Chapter 5 emphasizes the importance that tutors should take into account the different learning styles of learners. A good tutor is aware of how the tutee learns; distinguishing a learner style in a student helps the tutor explain English language concepts in a more detailed manner. Tutors must be prepared to incorporate visual, auditory, and kinesthetic learning strategies during any session. Similar to a good teacher, tutors who are able to adapt to any situation and change their own style of instruction provide students with a more comprehensive learning experience. Also, tutors who have the benefit to have repeat students are able to plan ahead of the session which strategies to use. Having a good working relationship with students is an essential component of productive tutoring sessions and characteristic of good tutors.
The chapter also discusses the challenge of tutoring ESL students. Though these sessions can put tutors on edge, there is always a sense of great satisfaction after the student has left. Personally, ESL students challenge me more than native English speakers (which is common) because of the obvious language barrier; however, I feel these sessions are the most productive as these students genuinely want to learn. As a tutor it is nice to have students interested in the mechanics of the language, and who want to legitimately want to improve their writing. Though ESL sessions can be rough, at the end of the day I know the student has learned something. I feel that I accomplish more when working with ESL students because the transfer of information is recognizable and immediate.
Discussion of online tutoring appears in Chapter 6, which offers both the advantages and disadvantages of the service. Let me say this: online tutoring is not as effective as a face-to-face session. In the time it takes to complete an entire online tutoring appointment a face-to-face session could accomplish in a quarter of the time. There is no personal connection between the tutor and student, and technology issues often arise. Additionally, during online sessions the tutor is tempted to simply edit a person’s paper. It is very hard to explain a concept online without seeing a person’s facial expressions or body language. As previous chapters have mentioned, recognizing the ques that students give off is important to judging comprehension. The relationship between the tutor and student is broken during online tutoring, which creates a barrier between the two parties. It seems to me that online tutoring sessions aren’t worthwhile after considering the amount of effort each appointment requires, which is frustrating for the student and tutor.
Wednesday, February 20, 2008
Monday, February 18, 2008
2/18/08 Response
I remember when my fourth grade teacher was lecturing the class on apostrophes. She was so excited that my named end in “s” because she could use me as an example. Mrs. Lein made up some sentence about my pet that I can’t remember. The important part was that the class was taught to always add an apostrophe and an “s” to every name. As Casagrande mentions, it should be an easy rule.
Fast forward to college during ENG 104. I was writing a paper and came across a name that ended in “s.” Well this person was showing possession over so I added the extra apostrophe “s” like any obedient student should. Once the professor is through grading he returns all the papers. Guess what is marked wrong – you guessed it, the apostrophe “s.”
At that point, I’m completely confused. A foundational rule of English grammar has been tossed out the window. Sadly, I still don’t know when I should use an apostrophe and an extra “s.” I’m always afraid I’ll get marked off; however, according to Casagrande Mrs. Lein was right while the evil professor was wrong.
Since being in college I’ve simply dropped the extra “s.” Apparently this is okay as the text states, “For those uncomfortable with the rules, exceptions, and options outlined above may prefer the system, formerly more common, of simply omitting the possessive ‘s’ on all words ending in ‘s’ – hence ‘Dylan Thomas’ poetry,’ ‘Maria Callas’ singing,’ and ‘that business’ main concern.’”
Logically then, you have to ask yourself why a rule is in place.
Fast forward to college during ENG 104. I was writing a paper and came across a name that ended in “s.” Well this person was showing possession over so I added the extra apostrophe “s” like any obedient student should. Once the professor is through grading he returns all the papers. Guess what is marked wrong – you guessed it, the apostrophe “s.”
At that point, I’m completely confused. A foundational rule of English grammar has been tossed out the window. Sadly, I still don’t know when I should use an apostrophe and an extra “s.” I’m always afraid I’ll get marked off; however, according to Casagrande Mrs. Lein was right while the evil professor was wrong.
Since being in college I’ve simply dropped the extra “s.” Apparently this is okay as the text states, “For those uncomfortable with the rules, exceptions, and options outlined above may prefer the system, formerly more common, of simply omitting the possessive ‘s’ on all words ending in ‘s’ – hence ‘Dylan Thomas’ poetry,’ ‘Maria Callas’ singing,’ and ‘that business’ main concern.’”
Logically then, you have to ask yourself why a rule is in place.
