BLOG # 5

In my tutoring exercise with Danny, I realized that nothing can be accomplished without knowing the methods of tutoring drafts. A tutor must be well equipped, so that they can handle whatever issues arise. Being familiar with the reading helped a whole lot, because as the tutor, I was able to identify the HOC's and LOC's, and suggest methods to help her fix them. I also learned that it's helpful to know what strategy you (as a tutor) want to use. This saves a lot of time.

As the student, I realized that my formatting came out all wrong! It didn't look the same when I read it from my email. But, I found out the tutor may need to see the original attachment downloaded, and I should be prepared for (and know) how that will look to them. I learned from this that it's helpful to know some technological back-round, so I can quickly fix those types of errors. I also learned that I didn't summarize Lunsford as thoroughly as I could have.

Reading McAndrew and Reigstad gave me tools I will need to look for the things that may need to be fixed in a students paper. It taught me about HOC's and LOC's. The reading also taught me plenty of avenues I can take to help a student fix errors, such as grading different parts of their writing, having them read it outloud, looking for errors by reading backwards, freewriting, making outlines, etc to make sure their points are covered...

I don't know why my response essay showed up in the left hand column of my blog page. I used a flashdrive for the first time and wasn't able to post it to my blog. So, this is just a disclaimer. I didn't mean to put it there! lol

BLOG # 4

As the student, I asked a lot of questions. The same can even be said when I was the tutor. We both talked a fair amount. It seemed to be me doing 60% of the talking, while my group mate did 40%. She answered my questions thoroughly, with confidence, and ensured that I would be able to back up the point I would focus on in my response. I was very focused on the assignment sheet, to make sure we would follow the format exactly. She was very solid in what she wanted to write about, while I struggled to find the focus of my response (though I felt good about summarizing Lunsford's writing). Our different interpretations of the assignment were easily handled by referring to the syllabus and the assignment sheet. Although my philosophy is that all 3 models of writing centers should be used, we seemed to use the Storehouse model the most, with a little of the Garret house model.

BLOG # 3

PHILOSOPHIES:

Position of writing center model

• I believe writing centers should allow for an interchangeable atmosphere, where all 3 existing models are used, as need be. Sometimes, the tutor should give knowledge to the student. For example, if a student is writing a paper that requires a certain format, but it unsure of its content...the tutor should provide that information. This would be an example of a Storehouse Center.


• Other times, a Garret House model might be best, say if the student is more knowledgeable about the subject matter he/she chooses to write about. In this case, the tutor can simply ask the student to clarify their main points, form they think is best, tone of voice to be used, etc...


• Sometimes, Burkean Parlor models may be more effective. There may be instances where knowledge should be shared amongst tutor and student, since they speak the same 'language'. In this case, social constructivism can be used where the information about how to write is developed through their conversations, etc...


• I believe it is best to allow for all 3 writing center models to be used, so that all avenues are available to create the best writing possible.

Where knowledge is

• Because I would use all 3 models interchangeably, knowledge would be found in the tutor, the student and contextually.

How learners gain knowledge

• Different people learn in different ways, and that is why I would allow for whichever model helps each particular student to be used.


• Some students only absorb information when they are being told it.


• Others are better at stating what they know works for them, and just need help putting it into a proper format, or finding focus.


• Also, some students learn more when they collaborate with someone else, and bounce ideas off each other.

What Knowledge is

• I believe knowledge is a mix of fixed meanings, such as formats, etc...this would be objective, because it deals with facts


• Knowledge can also be subjective, and relate to a personal experience.

IMPLICATIONS:

Role of tutor

• The role of the tutor would shift in my writing center from leader, to advocate of students opinions, and facilitator of methods to improve writing...and to collaborator with the student to find knowledge that can be used through conversations, etc...

Physical set-up

• Sometimes the tutor would need to sit in front of the student, ie. when using the Storehouse model


• Sometimes the tutor would need to sit side by side with the student, when collaborating, and/or when allowing the student to share his/her knowledge (in Burkean Parlor and Garret House models).

Power relations

• Power would shift between the tutor (representing the University) and the student to allow for the interchange of models previously stated.

Blog #2

Lunsford's main point seems to be that collaborative writing is something she urges much caution about, yet strongly recommends.

Collaborations changes the view of the knowledge used in writing from exterior and accessible to contextualized and debatable (based on society and the use of language in it).

Collaborative writing threatens the status quo in Storehouse Centers and Garret Centers. The former sees knowledge as exterior, while the latter sees it as internal.

Lunsford states that collaboration: aids in problem solving, creates an environment with a melting pot of thoughts, generally leads to better outcomes than individual writing, betters the understanding of others thoughts, and engages active learning.

Lunsford believes goals must be clearly defined when collaborating. Otherwise, students will end up doing busy work and not accomplishing anything.

It's also important to note that everyone needs to be involved on an equal level. Heirarchies must not exist to truly collaborate.


Control is not easy in a collaborative writing center, because everyone is working equally. It would be expected of the entire group, rather than the tutor, or student.

The readings so far are very easy to follow, and I appreciate that. I am computer literate, however, I don't have much experience using them, outside of leisurely practices. I have never had to use a computer for a job. I also came out of high school in the 1990's and wasn't expected to do more than type assignments (which I did with a word processor back then). I do have an eye for editing, however. I found out in the readings that this is an extremely minor part of peer tutoring. I was happy to learn that tutors also benefit from each tutoring experience. I learned from the readings that tutors are not expected to be experts. This lessons the pressure for me a bit, being that I am intimidated by technology and the fact that I have never had to use it in a practical setting.

I would like to learn more about things that others may know from past experience, such as copying and pasting items. (did I spell that right?) I know that cntrl 'c' and cntrl 'v' allow me to do this, but I'm not sure about what and when to highlight items, and how to make them appear in the desired place.

Blog 1

Writing centers are a place where students go to get encouraged and recieve feedback about their writings. It is a place where they can learn how to better their work by being advised by someone on their level, who speaks their language.

Some principles that are used in writing centers are: allowing the student to maintain ownership of their work, by having their ideas validated
allowing the student to correct their own mistakes after zeroing in one what they would like their paper(s) to focus on,
encouraging students to find answers that tutors may not know, by emphasizing that the tutor is no expert

This is my blog