Wednesday, March 26, 2014
10:30AM
I was not terribly impressed by this session. It wasn't bad. I think it was probably pretty good. But there were some issues.
The tutor and his tutee already knew each other and had worked together before. They had a good rapport and it seemed like she worked with him regularly. The tutee's first language was Spanish and she had some confidence issues about her mastery of English and her writing skills. But she already has a Masters from a university in her home country and from what I observed today she's already a really good writer. Considering only higher order concerns, what she had written was better than 90% of the first drafts I've ever seen. Even considering grammar, punctuation, spelling and other lower order concerns, what she brought in was probably better than at least half of the work I've seen from people who only speak English.
So it makes sense that what they focused on was what she was concerned about, her lower order concerns. Even still, they didn't even really discuss her higher order concerns or how to strengthen the writing. It was all about grammar. When they began he read the first paragraph of her paper out loud. He showed her some places where she had some issues and she made notes on her paper for what he recommended she change. She read the next paragraph and they did the same. Then he told her he would read the rest of the paper, and that's how they worked. He read it out loud and told her what she ought to change.
He gave her what she wanted, and I think, what she needed. But they didn't talk about high order concerns at all. It was all about lower order concerns. He recommended corrections for her and in at least one case, told her to make an improper change to a sentence that was fine as it was, and left her with a sentence fragment.
The cubicle they worked in was pretty boring. Just plain, unadorned, impersonal white walls. Neither of them seemed to notice or mind but I found it striking. I didn't make note of it in my last session write-up because it was my first, so I didn't realize what I saw that time was the exception. The cubicle where I witnessed my first session had a lot of decorations and resources. There were dictionaries, thesauruses, note cards. There were colorful decorations, and notes on the wall for things to keep in mind while writing. It was a much friendlier environment. It probably didn't make a difference today because the tutor and tutee knew each other so well. But in a situation where they didn't know each other, I think the stark environment I saw today might serve to increase any nervousness the tutee might feel.
Being a person who frequents the writing center before handing in anything I can't say I ever cared about the stark space. In my experiences it has been the tutor's demeanor that makes it comfortable or not. If I really would champion a physical change in the space it would be the addition of laptops at every table. It's beginning to worry me that that there is so much focus on "lower order concerns" in a college whose greatest population are immigrants and first generation students (McAndre & Reigstad, 2009). In tutoring there is a fine line between "correcting errors" , "usurping ownership", and "being an expert" (17-19). Could it be that by taking on LOH's we stifle creativity? I think so.I am not saying those skills are irrelevant but more important to me is giving them the confidence to continue trying.
ReplyDeleteI think computers would be a good addition. I type a lot faster than I can write and most people, after they leave school, are probably getting jobs where they use computers all the time.
ReplyDeleteI share your concerns regarding lower order concerns but I'm not sure it's entirely the fault of the tutors, or entirely in their control. The session I watched today (which I'll write up tomorrow in class) also had a lot of lower order discussion.
But the tutee came in with a paper full of red ink from her professor (it wasn't actually red, but you know what I mean). How are you supposed to respond to that? There were notes from the professor about higher order issues with the paper. But those notes were at the end and the entire thing was covered with corrections.
I can see how it would be hard to believe that's not the most important concern when it's the first thing you see on the paper when you get it back, and when it's just totally covered.
I have noticed that the focus on LOC's during these tutoring sessions are very common. This has happened during first two tutoring sessions. I feel that as potential tutors we should see the mistakes that current tutors make so that we will make a mental note in our own session and not repeat them. I do believe environment does have some sort of a part in the tutoring session. It all depends on the student. If the tutor feels that the student is nervous they should make the environment more calming. I find it remarkable and inspiring that someone whose first language is not English, was able to have such an impressive first draft. It shows just how important HOC's are in comparison to LOC's.
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