Friday, February 15, 2008
2/13/08 Reading Response
Chapter 3 provides guidelines that every tutor should follow during each session. While reading the text, I found myself analyzing previous tutoring sessions that were memorable. I’ve realized that the first five minutes of the session will most likely characterize the entire time. For example, when I feel comfortable around a student (and the student feels comfortable around me) the session is much more productive. Creating a relaxed atmosphere is critical for the overall success of the tutoring session. The text states, “The exchange of pleasantries at the beginning of the session helps put the student at ease and gets the session off to a good start.” We should encourage more students to schedule sessions with the same tutor if at all possible, as it would benefit both parties.
Chapter 4 focuses on the importance of the writing process. Each person has his or her own process of writing, which should be replicated each time an essay is assigned. Tutors and teachers should instruct students on the writing process; the writing process is an essential component in creating an above average paper. I like how the text divides the process into three segments: the beginning, middle, and end. All too often I see students in the Writing Center and in the schools completely oblivious to this process. There is a misconception that all pre-writing requires and in-depth outline with Roman numerals and numbers. Prewriting should be a time where students successfully create and organize their thoughts in any manner. Teachers need to provide leniency in the initial stage of writing, which is arguably the most important. Like a house a house with a weak foundation, a paper without proper organization will not stand the test of time.
The two chapters are loaded with content that needs to be discussed. The demeanor of the student and tutor will play a crucial role in determining the success or failure of the tutoring session. Likewise, authors who create memorable papers have likely gone through the entire writing process. In the beginning portion of this class we discusses what good writing is. Each time I think about that question, I come to the conclusion that the writing process is the foundation of for the remaining three viewpoints. Without a going through the necessary steps how can a person be expressive, socially aware, or follow the current traditional emphasis of grammar, syntax, spelling, and such? The root of all writing is the process, which is different for every author and is something that must be personally defined.
Chapter 4 focuses on the importance of the writing process. Each person has his or her own process of writing, which should be replicated each time an essay is assigned. Tutors and teachers should instruct students on the writing process; the writing process is an essential component in creating an above average paper. I like how the text divides the process into three segments: the beginning, middle, and end. All too often I see students in the Writing Center and in the schools completely oblivious to this process. There is a misconception that all pre-writing requires and in-depth outline with Roman numerals and numbers. Prewriting should be a time where students successfully create and organize their thoughts in any manner. Teachers need to provide leniency in the initial stage of writing, which is arguably the most important. Like a house a house with a weak foundation, a paper without proper organization will not stand the test of time.
The two chapters are loaded with content that needs to be discussed. The demeanor of the student and tutor will play a crucial role in determining the success or failure of the tutoring session. Likewise, authors who create memorable papers have likely gone through the entire writing process. In the beginning portion of this class we discusses what good writing is. Each time I think about that question, I come to the conclusion that the writing process is the foundation of for the remaining three viewpoints. Without a going through the necessary steps how can a person be expressive, socially aware, or follow the current traditional emphasis of grammar, syntax, spelling, and such? The root of all writing is the process, which is different for every author and is something that must be personally defined.
2/11/08 Reading Response
I picked this chapter to respond to because I struggle with the “that/which” rule, admire her story, and absolutely love how she believes that stupid questions exist. I always knew deep down inside that teachers who said that were lying to the class. In fact, I bet they kept a notebook of stupid questions students had asked throughout the semester. The author simply proves my point. Casagrande says, “In other words, I spent four years proving that if you really think there’s no such thing as a stupid question, you’re just not trying hard enough.” This one sentence stands out in my mind when reflecting on the assigned reading.
I found chapter 20 inspiring and informative. Though not related to grammar instruction, it is important for teachers to help students realize that (not which!) past mistakes should not be a future deterrent. It’s amazing that Casagrande has been so successful in the field of journalism as a high school dropout. Obviously she sought to continue her education later in life, which ultimately opened many professional doors. The author serves as a testament that hard work and perseverance often times correlates into success. After reading the story it made me wonder how teachers and administrators can prevent young adults from dropping out.
Anyways, back to my new found love – grammar. Chapter 20 focuses on the proper usage of “that” and “which.” I always mix these two up and tend to side with “that” more often than not. Casagrande does a good job of explaining the rule, which states, “’Which’ sets off what are called ‘nonessential’ or ‘nonrestrictive’ clauses.” As a future teacher, I think it would be beneficial to use some of her stories while lecturing on grammar. She writes funny, memorable chapters that are easy to comprehend, which would help students learn grammar rules.
