Reflection to Monday and discussion about the third paper

     I did not have a very good experience Monday - I felt like she didn't understand the purpose of my paper.  While I knew the context wasn't perfect, her suggestions were far from what I could see happening to the paper.  I appreciated that she tried to help, but I also felt like she misunderstood my purpose.  It did make me realize how, even if a student were to try hard to express their ideas to a tutor, the tutor may not listen.  This feels frustrating.  I was sad to walk away feeling like I had no good idea of where to go next.  Luckily Phil had a great experience, and had one simple idea that cleared up what seemed like such a big issue before.  I also think that a persons personal view on the assignment, and life, can affect how they interpret things.  This can hinder communication if people are from opposite spheres of opinion.  Overall, the experience made me want more than ever to make my students comfortable and to closely listen to them.  

     Oh a better note, I am happy with my third paper.  I'm glad I worked with Phil because in the end, we created a better paper than I could have alone.  We did have a few stylistic issues, but since we are both tutors, we were able to recognize that it was just a style issue and not something that was wrong.  We then moved on to actual issues, after agreeing on how to stylistically form specific areas.

For those of you that read this blog, you'll be happy to hear that everything turned out okay.  Phil received the emails in time.  It turns out he's an early morning writer.  

Writing

      My last paper actually changed the way I view writing.  I hate to admit it, but I actually used to quickly choose what I was going to write on, and often made the evidence fit my point.  I realized that I had done that with my last paper, and at the last minute found a truth in my evidence I had not noticed before, and completely rewrote my paper to express the new idea.  This time, I couldn't begin writing until I had found something that fit the evidence.  Phil and I met Saturday morning to plan our paper out, and we finally came up with an idea in the last ten minutes, but unfortunately he couldn't meet again to discuss it during the weekend.  I new a second meeting was necessary.  On Saturday night I was going through my observations again, to try and format what we talked about, and I realized one of the sessions just didn't fit with the idea.  I spent quite a few hours today thinking.  I kept thinking and talking through the ideas, writing my ideas down, then changing them.  After over an hour of this battle, I finally came up with a completely new idea that fit with all the evidence.  Since then I've been trying to contact Phil, but it doesn't seem possible.  I just hope he receives my emails before he's written too much (although since he couldn't meet again, I don't know when he's be writing).  I'm meeting with him tomorrow morning, so that should help.

Anyway, it amazes me that my view of writing has changed.  I am much happier with the idea I worked so hard to find in the evidence than any other I could have created.  It's a lot more rewarding to write a paper that you really believe in it and write the truth.  I'm looking back at my first paper, and I am amazed at how bad it is!  Within a few minutes I had many ideas of how to change it, and I'm working through the new information I found so I can create a better paper.  It's not a super quick process though, but I'm trying to finish it fast so Jackie can look over it at least once.  (I don't want to bombard her with papers.)  

I just have one question for Jackie.  What did you do?  My writing changed completely, and I cannot pinpoint what you directly did to help cause that.  I really appreciate the change.  My writing is now more a reflection of myself and my ideas.  I think I was too afraid to look at my own writing closely before, but I'm glad I did.   

Online Tutoring and My Project

     The chapters on online tutoring did give some justification of how it can be very effective, but it doesn't change my mind about it.  I'm still not comfortable with online tutoring.  I've never had a good session, and I think only one or two people have actually shown up.  All of my experiences were last semester, though.  I almost had one today, but the girl came in instead, because she couldn't figure out how to get on.  In the first essay, I felt like the director was almost being rude when he said that only tutors who had tutored face-to-face disliked the online tutoring.  I think if the newer tutor did tutor face to face, she would have the same opinion as the others.  I cannot see how online tutoring could really be better, as the second article seems to claim.  I also think it is funny that a tutor is intended to write very casually online, therefore showing the student exactly what not to do in his or her paper.  

     Since I discussed my project in my last post, I would like to post my good news.  Phil and I switched to the writing center, since the writing desk didn't have enough appointments.  We are observing Taylor.  I was able to do two hours of my observations today, and I will finish my observations tomorrow.  For one of the observations, Phil was the one being tutored.  While I thought this would be awkward, it proved to be a good session for both of them.  I was able to watch Taylor become more comfortable with the situation as it continued, and they both seemed very happy when the session ended.  They both showed a strong feeling of accomplishment.  An interesting twist on the matter, Jason observed me observing the session.  I am adding his notes into my observation notes.

