sheerahg.blogspot.com
Writing Center: September 2009
http://sheerahg.blogspot.com/2009_09_01_archive.html
Wednesday, September 30, 2009. Blog 5: Tutoring Reflection. In college, I never went to a writing center and never discussed my writing with anyone except my professors, so the tutoring session was a new experience for me. Surprisingly, I looked forward to receiving feedback. The process for my second response paragraph, and I realized that that too could be condensed. Lastly, my tutor read my piece aloud to me, which gave me a chance to hear some awkward phrasing and instances of inauthentic voice.
sheerahg.blogspot.com
Writing Center: November 2009
http://sheerahg.blogspot.com/2009_11_01_archive.html
Monday, November 30, 2009. Blog 19 revised again. Like Thonus, as cited by Weigle and Nelson, Calhoun Bell et al acknowledge the difficulty tutors may feel when attempting to reconcile conflicting roles. They write, “Caught between these complicated expectations, writing center tutors must situate themselves and somehow find a way to work productively with writers to improve their writing, yet manage to do so with minimal imposition upon the students with whom they collaborate” (38). Tutees in the study ...
sheerahg.blogspot.com
Writing Center: Blog 16: Data Collection
http://sheerahg.blogspot.com/2009/11/blog-16-data-collection.html
Wednesday, November 11, 2009. Blog 16: Data Collection. Tonight's class revealed that data collection is a multi-step process. The first step is to write detailed notes of phenomena that occur during a tutoring session. As a researcher, I am to focus on aspects of the session that relate to my research topic. I am to refrain from drawing premature hypotheses but am to wait until noteworthy occurences begin to reveal themselves over several observed writing sessions. S: Agrees. Student begins to read.
sheerahg.blogspot.com
Writing Center: October 2009
http://sheerahg.blogspot.com/2009_10_01_archive.html
Wednesday, October 28, 2009. Blog 12: Observations for Research Project. For the research project, I will investigate if the success of a session is related to the type of approach a coach takes during the first stages of the session. I will investigate the ways in which students' body language at the outset of the session communicates their relative comfort/discomfort. What evidence is there that the coach institute a specific approach? Who sets the goal? If the student set the goal on her/his own.
laneave.blogspot.com
Laura's Stuff: October 2009
http://laneave.blogspot.com/2009_10_01_archive.html
Tuesday, October 27, 2009. The Great and Terrible Lozz (blog 13). In thinking about what kinds of things I would need to look at, I used my "When the Tutor Doesn't Know" thought. I think breaking it down into a timeline is a logical way to go about it. Note: for lack of not thinking of anything better yet, I'm referring to the act of not knowing what to do as "the loss" - as in "I'm at a loss for words."). Is it a sudden loss or has it been progressing? Were those sings nonverbal or verbal? Some of the s...
kevin4070.blogspot.com
English 4070: September 2009
http://kevin4070.blogspot.com/2009_09_01_archive.html
Tuesday, September 29, 2009. Monday, September 28, 2009. Wednesday, September 23, 2009. The tutor’s job is to be an active participant in purposeful discussions that allow students to generate ideas. The tutor is also to be a facilitator; letting the student work independently, probing and asking questions when directed by the writer through verbal or nonverbal cues (defeated gesturing). Everything the tutor does is in support of the writer to draft a work that she is proud of. In the Storehouse Center t...
kevin4070.blogspot.com
English 4070: eng paper post
http://kevin4070.blogspot.com/2009/12/eng-paper-post.html
Wednesday, December 9, 2009. Nonverbal communication like verbal communication is essential in scaffolding tutoring strategy. Eye contact, posture and other movement show how people feel about each other and their level of engagement. This study looked at tutors’ hand gestures, posture and facial displays to examine emotional and representational aspects of nonverbal communication. T= Tutor S= Student]. T: Asks student what the characters say about confrontation. “Write them down.”. S: Reads what she wro...
