To Professor Gleason

ENGL B5600 has provided me invaluable insight into the various teaching pedagogies that exists in the field of Basic Writing, College Composition, and Writing Centers.  Coming in, I was a bit apprehensive about my ability to fit into the program, and handle the workload.  I must say that I worried in vain.  The structure of the course allows for any student who is genuinely interested in learning, to succeed.  I enjoyed the camaraderie developed with my peers, the class discussions, the group assignments, and the opportunity to learn more about teaching adult learners.

The readings allowed for reflective and analytical responses through our course blog and class discussions.  Prior to taking this course I had not given much thought to the fact that adult learners faced many of the same problems that child learners face. I learned much about early movement to improve the teaching of college composition from reading and discussing Mina Shaughnessy.  While most of the theorists we read brought to the fore several topics beneficial to my teaching philosophy, the readings about ESL students had the greatest impact.  Tutoring at the Samuel Rudin Writing Center here at City College, I see over 15 ESL students each week and the "errors" in their writing are aligned to the errors discussed by Matsuda and Cox, Severino, Linville, and others.  Learning to recognize, and in a way "accept" or perhaps "work around" these problems to find meaning in ESL students' texts is perhaps the most significant advice that I will take from this course.

In terms of assignments and applying the knowledge of theory into practice, the ethnographic research that I conducted at Baruch College remains a high point of this course.  Taking the knowledge learned about early Writing Center pioneers such as Kenneth Bruffee, Andrea Lunsford, and Steven North, as well as theories about working with students by Jeff Brooks, Kristin Walker, Muriel Harris and others, and then translating this knowledge into a real writing center operation was a major undertaking.  This final assignment, though time consuming, gave me the unique opportunity to observe how a writing center is designed to meet the specific needs of the college in which it is located.

The knowledge gained through participation in this course will serve me (not only as a tutor but teacher of English) long after I graduate this program.  The new peer relationships developed will also assist me in my journey through this program as we continue to collaborate and interact as a community of learners. 

Finally, Professor Gleason, learning from you and working under your tutelage has been a very rewarding experience.  Your expectations are high, as they should be, but this only made me strive to produce a better quality of work and develop even greater confidence in myself as a writer, speaker, and teacher of the English language. 

Information Literacy Workshop in the Cohen Library

I missed the Information Literacy Workshop presentation given by Professor Gibbons at the Cohen Library but was able to attend one conducted by Cohen Library archivist Sydney Van Nort at the new Ruderman Architecture Library. I found the experience to be quite educational and informative. The librarian was able to clear up several misconceptions that I held about the CCNY Library system. She also provided me with the necessary information about the various databases the library houses and how I might access them all.

After the presentation I was convinced that many students at CCNY (myself included) have not made use of the resources available to us at the library. Students should appreciate that this much information is available to them - and free of cost- and not take it for granted. I must also add that City College is on the right track offering these tutorials not only to students but instructors as well.

Learning how to "properly" access information was very useful to me (this is the age of technology). Although I have used Jstor, EBSCOhost and a few other databases via the library website, I usually conduct my research via the New York Public Library or the Queens Library. Professor Van Nort made process of searching the database of books in circulation seem less daunting.

Lisa Williams

The Task: A Guide for Instructors in the Rutgers Writing Center

An interesting video! As a writing center tutor I think that the director's expectations/assumptions might be a bit flawed but his intentions are on point. As he says of Rutger's Writing Center, the goal is to improve the student's writing over the course of the semester. I believe that this should be the goal of all writing centers, however tutors are desperately trying assist a majority of students who are lacking a solid foundation in English grammar.

From my observations, more than half of the students who visit the City College Writing Center need instruction in basic grammar. My question is: "Are we really helping students by working on the process of writing when they have deficiencies in grammar and other basic areas of English? "Scaffolding" is a term in education that explains how children learn or educators should teach, by teaching smaller concepts and building upon them with larger as the student's capacity to learn increases. This is what I think is the "missing link" between what students learn in college classes and what they do at the writing center.

This is the problem that I think prevents writing centers to be as effective as planned when first conceptualized. Many hope that tutors are working with students whose writing abilities are reflective of at least high school level grammar. However the obvious difference between the expectations of students who visit centers and tutors who serve them is that a majority need grammar instruction before they can complete their assignments.