April 6

     I am very worried about completing the work for our project.  Phil and I contacted the writing desk immediately, and we have finally been through the beginning processes and will be able to observe tutoring this week.  Unfortunately, they have a very small number of appointments scheduled for the week, and I don't think any are scheduled when we can observe them.  It is frustrating that we came this far and I'm not sure if we'll be successful.  This is greatly frustrating to me.

     While reading the chapters for tomorrow's class, I realized that I don't meet expectations for the beginning of a session, and I don't think I could meet some of them.  The book mentioned talking a long time with your client so both of you feel more comfortable.  I'm not good at this in other situations; I don't know how I would suddenly become great at it now.  There are some clients I become comfortable with, and will talk a little more with, but even then I focus mainly on working with their paper.  As long as I see the purpose of a session as helping the student with their work, I will always focus more on getting to work than talking.  I think this is an ongoing battle in my head.  I try my best to do everything I can to be a good tutor, but when suggestions clash with my personality it's difficult.  It takes me time to get to know a person, and small talk at the beginning of one session would not be enough for me to feel comfortable.  How can I expect that to work for everyone else?

Response to Sherwood and Jacoby

     The first chapter discussed censoring of ideas, or encouraging self-censoring.  The writer is correct that it can be harmful to encourage either, and it seems to me a good solution to avoid either would be to honestly discuss the situation and implications of the writing.  In fact, with both articles, discussing the situation with the student, as an equal, would solve many of the problems or worries expressed by the writers.

     The second essay compared tutors to physicians.  I would have to say that I am a little tired of reading about how writing tutors compare to other professions. 

     In response to the second article: tutors are also students, and students are the product of multiple educational institutions.  It can be criticized that tutors are just further socializing students to the institution, but what isn't?  Even rebellion from an institution can be joining another institution or set of expected ideas.  

     The mentioning of gatekeepers puts a different spin on Phil's introduction to the tutoring book.

     My conclusion is that both authors are adding to the ongoing discussion we've been having about tutoring.  In fact, with the comparison between medial professionals and tutors, he states many of the same arguments of how a tutor should be, just with odd comparisons.

Murphy and DiPardo

     The first reading sounded familiar, at least at first.  We had previously discussed how a tutor was similar to a therapist, and this text further supports that idea.  When looking upon it closer, as is necessary to develop questions, I realized that there were many claims that seemed odd to me.  I do not enter a session feeling I am to change the behavior of a student.  Even if I help the student to become a better writer, I cannot change anyone.  All behavior changes take place internally - the student would have to choose to change.  I guess this idea alone bothers me greatly.  They also referred to a session as an intervention, which sounds horrible!  I do not consider students that come to the writing center to be heading down a writing path so horrible that someone must stop them right away.  Honestly, I do not consider everyone that comes through the doors to be a pathetic case that needs my utmost help.  I want to help people with their writing, but I'm not going to begin with any preconceived notions that seem negative, as those ideas seem to me.

     The second article made me think about an ESL student I work with often, and many others in general.  Many ESL students just want me to help them make their papers "better" or more like native writing.  The feedback some teachers' give can be harsh, and not really help point a student in the direction they need to go.  Why does our culture expect everyone to conform to it, and not accept that English is not the one and only language?  It seems like the idea, it's right and the only way because it's my way, is overly evident in this case.

Ten Minutes of Observing

I observed at the Ball State Starbucks next to the Bookstore on Friday from 4:05 - 4:15.

Time Observation
4:05 Bar overlooking bookstore with eight empty seats
12 two person tables - all but 1 have chairs (2 chairs)
Floor half wood, half carpet
Second Bar on Post with 3 chairs and things sitting like coffee and tea accesories (on bar)
4 tables with 2 people (including us)
4:08 Girl sits at 1st bar (opposite windows)
Phil and I sit at the table by windows opposite the bar
2 girls sit talking to our left by 2 tables (Krystina is one of them)
2 boys sitting listening to music on the left corner across from us
4:10 Girl from bar walks to order
Second guy goes to bar - next to her (girl above)
Table to right of us has 1 girl studying
1 cashier working, makes coffee too / that area is far to the right
4:12 Guy (someone) else wlaked in and orders
Woman with black bag walks to look at coolers far to our right
Guy with glasses and nice shirt walks in to order
4:14 Girl at bar moves away from the other guy that sat down
Loud Machine
4:15 Phil talks to girl that came in with his girlfriend and explains he's busy doing an assignment for class
Person in black jacket with bag walks in to order
Another guy walks in, sits down alone in the middle (of the room)
All but 2 people come in from entrance to our left, not the far right bookstore entrace
4:16 2 guys at table listen to music and read separate books, laptop open in front of them