Quick question. Did I use “which” correctly in the above sentence? I sure hope so! If not, just add another wrench in my hodgepodge understanding of English grammar.
Overall, the author’s explanation of the “that/which” rule was helpful; however, I wish we would just get rid of “that” because using “which” makes me sound like 007.
I found chapter 20 inspiring and informative. Though not related to grammar instruction, it is important for teachers to help students realize that (not which!) past mistakes should not be a future deterrent. It’s amazing that Casagrande has been so successful in the field of journalism as a high school dropout. Obviously she sought to continue her education later in life, which ultimately opened many professional doors. The author serves as a testament that hard work and perseverance often times correlates into success. After reading the story it made me wonder how teachers and administrators can prevent young adults from dropping out.
Anyways, back to my new found love – grammar. Chapter 20 focuses on the proper usage of “that” and “which.” I always mix these two up and tend to side with “that” more often than not. Casagrande does a good job of explaining the rule, which states, “’Which’ sets off what are called ‘nonessential’ or ‘nonrestrictive’ clauses.” As a future teacher, I think it would be beneficial to use some of her stories while lecturing on grammar. She writes funny, memorable chapters that are easy to comprehend, which would help students learn grammar rules.
Quick question. Did I use “which” correctly in the above sentence? I sure hope so! If not, just add another wrench in my hodgepodge understanding of English grammar.
Overall, the author’s explanation of the “that/which” rule was helpful; however, I wish we would just get rid of “that” because using “which” makes me sound like 007.
Sunday, February 10, 2008
Study Guide Material
Chapters 11 & 12 Vocab Terms
Semicolon ;
1. “In general, use the semicolon to indicate a greater separation of thought and information than a comma can convey, but less than the separation that a period implies.” Pg. 48
2. It’s a judgment call – basically a crapshoot. The use of a semicolon is really determined by the author and his/her intentions.
3. “Parking is the main concern; Rutter favored an alternative with 375 spaces.” Pg. 47
4. The semicolon receives a mere 1 star.
Apostrophe ‘
1. “…The apostrophe is mainly for possessive and omissions – that the only other time you should use it is when to omit the apostrophe would create confusion or especially when it would spell another word – ‘a’ plus ‘s’ equals ‘as’; plus ‘s’ gives us a much better hint as to what’s going on here, but it doesn’t technically spell a word. Hence the Los Angeles Time’s using an apostrophe for ‘A’s’ but none for ‘Bs.’” Pg. 53
2. See the above explanation.
3. Multiple students in the class earned A’s.
4. The apostrophe receives a respectable 2 stars.
Semicolon ;
1. “In general, use the semicolon to indicate a greater separation of thought and information than a comma can convey, but less than the separation that a period implies.” Pg. 48
2. It’s a judgment call – basically a crapshoot. The use of a semicolon is really determined by the author and his/her intentions.
3. “Parking is the main concern; Rutter favored an alternative with 375 spaces.” Pg. 47
4. The semicolon receives a mere 1 star.
Apostrophe ‘
1. “…The apostrophe is mainly for possessive and omissions – that the only other time you should use it is when to omit the apostrophe would create confusion or especially when it would spell another word – ‘a’ plus ‘s’ equals ‘as’; plus ‘s’ gives us a much better hint as to what’s going on here, but it doesn’t technically spell a word. Hence the Los Angeles Time’s using an apostrophe for ‘A’s’ but none for ‘Bs.’” Pg. 53
2. See the above explanation.
3. Multiple students in the class earned A’s.
4. The apostrophe receives a respectable 2 stars.
Wednesday, February 6, 2008
Bedford Guide Reading (Ch. 1-2)
Chapter two of The Bedford Guide for Writing Tutors explains the writing process in great detail. In the Writing Center and Teachers College, a great emphasis is placed on the entirety of the process. In all reality, writing is never a finished product. Writing develops and matures as the writer does; ultimately writing is a reflection of the author.
In the next couple weeks I have the opportunity to teach students at Selma Middle School during my practicum. The teacher, who is absolutely terrific, is going to let me teach an entire week (which is more than what I expected). Usually the practicum consists of a lot of observing rather than doing – one of the great downfalls of Teachers College. Anyways, I’m going to focus my lessons on the writing process while exploring elements of persuasion. This chapter relates very well to the instruction students should receive in the classroom, and of course, the Writing Center.