Lisa Williams

October 5, 2010 1:59 PM

Waiting for Superman

I think that the issues about American public education that Davis Guggenheim raised in this documentary have been discussed consistently for years. It is true that no education system will be as perfect as educators, parents, legislators and even students expect, however many schools are failing the students who sit in their classrooms. With so much focus on passing tests, teachers are "short changing" their students in various fundamentals of education.

In fact, from conducting fieldwork observations and student teaching as a Childhood Education major I would say that may of the theories and concepts that I learned in my courses are not being used in some NYC classrooms. Teachers that I observed appeared ill-prepared to competently teach mathematics, science, social studies and literacy. Thus, it was not a surprise that many of the 5th grade students that I observed at one school wrote and read below the level of most of the 3rd grade students that I taught previously in St. Kitts.

In terms of the issue of teachers failing students in Literacy, two authors/educators who have spoken and published texts that highlight this problem are Jonathon Kozol and Lisa Del Pit. Both authors investigate and criticize the way children (especially in minority and urban areas) are taught and how the education given to them affect their ability to progress as learners.

Lisa Williams

October 5, 2010 1:30 PM

History of Writing Centers

Robert Moore does a great job at explaining why Writing Centers are not only feared, but hated. If a student thinks of a place as a laboratory or clinic where writing problems can be diagnosed, why would he or she seek assistance there? While reading his article I pictured a room filled with cold metal chairs and tables, filled with men wearing white coats, and holding magnifying glasses while taking notes on clipboards. Why would I ever think of visiting such as place? This is quite different to my existing knowledge of a writing center- plush comfortable chairs, soft bright lights, computers, and an endless supply of coffee or tea.

As someone who has never sought assistance with writing, the idea of a 'Writing Center' was alien to me when I got to college. The concept of the "Writing Center is not one that exists in my home country (St. Kitts). Students are taught how to write well but there is no assistance in school geared specifically to help students who are struggling with writing. In fact before I came to the US I never dissected an essay into parts. A thesis statement was foreign to me because in St. Kitts I was taught to write the whole essay; not look at parts. Citing sources; drafting, editing and revision; transitioning between sentences and paragraphs; I recognized their importance while working at a writing center.

Consequently, I quickly recognized the value of teaching students to focus on and strengthen specific parts of an essay. Tutoring has also allowed me to approach the writing process differently. If I, (someone who sees herself as a "good" writer) was able to learn so much as a tutor/writing consultant, think of how much students who are actively seeking help can learn. Clearly, not only seeking assistance but also working for these institutions provides those who come into contact with college Writing Centers with meaningful experiences.

October 14, 2010 3:15 PM

Stephen North's "The Idea of a Writing Center"

"The essence of the writing center method, then, is talking." (75)

Conversations between a writing consultant and a student is an essential aspect of the tutoring session. I think that the sharing of ideas, experiences, concerns, and goals helps in fostering a good rapport between both parties. This "talking" often goes beyond the strictures of the student's assignment. Many students want to air their grievances, seek advice about courses, vent about their personal life; the list is endless. The important thing that writing consultants should remember is to focus the content of the session in a way that best assists the student.

I think that talking allows the consultant to express new ideas that might add to a student's essay; get the student thinking/viewing the assignment in a different way; clarify vague or unexplained text; and engage the student in joining/adding to the conversation. The student benefits from the conversation because he or she gains a better understanding of the content discussed, learns about the writing process and grammar, and is able to revise errors.

Clearly, both consultant and tutor benefit from "talking" during writing center sessions. Yet the problem often lies in getting the conversation started.

Lisa

October 14, 2010 2:48 PM

Tutoring Writing-The Right Way

This tutoring session was much improved as the student and tutoring had more of a 'conversation'. The tutor viewed the student's assignment; questioned his thesis; highlighted the fact that he had no thesis; identified that he had not correctly addressed the assignment; and discussed possible steps to improve his paper. None of this was done in the previous tutoring video.

In addition, there was more input by the student who spoke about the assignment, recognized his errors, revised the essay, and returned to the session with another draft. The tutor, although pointing out some of his errors, was not directing or rewriting the essay. The session seemed more helpful to the student who left the session with a better understanding of thesis statements, correct comma usage, and the importance of topic sentences (min-thesis) in body paragraphs.
Lisa

October 19, 2010 2:34 PM

Writing Tutoring-The Wrong Way

I will try, like Garri, to ignore the extremely bad acting as well as the Halloween soundtrack.