Time Reaction / Reflection
4:05 Why two different floors? (Reacting to observation of floor half wood half carpet)
4:08 Why first (person) to sit at bar? Farther from others? Did she sit so far away to avoid other people? Is there a reason? (Response to girl sits at 1st bar)
We also sat far from others. (Response to Phil and I sit at table by windows opposite bar)
Why are only girls interacting, and not boys? (Response to 2 boys sitting listening...)
Why do the boys choose the darkest place, the corner of the room? (Response to same)
4:14 Why does everyone sit far from everyone else? (Response to Girl at bar moves away...)
What is that? (Response to loud machine)
4:15 Why is one entrance more common than the other? Is coffee not allowed at the bookstore? (Response to observation about entrances)
4:16 Why are they here together, if they're not interacting? (Response to 2 guys at table...)

I added some articles to what I had originally wrote, and expanded words that I had shortened. This was for the conveniance of my readers.

Two types of tutoring - and my experiences

     The first article seemed to be what I've heard most about tutoring - that the student should always be in total control of his or her paper.  I've worked hard to accomplish this in sessions, because despite how simple it sounds, it's very difficult to do.  I have improved with doing this, also, which makes me happy.  But I always feel there is a line where you must help the student, at least a little, or lose all hope of accomplishing anything.  With this, I mean that you cannot let the student hit breaking point.  I've suggested a student to use a different word, and the student became so frustrated from not being able to think of another word, that he was ready to give up on his paper.  I hope to not cause any student such distress over a single word.

     The second article intrigues me because I can think of an example of where a teacher was directive, and it became a turning point in my writing.  She did not rewrite my paper, but she did take me aside and tell me something useful.  She said I was a good enough writer to know the truth about conclusions.  What I had at the moment, which was the usual summary of the paper, was weak and would hold my writing back.  She then explained to me that the conclusion was to answer the "so what" question.  She only elaborated slightly on this, but I tried to write it, and she continued to tell me it was wrong until I got it right.  This made a huge difference in my papers, and i passed my peers in writing capability because of this knowledge.  In that respect, I can understand where the second article is coming from.  I do agree that different students need different tutoring styles.  

North Goes Cynical

     North's second article seems much more cynical than his first.  The first article was idealistic, but it left the reader feeling that writing centers were important and were trying to reach out and help students.  I don't know if he became burnt out from struggling with his ideals or something else, but he seems to have given up by his second article.  While it is nice that he addresses the fact that some of his claims were a little too idealistic, I feel he's stripping the university of the writing center, and instead giving the writing center to English students, which probably use it the least.  

     He also suggests no longer having beginning writing classes for all students of the university.  I disagree with this also.  Many of these students NEED the classes, for the sheer fact that without them, they would be much less capable of communicating through writing.

     Even if a student only comes to the writing center once or twice, that doesn't mean he or she hasn't learned something.  That student may leave with valuable knowledge about writing, or with more writing confidence, both of which are good enough to justify the session.

     What made him so cynical that he abandoned the idealistic idea of the writing center completely?  Honestly, no one is perfect; therefore, idealistic ideas are never fully attained.  Those ideas serve their purpose though; they constantly push people to strive to do their best.  While it is nice to let tutors know they don't have to be perfect, it is not necessary, or good, to shut out non-English majors from a valuable resource.

Writing and the Heart of Tutoring

     Today I realized why I avoid revision and peer critiques.  My feedback was mainly all good, but one thing Sarah said sent me into rewriting my entire paper.  She suggested I add more interpretation for tutors throughout my paper, instead of just at the end.  As i wrote new portions, I realized the direction of my paper had completely changed, and I would have to rewrite the paper.  I used large portions, but changed my interpretation.  For some reason, when looking at everything again, I found something large that I hadn't noticed or addressed before.  It is for this reason I prefer to change my grammar;  I had spent a long time on this paper, and had hoped not to spend many more hours.  I am glad I did though, I feel it is a much better paper now.  I also realize how people that come into the writing center must feel.  I would always be afraid I'd be told to rewrite when I worked so hard to do what I already did.

