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The Writing Center operates off of the idea that knowledge is socially constructed. The overall goal of the center is to make students feel comfortable and confident writing independently while providing encouragement and support on many levels.
It is the responsibility of the student to bring all required materials which may include: textbook, assignment sheet, course notes, a draft, etc. Students should also come with no preconceived idea of how the session will be conducted by the tutor. The experience will be subjective depending upon the tutor’s style of tutoring. They should come with some understanding of the assignment.
The tutor’s responsibility is to assist the student in writing. He should be ready to use methods that are directive and nondirective. Cognitive and Motivational scaffolding should also be techniques which a tutor is familiar with. The tutor should be able to collaborate and ready to take and/or relinquish control during a session.
The director’s responsibility will be to oversee the operation of the center. She is to be supportive and affective. The director should provide resources and supplemental material that aren’t otherwise accessible to the tutors. The director of the Writing Center should make sure that WC operation is being conducted properly.
The institution’s responsibility is to make sure that the center is operating with all the resources required. The institution should provide support to the center in terms of money. It should also set guidelines about center operation that are in conjunction with the guidelines of the institution. The center should make sure that tutors are fully supported.

eng paper post

Introduction
The purpose of this research project is to discover if and how tutors can affect writers’ confidence. Whether or not a tutor can invoke confidence in students and how, has many implications for tutoring and teaching pedagogy. Collaboration is successful in a tutoring session when a writer is comfortable and confident enough to participate. An unconfident writer isn’t likely to be comfortable with participation therefore making the session unproductive. Writers come to tutoring with a negative attitude about their writing ability. The hope is that a tutor’s influence can offset writers’ self-defeating attitudes and insecurities about their writing abilities and inspire confidence that will encourage a writer to collaborate in a tutoring session.
Literature Review
Scaffolding in the Writing Center: A Microanalysis of a Experienced Tutor’s Verbal and Nonverbal Tutoring Strategies, written by Isabelle regards the positive implications of Vygotskian scaffolding applied to the practice of tutoring writing. In traditional scaffolding a task is designed to be a little too difficult for a learner to handle on their own. A tutor takes command over the parts of a task that are too difficult while the learner works on the parts that are within his capabilities.
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.
Direct instruction is a strategy whereby the tutor tells the student what to do. Cognitive scaffolding is a strategy whereby the tutor provides meaningful guidance so that students can independently revise and come up with ideas. Motivational scaffolding involves keeping students engaged in the writing task while remaining confident. With this strategy the tutor minimizes students’ frustration through sympathy and empathy. The three scaffolding strategies used during a conference supported writers emotionally during the writing process.
Fear, Teaching Composition and Students’ Discursive Choices: Re-Thinking Connections Between Emotions and College Student Writing written by Sally Chandler looks at the role emotions play in effecting the composing process for undergraduate writers. The study follows an undergraduate class of writers who were required to conduct tutoring sessions. At the end of the term, they wrote reflective analysis papers about their own writing process. Students’ essays were analyzed for their social and emotional contexts. In the end it was discovered that emotions overshadow academic writing students seek to produce.
The research found that students would need to detach themselves from their old writing habits and develop more mature ones. The loss of confidence is a central issue in composition and students who need to change, experience drastic internal conflict. Effective teaching allows students to feel comfortable enough to let go of psychological defenses. Instructors can alleviate emotional tension associated with composition so that the experience is more productive.
A Writing Teacher is like a Psychoanalyst, Only Less Well Paid is written by Jay Parini who feels that it is his job to help students uncover their unique voice as writers buried in the collective popular voices of the time. The job of the teacher then is much like a psychoanalyst who must help clients uncover their unique personae in a world of other influences. In connecting this concept of a writing teacher being like a psychoanalyst to confidence in the writing center, it is important that tutors develop a capacity to inspire confidence in writers so that they have the courage to actively participate in sessions and grow as writers.
Freud in the Writing Center: the Psychoanalytics of Tutoring Well by Cristina Murphy further expounds on the idea of Jay Parini that tutoring is like psychoanalysis. The article emphasizes the emotional aspect of writing tutoring. The tutor’s relationship to the student is primarily supportive and affective. The tutor like a therapist in order to be affective must demonstrate unconditional positive regard. There needs to be an empathetic bond formed where the student feels safe and secure.
Writers are dealing with insecurities associated their abilities as writers or students. They experience “anxiety, self doubt, negative cognition and procrastination”. The power is in the words exchanged between tutor and student like client and therapist. Language is used to convey emotions to change perceptions of the self and other people/things while shaping and empowering consciousness.
Method
Data for this study was collected during the allotted 1 hour tutoring sessions for an undergraduate course titled Peer Tutoring and Writing at Kean University in the CAS writing center. An observer watched six sessions of tutoring conducted by his classmates and himself and took notes on each session. Students were chosen at random, those who consented to participation in the study. Students’ ages varied and undergraduate level ranged from freshman to seniors. They came for various reasons including; revision, help generating ideas, understanding assignments and course readings and draft development. Most students were undergraduate freshman aged between 17 and 19 coming for revision of their papers in English 1030. Some students evaluated the tutor. This method was also used in Scaffolding in the Writing Center: A Microanalysis of a Experienced Tutor’s Verbal and Nonverbal Tutoring Strategies, written by Isabelle Thompson (although the conferences were also videotaped).
The central features of the notes were the instances of tutor action or inaction, verbal and nonverbal that led to periods of students expressing confidence reactions. A confidence reaction was in the form of increased involvement with the assignment. Students’ increased involvement in conversation denoted confidence. Eye contact and body language cues also determined confidence. Heightened speech also was a showcase of confidence. A lack of confidence was expressed in the form of minimal or no eye contact, reserved body language, passive speech and tone of voice and self-defeating statements.
Analysis
As discussed by Isabelle Thompson in her work with cognitive scaffolding, the tutor is a facilitator more or less, whose job is to help students by tutoring in a way so that students are challenged yet coddled. The tutor may set up a scenario where the student can choose between prompted alternatives or leave a blank in conversation for the student to fill in. Students who feel like they are going to be right are more likely to participate in collaboration (pg 445 last paragraph). In segment 1 of session #1 the tutor is a professor in the English department at Kean University. The student is a freshman female in English 1030. She came in appearing nervous, especially after consenting to the observation. Her body language is jittery and she speaks in a quiet passive voice.
[T= Tutor S= Student]
T: Asks student what the characters say about confrontation. “Write them down.”
S: [Hesitates] Lists some points on the paper as directed by the tutor.
[Pause while writing]
S: Reads what she wrote T: Nods head at the same time
T: Rephrases what the student says in a more concise, grammatically correct, positive tone of voice; nodding head to show that she is correct in her response. “Uh huh, ok.” “Good, so what I hear you saying is…” S: Looks up and makes eye contact.
T: Praises student’s good responses after paraphrasing.
T: Asks more questions pertaining to the assignment.
S: Answers more rapidly and with a stronger tone of voice while maintaining eye contact.

