help them a great deal. Last week, I had an appointment scheduled with a client who wanted to work on a digital remix of their literacy narrative. I got really excited about working on something beyond a traditional paper, but the client never showed up. Having recently completed my own remix, I would have enjoyed working with someone else on the same type of project.
For my final version of my digital remix, I chose to remake my original video in iMovie. From what Karissa showed us in class, iMovie seemed to offer a lot more options for putting together the various elements of a project. As I worked with iMovie, I came to discover that it has as many limitations as Windows MovieMaker. While I think my final product was an improvement over my initial presentation, I was just as frustrated by the time I finished. Nevertheless, despite all the grief this part of the project caused me, I’m glad I did it. I feel like I have a better handle on how to use iMovie, which is helpful considering how many professors assign projects using it.
Likewise, I’m glad I got the chance to remix my original literacy narrative as a piece of creative writing. Beyond just stretching my mental muscles, it gave me the opportunity to see the consulting session from the perspective of a client bringing in a piece of creative writing. It can be difficult sharing something that personal and submitting it for “judgment,” but I think now that I’ve done so, I can help other creative writers. Having someone else look over my writing generated valuable feedback that I could apply not just to this assignment, but also to my writing in general. Furthermore, the workshops we did in class gave me a better idea of how to address creative writing samples that clients might bring in. Overall, all of these experiences have helped me develop as a consultant.
For my final version of my digital remix, I chose to remake my original video in iMovie. From what Karissa showed us in class, iMovie seemed to offer a lot more options for putting together the various elements of a project. As I worked with iMovie, I came to discover that it has as many limitations as Windows MovieMaker. While I think my final product was an improvement over my initial presentation, I was just as frustrated by the time I finished. Nevertheless, despite all the grief this part of the project caused me, I’m glad I did it. I feel like I have a better handle on how to use iMovie, which is helpful considering how many professors assign projects using it.
Likewise, I’m glad I got the chance to remix my original literacy narrative as a piece of creative writing. Beyond just stretching my mental muscles, it gave me the opportunity to see the consulting session from the perspective of a client bringing in a piece of creative writing. It can be difficult sharing something that personal and submitting it for “judgment,” but I think now that I’ve done so, I can help other creative writers. Having someone else look over my writing generated valuable feedback that I could apply not just to this assignment, but also to my writing in general. Furthermore, the workshops we did in class gave me a better idea of how to address creative writing samples that clients might bring in. Overall, all of these experiences have helped me develop as a consultant.
Final project/presentation
My final project/presentation is today at 6 p.m. Here are some of my concerns:
1. I have outside sources, but I don't feel they're relevant to include in the final project (the one I am actually turning in). I've read many sources that discuss grammar biases and how others perceive language misuses, but my final, which is based around a usage survey of a cross-section of undergraduates/graduates and writing consultants, doesn't rely on the perceptions beyond the sample. I could be wrong.
2. I ramble. And I'm long-winded. I won't pretend. So that makes me nervous.
3. I guess that's it.
I'm excited to do my presentation in a way, too. I like interacting with writing consultants and classmates when it comes to grammar and language usage issues. I feel I always learn something new, so I hope that's what today brings. I've really enjoyed my time with people in this class, and I hope we band together and lead a revolution in MSU's Writing Center. I'm not sure what that revolution may be, but we'll do it.
Peace.
1. I have outside sources, but I don't feel they're relevant to include in the final project (the one I am actually turning in). I've read many sources that discuss grammar biases and how others perceive language misuses, but my final, which is based around a usage survey of a cross-section of undergraduates/graduates and writing consultants, doesn't rely on the perceptions beyond the sample. I could be wrong.
2. I ramble. And I'm long-winded. I won't pretend. So that makes me nervous.
3. I guess that's it.
I'm excited to do my presentation in a way, too. I like interacting with writing consultants and classmates when it comes to grammar and language usage issues. I feel I always learn something new, so I hope that's what today brings. I've really enjoyed my time with people in this class, and I hope we band together and lead a revolution in MSU's Writing Center. I'm not sure what that revolution may be, but we'll do it.
Peace.
Tuesday, December 2, 2008
Chalmers
Like Cat and probably everyone else, I wish the Chalmers partnership had worked out. I don't thnk anyone is to blame though. I sort of thing they dropped the ball in not responding to our posts, b/c from what I heard, we had all made a post (however reluctantly) that never got responded to, and do the conversation stopped. As bad as it sounds, I think everyone involved needs to be required to make posts for a grade... otherwise I think we all know there's little motivation to do it.
I think we could have learned a lot from the Chalmers students, both about writing center work and academic life in another country. It would have been cool to see the difference and similarities. But I think one thing that could have made the partnership more interesting is if we had a set plan to do something OTHER than talk about our experiences, because that's what we already do in class, and we can only rehash the same topics so many times.
This was the first attempt, so of course there will be kinks. In the future I think everything just needs to be more organized and planned, and we need to commit to the partnership and make it an active part of class.
I think we could have learned a lot from the Chalmers students, both about writing center work and academic life in another country. It would have been cool to see the difference and similarities. But I think one thing that could have made the partnership more interesting is if we had a set plan to do something OTHER than talk about our experiences, because that's what we already do in class, and we can only rehash the same topics so many times.
This was the first attempt, so of course there will be kinks. In the future I think everything just needs to be more organized and planned, and we need to commit to the partnership and make it an active part of class.