     Struggle is worth it, even if I don't know it at the time.  I had worked hard for many sessions with a particular student.  We struggled together to improve her paper, and each time the session left me feeling exhausted.  Today, she came to the writing center wanting to thank me.  She had received a good grade on her paper, and said it was all because of my help, and she wanted to thank me for that.  It's moments like this that are at the heart of tutoring - knowing you've helped someone.

Studying for the Midterm

     I really have no idea what to post here, since all we talked about was information for the midterm.  I am working on studying for that now.  

     I did my first interview already, and the person has written the paper.  We've both been busy, so he hasn't given me the information yet, and I haven't been able to do the second interview.  

     I realized something about my own writing last week.  I like helping others fix their errors, but I hate fixing my own.  I have always had a problem with tense.  I flip between past and present often throughout a paper.  Teachers have called me on this, but none have helped me fix it.  Last week, I finally went through a paper and highlighted every verb.  I found there was no logic to my switching, it seemed very sporadic.  Unfortunately, I noticed another problem with my verbs - lots of passive voice.  It took me over an hour to do all the corrections, which was more than I am accustomed to working on verbs in my own paper.  I feel it helped me though, because now I'm having an easier time catching these errors in others papers.

Chapter 7-9 Bedford Writing Guide for Tutors

     I really appreciate having the information in chapter seven.  In fact, I used the checklist for my fiance's resume, and will soon be using the information about cover letters to help him write a cover letter.  I also didn't know that lab reports and scientific papers preferred the passive voice.  I also had never been told that using the present tense to describe literature was the correct tense to use.  I have had trouble with changing tenses, and asked people when to use what, and never gotten a specific response like that.  

     I had to edit a word in the first sentence, second paragraph of chapter eight.  It should read, "You will often encounter writers who come for help just before their paper is due."  I have experienced each of the tutoring situations before except for inappropriate topic / offensive language.  Slightly close to this, I've experienced the uncomfortably personal topic that still fits the assignment.  It is really hard to work on a paper when it is so uncomfortable to read aloud.  I also think all their scenarios are funny.  Also, their advise is relevant, but you couldn't pull the book out in the situation.  You'll also react differently, even if only slightly, with each client.  Also, I don't know why, but every time their tutor says "what I'm hearing" I just want to smack him or her.  I know what their saying, and it's fine to say it, but those specific words just seem rude to me.  This is a perfect example of why you'll react differently to each person, because everyone interprets things differently.  

     I am glad that at the end of the book they acknowledged that everyone will develop their own philosophy and style of tutoring.  One of their assignments sounded close to what we have to do for the tutor of the year award.

The End of Grammar Snobs

     The humor of the book, while refreshing at first, does become old after awhile.  I'm not going to use this knowledge to battle grammar snobs - I'm going to use it to better my own writing and help others with grammar.  I guess the idea of battling grammar snobs seems silly, since grammar is only a creation intending to make reading easier.  I see grammar rules as guidelines that will be broken by every good writer at some point.

     The devil's list of words was very interesting, but the joke became obnoxious after awhile.  I did discover words I didn't know, and found quite a few pairs I already knew the difference well.  

     I have a question: were we going to discuss anything about interview questions for our new project?  If so, I would definitely need that discussion tomorrow, because my person is going to be writing their paper very, very soon.

Bedford Guide 5 and 6

     These chapters were very boring.  I find it hard to read about tutoring.  In fact, I don't think you could learn to tutor just from reading.  Similarly, I've learned a lot of this already by tutoring.  You improve with experience, but external learning can still help.  In fact, I've enjoyed brushing up on grammar vocabulary, because it makes my ESL sessions much easier.  "You're missing an article here" makes so much more sense to the student than "you're missing a word."  

     I would never want to tape record myself reading a paper and then listen to it!  Most people do not like the sound of their own voices recorded, and this could end up being more traumatic for them.  The book suggests that you shouldn't focus on grammar and syntax in an ESL paper, but so many papers are final drafts and those are the only problems.  I've worked with masters and doctoral students, and their papers are very good except for some problems that come from not knowing the language.  There aren't many errors in some papers, and it helps them to know that two words are normally said in a different order in English.  I also find it easier to work with ESL students after having brushed up on some grammar rules and terminology.  It's hard to tutor students that remember the rules better than I do.