After observation I must say that the tutoring session illustrated in this film was indeed strange and to the benefit of only the tutor (if anyone). The tutor did not 'consult' with the student in any way. Instead she told him how she would structure the essay. I did not observe any reciprocity between parties; the student simply absorbed all the tutor said, thanked her and left the session.

From the onset of the session it is clear that the student is unsure of how to approach the essay. His thesis statement is not specific and the tutor does not assist him in structuring one that adequately expresses his point. The also student appears lost -perhaps uninterested- in working on the assignment. He gazes all around with his arms folded - his body language suggests a lack of interest.

The tutor however is confident and quite chirpy; yet she is not assisting the student by inserting her own words into his essay and restructuring the student's work to suit her notions of writing. The assignment was not discussed, the thesis remained vague, the essay was not read in its entirety and the student gained nothing useful from the session. Indeed this was an example of "Tutoring Writing - The Wrong Way".

October 18, 2010 12:05 PM

"Nothing improves student performance more than one-on-one human tutoring"

Over the last few years student enrollment in online college courses has rapidly increased. Researchers cite the accessibility and convenience of these online classrooms as the reason behind the rapid gains. Although technology has become a great teaching tool in modern classrooms, I think that Gates and other technology "geeks" are stepping ahead of themselves. I have several recurring questions. 1) Who will address the academic defecits that some students possess? 2) If so many students fail on campus courses, what about those who do not meet in a traditional classroom? 3) From whom will students receive assistance when they do not fully understand a concept?

These are issues that colleges will have to consider when implementing online classrooms. Many students have difficulty navigating a class syllabus even when an instructor explains the content. Imagine those students being set adrift with only a username and password during freshman year!! I find it quite amusing that men like Bill Gates, who received traditional educations, are such passionate proponents of online classrooms. Perhaps they are trying to make college education more accessible to anyone who seeks it. Still, I see the financial gains to be made; far surpassing any monetary contributions billionaire technology magnates like Gates and others will initally make.

Lisa

October 30, 2010 8:20 PM

Difficult Clients and Tutor dependency

In her essay, Kristin Walker sheds some light on how tutors should deal with difficult clients who have become dependent on the tutor. I found her essay quite interesting because I have tutored students who have become so "attached" to me that I had "transfer" them to other turors. I can understand that a student might like the way a specific tutor works, or develop a rapport with a tutor that is very comfortable and he or she wants to keep meeting with that tutor. However I believe that developing too close an attachment with one tutor tends to blur the line between the tutor and tutee. I often encourage the students with whom I work to meet with other tutors and they balk at my suggestion. Yet I think that students should work with different tutor and gain different perspectives on their writing.

Many students feel that the job of a tutor is to edit, proofread, and rewrite their essays so they can get a better grade. Perhaps they have worked with other tutors who edit and proofread so they expect it every time they meet with a tutor. In fact, as a tutor at CCNY's writing center, I have on several occasions been berated for not meeting these expectations. As soon as I make it clear that I won't edit, and insist that the student has to participate in the session, the session becomes strained or ends abruptly. Most students do not want to edit their own work, not because they are unable to do so but because they do not want to. Editing, they believe, is the job of the tutor.

November 13, 2010 7:21 PM

Tutoring During Emotionally Charged Sessions

While it is not often that tutors/writing consultants have to work in "emotionally charged" situations, those of us who tutor must be prepared to react to such cases, with sensitivity and understanding. Corinne Agostinelli, Helena Poch, and Elizabeth Santoro do a great job of explaining how tutors should respond to students during emotionally charged sessions. In the article, "Tutoring in Emotionally Charged Sessions", the authors advise tutors that even when emotional situations arise, the their goal is still to focus the session on what the writer wants to achieve.

It is quite understandable that the first instinct would be to sympathize or comfort the student, it is in our nature, but this might lead to further problems and the student might become emotionally overwhelmed. Tutors are advised to: acknowledge the student's difficulty, keep pushing the focus the writer wants to achieve, and if unsuccessful, suggest the reader take some to sort out his or her emotions (Rafoth 36).