Leading Sessions 4 & 5
Today I had two leading sessions back to back, but it was with two opposite students. The first was a very motivated writer, and she was awesome to work with. She was a grad student and an ESL student studying to teach English to ESL students. We worked on her word choice. She often forgot to put "the' or 'a' in front of certian words such as "Teacher should answer the students" should be "The teacher should answer the students." She was genuinly interested in developing her writing in English. She asked me how I edit my own work and if I could tell that her paper was written by an ESL student. She did begin to catch some of the akward wordings she used. I suggested to her to read her paper out loud to herself and to print it off if that would help her. It was relieving to be able to work a student interested in their writing more than their actual grade.
And then my day turned around. The next session I lead was with a stressed out ESL writer who said he wanted me to help him with his word choice. He really just wanted me to edit his paper, asking me for my opinion and avoiding working on any other aspects. His paper was only 2 pages but he was in a hurry and explained when he left, after only a short 15 minute session, that his paper was due at a 6 o'clock class. Although his paper was very well written, it was frustrating to go back to working with a stressful "help me get a 4.0 by editing this for me" kind of student.
He did not put much effort into the session. I tried to ask him questions to spur his attention away from grammar, but he was not interested. I guess you get what you put in.
And then my day turned around. The next session I lead was with a stressed out ESL writer who said he wanted me to help him with his word choice. He really just wanted me to edit his paper, asking me for my opinion and avoiding working on any other aspects. His paper was only 2 pages but he was in a hurry and explained when he left, after only a short 15 minute session, that his paper was due at a 6 o'clock class. Although his paper was very well written, it was frustrating to go back to working with a stressful "help me get a 4.0 by editing this for me" kind of student.
He did not put much effort into the session. I tried to ask him questions to spur his attention away from grammar, but he was not interested. I guess you get what you put in.
ESL discussion input
My commentary on ESL writers in the writing center is a bit belated because most of us have already discussed pitfalls and strategies in tutoring. I wanted to throw in my two cents in the spirit of blogging (and forgetting I had never written out my input but instead had voiced my opinion in class).
I'm still unsure how I would handle situations in which I was tutoring a writer whom I can literally not understand. We've discussed imagery and drawing shapes to communicate, but I can't see how that would be time-effective in a one- or in even a two-hour session. I've already had this experience, as many of you know, and I eventually gave up because the writer ended up constantly arguing with any suggestion I made — assuming either of us understood the other — so do you find another consultant to take the writer? Do you just sit there and let the writer finish reading the paper? Because that's what I did. And I felt useless and frustrated and completely unprepared for accepting another client.
It's draining. Despite the ways that have been outlined to handle ESL and international students, sometimes there aren't correct solutions and the only thing you can do is sit there. It's sad but...alas. I'm feeling deflated about the issue, and dear diary-ish.
I guess that's all.
I'm still unsure how I would handle situations in which I was tutoring a writer whom I can literally not understand. We've discussed imagery and drawing shapes to communicate, but I can't see how that would be time-effective in a one- or in even a two-hour session. I've already had this experience, as many of you know, and I eventually gave up because the writer ended up constantly arguing with any suggestion I made — assuming either of us understood the other — so do you find another consultant to take the writer? Do you just sit there and let the writer finish reading the paper? Because that's what I did. And I felt useless and frustrated and completely unprepared for accepting another client.
It's draining. Despite the ways that have been outlined to handle ESL and international students, sometimes there aren't correct solutions and the only thing you can do is sit there. It's sad but...alas. I'm feeling deflated about the issue, and dear diary-ish.
I guess that's all.
Monday, December 1, 2008
Chalmers stuff
I wish Chalmers had turned out differently. I was really looking forward to discussing the bigger questions with our faraway peers. I also wanted to know how writing centers are perceived there versus here, but then I wondered...how ARE writing centers perceived here?
Before I started working here, I had no opinion of the writing center. I just thought, hey, there's a big room by my classroom and people always ask if they can help me with stuff when I mosey on in to grab a reference book. But I never considered the kind of work people did or the type of people/students they helped. I feel that the writing center itself is severely under-promoted, and I'm certainly not saying that falls on anyone's shoulders — I just think it's something that's difficult to "promote" and, even if you can, who are your target audiences? Freshmen? International students? Well, they already come — so what about the people who don't come who could actually get a lot out of everything?
I want to know these things about Chalmers University. How do people perceive writing centers, do they understand them, do they even have an opinion of one in existence? Are they at all common? Is collaborative learning a common practice there, or is writing consultation simply a different entity?
I feel that if there had been fewer responsibilities on both ends for participating students, we may have been able to make this a priority. Maybe in the future, it can be like a three- to four-week project where we actively engage with the students. But the problem with that is similar to the problem we occasionally have with consultants — without interaction on their end, how do you possibly compensate?
Questions to ponder.
Before I started working here, I had no opinion of the writing center. I just thought, hey, there's a big room by my classroom and people always ask if they can help me with stuff when I mosey on in to grab a reference book. But I never considered the kind of work people did or the type of people/students they helped. I feel that the writing center itself is severely under-promoted, and I'm certainly not saying that falls on anyone's shoulders — I just think it's something that's difficult to "promote" and, even if you can, who are your target audiences? Freshmen? International students? Well, they already come — so what about the people who don't come who could actually get a lot out of everything?
I want to know these things about Chalmers University. How do people perceive writing centers, do they understand them, do they even have an opinion of one in existence? Are they at all common? Is collaborative learning a common practice there, or is writing consultation simply a different entity?
I feel that if there had been fewer responsibilities on both ends for participating students, we may have been able to make this a priority. Maybe in the future, it can be like a three- to four-week project where we actively engage with the students. But the problem with that is similar to the problem we occasionally have with consultants — without interaction on their end, how do you possibly compensate?
Questions to ponder.
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