     I don' think it is that different to tutor someone with a computer in front of you instead of a piece of paper.  In both cases you have to strain your neck a little to view it.  I've worked both ways, and they're both fine.  Now online tutoring is a different story.  I do not like online tutoring at all, and I could go on forever about why I don't like it, but I won't.  I'll just say that more progress can be made in a face-to-face session than over the internet.  Communication works easier when you're seated next to each other.  It also works better when your technology works, if you're using computers or anything.  I would also never want an ESL student during online tutoring.  Most of the time an ESL student explains the idea they were trying to get across in their writing, and then I can help them make sure that idea comes across.  If they had to write the idea to me, it would be as confusing as having the paper without the student.

     I am SO thankful we don't do Asynchronous tutoring!  Thank you Jackie! 

More Grammar Snobs

I found a couple of the Grammar Snob chapters to be useful this time. I was really glad to see she included "affect" vs. "effect." I still remember asking my 11th grade English teacher what the difference was, and she couldn't tell me. All she said was "effect" is more common, so in most cases it's right. I am glad I actually have the rules now. I also like having descriptions about posessives. I never feel like I fully understand possessives, but I don't know why. Some of the other chapters were boring, but there was useful information in most of them. I felt very creeped out by her "steamy" chapter. Did she have to describe herself taking a bath? Was that really necessary? That's what I came away with from the chapter, and not so much what she talked about.
I wanted to respond a little to our tutor exercise. I do want to restate that I would never make someone read that said they wanted me to read. This just seems courteous to me, and I know in their situation I would be uncomfortable enough anyway. Also, doing the tutoring session and having others criticize my tutoring has made me really self conscious. I notice every time I make a suggestion, and question whether or not I'm aloud to make that suggestion. I think it's ridiculous, and so far we've only been informed by an idealistic book. You can't wait forever for some students to think of a word... I've tried. They become exasperated and beat themselves up for not thinking of it. This isn't all students, many will just go "yeah!" My question to this idea: have you never had a time you knew the word you wanted, but just couldn't think of it? Maybe you'd think of it in a day or so, but not immediately. I think some things we learn are good to put into effect, but I will never purposefully try to make someone feel more uncomfortable.

Bedford Guide 3 and 4

     I am responding to chapter 3 and 4 in The Bedford Guide for Writing Tutors.  I assume we are to still read this despite the fact class was canceled on Monday.  If not, I am ahead in my responses.

     When I read the Bedford Guide for Writing Tutors, I feel like I'm reading about what we do in the writing center, with some exceptions.  They suggest having you or the student read the paper aloud, which we already do.  Although I think they should have mentioned that it is good to ask what they prefer, since most people don't want to read their own work aloud, at least from my experience.  Also, all their suggestions for online tutoring don't make it any easier.  I really don't like the experience of online tutoring; it is normally more frustrating than helpful.  Even though our technology is updated, I still dread online tutoring sessions because they are less personal and I feel it is harder to communicate and asses someone's writing on a computer screen.  

     One thing that continuously frustrates me about this book is how little they mention working with ESL students.  I work with ESL students more often than others, and I feel like any advise would help.  Most of the advise on how to help students, or how to help students revise, only works with native speakers.  It can be so difficult to communicate that an ESL student needs to fix something without telling them the exact problem and how to fix it.  The book gave twenty examples of possible writers, and only one was an ESL student.  If it takes nineteen examples for any other possible kind of student, it should have many more possible ESL students.  

     One last thought, I always let the student dictate where the session will go, and I never formally plan what we're going to discuss.  It would be impossible to know what needs work without ever looking at the paper.  Also, students are much more willing to work on what they think needs work, and often times they're right.  

Response to Grammar Snobs and my own writing demons

     I think the grammar snob book is very useful.  I never thought about the difference between which and that.  I also had never heard of the subjunctive till last semester, when I became terribly confused of why my Spanish teacher wrote "mood" all over my paper.  I figured out the subjunctive in Spanish, but never connected the idea with English.  Chapter nineteen didn't seem to have much information to me, it's just proof that people change the meanings of words over time by using them differently.  Example: the word gay.  It has a very different meaning from what it used to have.  