One point that the authors raised that I would like to highlight is how our own emotions might influence the outcome of a session. Often, "further complicating the issue of sensitivity in tutoring are the tutor's own emotions and opinions and the writer's (intentional or unintentional) use of insensitive or offensive language in papers" (Rafoth 37). Clearly differences in culture, religious beliefs, sexual preference, or race can create tensions during tutoring sessions. However as tutors we must "rise above" these issues and try to assist our students in the best possible way. We are the PROFESSIONALS in this case and have to act accordingly.

It is not always easy to work with students who becomes emotional during a session or chooses to write about a topic that is considered offensive. Still, as tutors we must always maintain the focus of the session, and while pointing out that the student's words are offensive, respect that tutee's right to free speech.

November 3, 2010 3:29 PM

Writing Centers at Brookdale Community College and Rutgers University Community College

The November 10th presentations by Lynn Reid of the Rutgers Writing Center and Mary Kerwin of the Brookdale Writing Center were very informative. The presentations highlighted one fact that I have discovered in this course: that the function of writing centers reflect the student bodies they serve. It appears that while college writing centers have similar goals, they all operate based on the needs of the students who seek assistance.

I think that both institutions reflect good models of writing centers. I was surprised that students at Rutgers Plangere Center were only allowed 30 minute sessions for consulting. However, I recognize that if the students are required to sign up for 6 sessions of tutoring and it is reflected on their academic record, then they will be more focused and work harder to improve their writing. I was also surprised that the center works so closely with instructors that tutors have guidelines for the content taught in various class. I would love to have this at City College's writing center. It would solve many of the issues that tutors have understanding teacher expectations of several classes.

Also, I was quite impressed by the facts I discovered about the Brookdale Writing Center. Compared to that of many other writing centers, the pay rate is exceptional! Anyway, I found it interesting that there is no real director and that the senior staff actually oversees the day-to-day managing of the center. That they admit non students for consulting was also quite unique. I know that this is not accepted at the CCNY writing center. In fact, at that center if a student's school id has expired he or she is unable to make appointments. Still I am interested to discover if security issues ever arise at Brookdale College's writing center because of this practice.

The presentations provided me a unique opportunity to discover about Rutgers and Brookdale's writing centers. They also revealed that no two centers work alike. While all centers operate under the similar goal of assisting students, the process by which they meet this goal differs greatly.

November 27, 2010 9:10 AM

Reading an ESL Writer's Text

Daily I see the struggles of ESL students at the CCNY writing center. While I've empathized with them on their journey to learn to think critically and analytically, as well as write effectively in English, I have never really considered how much they must do to write successfully.

"Reading an ESL Writer's Text" by Paul Matsuda and Michelle Cox, highlight many misconceptions that teachers have about ESL writers. The one that I agreed with the most is that we often think that they have knowledge "deficiencies". I find this belief amusing because these students excel in other subject areas so obviously lack of knowledge is not the issue.

ESL students have much to say, and many of them do using very expressive language. Teachers of English need to understand their students and recognize the impact that culture has on learning. Sometimes ESL students are intimidated by their poor grasp of English which leads to shyness not only when speaking but also writing. Having met with many ESL students I can assert that their problems lie more in translation and cultural misunderstanding. ESL students have to work doubly hard at understanding and writing in English because their native langauge keeps "interferring".

This said, I know how difficult it is for me to not try and correct every mistake that I see in a student's paper. Additionally, I have often been tempted inform students that their writing is "flawed". However, I have learned that I can understand my students papers even when there are errors. In times of difficulty, I simply ask students to explain their thoughts looking at what was written.

November 27, 2010 10:06 AM

Editing Line by Line by Cynthia Linville

Editing students' assignments line by line is not helpful to either student or tutor. Sure the student's essay is "fixed" but they learn nothing through the process.

Cynthia Linville's article addresses a topic about which many are conflicted. I know that I sometimes choose to edit student essays but only if that student is an ESL student. Why do I decide to edit the essays of ESLs and not native speakers? Because I expect the native English speaker to be able to edit his or her own work before seeking assistance with other areas. Perhaps I am wrong to hold different expectations of the students that I see but that is how I approach my job.

In working with ESL students I revise the entire assignment, if possible, and then discuss my comments. I also question students and have them clarify vague points then we work on restructuring sentences. I have discovered improvements in the writing of the ESL students who I see so I realize that some students benefit from the process.

December 7, 2010 3:26 PM