Revising and editing is probably the most important phase of the writing process. Here students have the opportunity to discuss and clarify fuzzy points within the paper. From a teacher’s vantage point, peer review sessions are essential for students to produce well-developed papers. The more feedback a writer can receive on a paper the more likely the student will excel. Overall, successful writing involves key components (prewriting, writing, revising and editing) that all writers should take into account.
In the next couple weeks I have the opportunity to teach students at Selma Middle School during my practicum. The teacher, who is absolutely terrific, is going to let me teach an entire week (which is more than what I expected). Usually the practicum consists of a lot of observing rather than doing – one of the great downfalls of Teachers College. Anyways, I’m going to focus my lessons on the writing process while exploring elements of persuasion. This chapter relates very well to the instruction students should receive in the classroom, and of course, the Writing Center.
Revising and editing is probably the most important phase of the writing process. Here students have the opportunity to discuss and clarify fuzzy points within the paper. From a teacher’s vantage point, peer review sessions are essential for students to produce well-developed papers. The more feedback a writer can receive on a paper the more likely the student will excel. Overall, successful writing involves key components (prewriting, writing, revising and editing) that all writers should take into account.
Monday, February 4, 2008
Grammar Snobs and Such
I might be a grammar snob, seriously. Well, at least according to Sarah. Right before class I’m tutoring a history major who brought in a paper about the Tippecanoe Battlefield Museum. The student referred to Native Americans as Indians. Little did I know that we were still living in the 19th century. Maybe General Custer will fair better this time around at Little Big Horn. Anyways, I comment on the student’s use of “Indians” to Sarah and Cara who just start laughing. Then, out of left field, Sarah emphatically calls me a grammar snob.
I’m hurt Jackie.
Now that the therapeutic portion of my blog is complete, I should talk about the text. I absolutely loved the discussion about the different style books. Similar to the author, I think it’s ridiculous how many style books we have. Each one of them makes my life more difficult. Why can’t there just be one all-inclusive style manual. This would make complete logical sense, which is probably why it’ll never happen.
Also, the chapter about the different language we use to communicate through text messages, AIM, and email (or is it e-mail?) was humorous. I have to agree with the grammar snobs on this one though. Let me be very clear on this point. I CANNOT STAND TEXT MESSAGING AND THE CRACKPOT LANGUAGE PEOPLE USE! Okay, I feel better.
I wouldn’t be so fired up about it if people were able to distinguish when using this type of language is appropriate. However, many young students are beginning to use this type of language in academic papers, which is unacceptable.
But let’s be honest, it’s bad form. When I go home to Warsaw and look over my little sister’s homework I see acronyms instead of words. I feel embarrassed for her. This AIM talk is the death of future generations. Call me crazy, but just wait and see. Next thing we know, the spelling bee will be asking the meaning of AFAIK (As Far As I Know) or DQMOT (Don’t Quote Me On This). I cringe when I’m out at the bar and I hear some valley girl say “OMG” in an actual conversation. I just want to say, “Umm, seriously, you’re in college.” These AIM acronyms are destroying the fabric of America.
Okay, that might be a little extreme. But really, the whole situation leaves me wondering, WTF?
I’m hurt Jackie.
Now that the therapeutic portion of my blog is complete, I should talk about the text. I absolutely loved the discussion about the different style books. Similar to the author, I think it’s ridiculous how many style books we have. Each one of them makes my life more difficult. Why can’t there just be one all-inclusive style manual. This would make complete logical sense, which is probably why it’ll never happen.
Also, the chapter about the different language we use to communicate through text messages, AIM, and email (or is it e-mail?) was humorous. I have to agree with the grammar snobs on this one though. Let me be very clear on this point. I CANNOT STAND TEXT MESSAGING AND THE CRACKPOT LANGUAGE PEOPLE USE! Okay, I feel better.
I wouldn’t be so fired up about it if people were able to distinguish when using this type of language is appropriate. However, many young students are beginning to use this type of language in academic papers, which is unacceptable.
But let’s be honest, it’s bad form. When I go home to Warsaw and look over my little sister’s homework I see acronyms instead of words. I feel embarrassed for her. This AIM talk is the death of future generations. Call me crazy, but just wait and see. Next thing we know, the spelling bee will be asking the meaning of AFAIK (As Far As I Know) or DQMOT (Don’t Quote Me On This). I cringe when I’m out at the bar and I hear some valley girl say “OMG” in an actual conversation. I just want to say, “Umm, seriously, you’re in college.” These AIM acronyms are destroying the fabric of America.
Okay, that might be a little extreme. But really, the whole situation leaves me wondering, WTF?
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