     As a writer, I feel like I'm beginning to overcome some of my flaws, which were created by my former education.  Since last year, I've been fighting the instinct to use a five paragraph essay.  I feel like I am finally nearing the end of battling this.  Very recently I began fighting two of my largest problems as a writer.  The first, to never talk in first person.  The second, to never put my own ideas, feelings, or anything of myself into what I write (except what is deemed necessary to make an argument).  I feel this was due to many bad experiences in school, including my tenth grade English teacher always telling us, "No one cares what you think."  Recently I have forced myself to write using the word I.  I have also tried to stop hiding myself, even when I write.  (A similar problem for me has always been talking in class.  I tend to be quiet, and never say anything.  I've been fighting this since I started English a year ago, and I feel it is improving.  Although I've noticed I only speak up in classes where I feel comfortable with the teacher and possible the other students.)  I feel like it is a struggle to say what I really want to say, luckily many assignments are helping me to do that.  Maybe someday I'll go back and tell everyone of my teachers to stop silencing their good students.  Overall, I just wanted to say that I am battling my demons, and I feel like I'm winning.

Bedford Guide for Writing Tutors

In the first chapter, I had to compare their idea of a writing center journal to our own.  They suggest discussing tutoring, but our journal seems to be a means of communication.  They also left out the rant or rave box, and group meetings, which are both important.  In chapter two, the words they used to describe the writing process of before and the current views on the writing process didn't seem very different.  Prewriting replaced outlining.  I think everyone has a different writing process, and the book agrees, which is good.  I think it is funny that teachers try to teach the writing process, since I always rebelled because their way never worked.  I also think that when defining the different stages of writing, ESL students should have their own category.  Even within the group of ESL, there are so many different stages of understanding among writing.  Even in one day, I worked with two students around the same place in school but at very different levels of understanding.  I hope the book addresses this, because working with ESL students can be a completely different experience.

Ch. 6 (second rule)

1.   It is okay to end a sentence with a preposition.

2.  No official exception.  If it sounds bad, don't do it.

3.  "Who are you going to the movies with?"

4.  **

Ch. 7

1.  To avoid dangling participles, make sure that the person or thing performing the action in the second part of the sentence is the same person or thing that was performing the action described in the "-ing" or "-ed" verb in the first part of the sentence.

2.  No exception.

3.  Incorrect example - "Panting in the heat, my shirt stuck to my body."

     Correct example - "Panting in the heat, I felt my shirt sticking to my body."

4.  ***

Grammar Snobs Ch. 8-15

     Before I discuss my chapter, Papa John's sign has a HUGE grammatical error.  It says "Tuscan Meats is back."  I could not believe they would put such blatant subject verb disagreement so high in the air for all to see!

     In these chapter selections, I found I either already knew the material, or it was something that no rule designates.  It seems like the chapters where no rule prevails over another are particularly boring.  I feel like I get the point the first time she quotes every source - they don't agree.  Also, the chapter on hyphens dragged on.  I felt like she wanted me to stop reading much earlier, since she seemed so surprised to still have a reader.  So I guess overall, I didn't learn as much in these chapters.  She still had her funny moments, although she went a bit overboard at times (enough to almost alienate the reader).

FIrst Peer Review Session

Class on Wednesday had one of the more successful peer review sessions I have participated in. I am glad we had two people look at our paper, because I received two very different perspectives. Both liked the style I approached the paper with, which I was very glad about. I was worried since I used a very narrative style, and less technical, that it would not be responded to as well. Whitney gave very helpful comments on what more I could add to my paper (and I need to add a little more, because I'm just about to get the fourth full page).
I also realize why Jackie was so non-descriptive on how we were to write the paper. Each paper I looked at was completely different, and both were different from my own. This allowed us to bring forth our own style and interpretation of how to describe our findings. I would have guessed the essays were for different assignments because of how distinctly different they were. I'm sure every paper in the class is distinct from every other, which will make reading them much more interesting for Jackie!
Overall, I think the review session went very well, and I look forward to working with my peers on the next paper. One issue that bothers me is that we were not able to compare our different results. On our assignment it said we would be able to talk as a group and find out how the professors differed. I think this would be an interesting discussion, and I hope we still get the chance to do it.

Grammar Snobs 1-7

I love this book!  I have been asking teachers for years to explain grammar to me, and no one could help me understand the rules.  I have always known how to write correctly, and I am good at finding grammar mistakes, but I did not know the specific rules.  This book is the best way to brush up on grammar rules.  It is funny, enjoyable, and interesting - so I actually remember what I read.  It is a relief from other books I've been reading for school.  The book is so interesting I accidentally read an extra chapter before I stopped.  

I enjoy the humor she uses to make her points.  I also enjoy the chapters were she explains why a well known rule is no longer valid.  I already knew that you could end a sentence with a preposition, but I was glad to see so many sources opinions on the subject.  It helps to know these rules, so when someone asks, I can give them a direct and confident answer.  

Responding to the last class:  I think the rhetorical triangle is a great tool.  I just feel a little worried about the expectations for our paper.  The creative writing exercise we did was interesting, but I was not planning on writing my paper that way.  I am glad we have our peer review session so I can see how other people approached their papers, and how it differs from my approach.

Response to Chapters 8-10 of Writing to Change the World

I'm not much for original titles, even though I should be.  

I thought our last class was very successful.  There are definitely many similarities between writing and tutoring, and I think it was good to put her ideas into the context of our situation as tutors.  

In chapter eight, the author assumed her writing process would work for everyone.  She also oversimplified ideas, or restated points I consider to be "duh" points - ideas that seem obvious.  For example, our metaphors will be affected by our age, gender, social class and etc.  Everything we write will be affected by our context; even while considering our audience, we cannot change the fact we think the way our life situations have led us to think.  I also feel she wasn't very interested in writing her book.  She tells a lot about how to have good writing that will change the world, but didn't write according to all her terms.  One quote I found particularly funny was, "We need not beat people over the head with our ideas.  Readers are quick learners."  I agree completely with what she said, but I also think she does not follow that idea through all portions of her book.  There are times she stays on a topic a little too long.  There are also times I feel her title says everything for the section, the text following it is just repetition.  She also does not acknowledge that everyone has a different writing process.  I also feel like great writing that does change the world was not necessary done according to her description.  

     By the time I began chapter nine, I wondered if her definition of  "change writing" also included fiction writing, such as Animal Farm.  Sometimes I feel her structures do not open themselves to fiction writing, although many of her later points are relative to all writing.  She talks about not alienating readers, yet one time in the book she said people were "story-seeking organisms."  I find this to be very alienating.  Near the end of her section on "Insiders, Outsiders, and Connected Critics" she had a brilliant quote by Ted Kooser: "Your feelings will surface no matter what you are writing."  This is a very true quote.  I also thought the excerpt on marriage was very well written.  The difficult thing of reading this book is often her quotes and excerpts are written in a much more engaging way than the rest of her book.  

     I think chapter ten is one of her more valuable chapters.  Revising is critical, and I do not think all writers are encouraged enough to revise.  I had a teacher than had us turn the essay in, and then turn in a final draft for a grade later.  I found that I rewrote or reworked most of my essay before turning it in again.  Having the time to revise means fighting procrastination.  I think students today need help with this - all the reminders we can get!  I also think it would be useful for more professors to encourage revision by having draft deadlines separate from the final paper.  I must add one more idea to her thoughts about "Read[ing] Your Work Aloud."  It is invaluable to read your work aloud, and even better if you can get someone else's opinion.  I just think it should be stressed that reading aloud to yourself is also valuable.

Also, I want Phil's reaction to the first paragraph under "Use Your Audience to Help You Focus."

One last thing - what college campuses ban books with the "F-word"???

Response to "Letter From Birmingham Jail"

     Dr. King's "Letter From Birmingham Jail" is brilliant.  I am not able to sufficiently describe my deep emotion from this piece - by all means it is good writing.  He eloquently addresses criticism by explaining honestly and openly how he sees it differently.  For each point he includes many examples; he brings common examples and historical ones into his argument.  His historical examples relate his cause to those of great thinkers such as Socrates and great advocates for change such as Jesus.  His examples are so true I would imagine they would be hard to dispute.  The only disagreement would be created by someone who did not read his argument or refused to acknowledge the truth out of ignorance.  With these logical, historical associations, Dr. King also brings in personal examples that are so strong that any open reader would feel his emotions.  Along with his wonderful ideas, Dr. King includes so many profound truths.  It would do everyone good to read this letter, and be forced to realize how many of the issues could be addressed today.  The prejudice he describes still exists today; some of the people being victimized are different.  The lower class, gays, Muslims, people from the Middle East, Mexicans, and many more meet with hard prejudice today.  Many churches reinforce these prejudices, just like the churches he described.  If only every ill-treated minority had such a powerful speaker and fighter for freedom, equality, and peace, the world would be a far better place.

If someone this great existed, and helped to change the world, it gives me hope that the world is better off than I felt.  There are always those who come and help change the world.  He does so much more b talking and speaking out against what is wrong!  I wish I had the courage to speak the truth in such as way as the world is forced to hear.

One side note - Dr. King new much more about writing and acting to change the world than the author of Writing to Change the World.

Response to Chapters 6 and 7

To begin, I feel skipping the first chapters was not a good idea.  I had begun the book at the beginning, but all I got through was the introduction and chapter one.  Up to that point, I was enjoying the book and also found it very interesting.  Skipping ahead to chapter six did not work out well.  I felt much more alienated than when I began - it was a little difficult to jump in her new ideas with no connection to the old ones.  I would like to go back and read the chapters I missed.  Also, her connection with Therapy and Writing took me off guard, at first.  I found it odd she began each small portion of her chapters by taking about therapists and then using those ideas with writers.  In chapter six, she addressed every problem a writer could have getting started writing.  I appreciated the quotes she had in this chapter from other writers.  Those quotes seemed to work as encouragement for her arguments and for a writer having trouble getting started.  Chapter seven delve into therapy and writing as two very similar things.  This chapter redefines the idea of audience for me.  I always thought of the audience as who would read the work, not as who would be helped.  I think approaching the audience as if they entire audience is one client could be difficult, everything would have to be very generalized to reach everyone.  Yet, the greatest idea she presented was connecting with the person.  If you tell a story that person can relate to, it will help him or her to better understand the idea and be more willing to accept it.  This way, writing to the audience as clients will work, since the stories will be personal.  I also realized that this is a great chapter for tutors.  It relates writing and therapy, both of which are involved in a tutoring session.  You cannot just tell someone to change their paper - they'll never learn!  Approaching writing differently may help a tutor to better help someone with his or her writing.  It is very interesting to think about the relationship that exists between writing, therapy, and tutoring.

Respond to the Whaling Piece

     According to  the Current Traditional Theory of Composition, the whaling paper is almost equal with positive and negative results.  Grammar, spelling, punctuation and mechanics are basically fine, but rules dealing with form have been neglected.  There are no paragraph breaks in the paper; an essay cannot be only one paragraph.  There are four distinct breaks in the paper, when these breaks are added five paragraphs are created.  By adding these paragraph breaks, the correct form of a five-paragraph essay appears.  Japan and the United States are not given equal comparison in this essay.  The paragraph on Japan is much shorter than the two describing whaling in the U.S.  This goes against the form of having a comparative essay equally describing both groups.  The paper is also single spaced, not double spaced, which leaves no room for comments and is an obvious neglect of the rules.  

     The paper also neglects rules of internal citations and a works cited page.  The internal citations are not done correctly.  Since these are punctuated incorrectly, it becomes difficult to distinguish which sentence belongs to the citation.  Also, where is the works cited page?  The citations are useless without a works cited page.  

     This essay does not demonstrate mastery of the rules of writing, and therefore is not a good essay.  If the rules mentioned above were followed, meeting all criteria, then it would potentially be a good essay.

1 - Writing About Myself as a Writer

I have always been confident as a writer. I normally have an easy time writing an essay. I would say my strength is I can write down ideas I want in my paper, sit down and write the whole paper from start to finish. Unfortunately, I normally do this close to the deadline, and cannot revise as much as necessary. My writing, as dealing with grammar and sentence structure, has improved since I began working at the writing center. Grammar has always been a weakness in my writing, but due mostly to my inability to revise a paper. Since I have been helping others to revise their papers, I have greatly improved as revising my own. Despite the improvement, I still struggle with tense. After I have written a paper, I go back and find I switched between past and present tense. Even once I discover this, I have trouble deciding which to use. In some cases, it seems changing is necessary, but I have never checked the rules. If I have any writing ambitions, it would be to continue learning and improving my writing.