Jay Parini discusses the writing teacher’s role in helping students discover their unique voice. In this session, the tutor’s use of paraphrasing allows the student to maintain ownership of her own created response while reforming it in academic language. This is essential to confidence development in writers.
The cognitive scaffolding used by the tutor in the form of validating what the student says was correct and understandable elicits confidence reactions in the students in the form of maintained eye contact, stronger tone of voice and quicker responses The motivational scaffolding came in the form of the tutor saying, “Good” and nodding her head in approval. These strategies were effective in promoting confidence.
This particular interaction also shows the emotional benefit of using paraphrasing. In paraphrasing, the tutor takes the students limited vocabulary and rewords it in a way that is clearer to herself and the student. In doing this the tutor shows the student that she recognizes her comprehension skills. The student then feels that her intelligence is recognized and she is now more eager to participate in the conversation.
Acknowledging a correct response and/or being genuinely excited about a student’s work is a factor that contributes to successful conferences. In segment 1 of session #2 the tutor is a professor in the English department at Kean University. The student is a senior who is working on a paper for an upper level English class concerning “Critical Theory”. The session is conducted in front of a class and the student verbally expresses her apprehension about participating. The segment picks up when the student explains that she is unable to revise her paper for a grade. The following is segment 1 from observation # 2:
T: (Angry, flushed face) Expresses grievance and frustration with the instructor for not allowing the student to revise paper. Tutor has a relationship with instructor and student and was under the assumption that the assignment could be revised. “I’m going to talk to him (referring to the instructor)”
S: Student recognizes tutors frustration. She makes eye contact.
T/S: Converse about their contempt for the situation. They seem on one accord emotionally.
T/S: Student and tutor engage in meaningful conversation about the assignment which adds to students understanding.

Murphy (YEAR) explains how vulnerable students need to feel empathy from the tutor. The tutor attended to the affective needs of the student as they both vented their frustration.
Chandler (YEAR) also explains that emotions affect the composition process. Fear and anxiety play a role in creating academic writing. The student’s fear that her intelligence will be judged by her peers in this session contributed to her initial apprehension to participate. The tutor effectively used a strategy of empathy that allowed the student to feel comfortable enough to let go of her psychological defense evident in her eventual participation.
The student recognizes the tutors’ genuine concern. Feeling that she is understood, the student moves along in a collaborative conversation with the tutor about the assignment. The conversation is productive in that it adds to the students understanding of the assignment. Her confidence is expressed in her willingness to participate even though she was previously reluctant about being observed by a class. The student’s perception of the tutor as an authority in writing and in the English department who supports her probably also contributes to her confidence during the session.
Segment 2 of observation # 2 shows the tutors unconditional positive regard for a student who has been making self-defeating statements. The tutor in this segment demonstrated those qualities which led to the explicit confidence reactions.
T: Explains to student what she would do how she would do it. She explains for a second time what critical theory is and gives an example. She then questions whether or not student had applied critical theory to her paper in that way.
S: Student explains what she did and her mistakes at attempting “new criticism”. She says “I really don’t know”. “This probably doesn’t make any sense but…”
T: Tutor says she also understands the student’s mistake but asserts that her previous explanation of “new criticism” was good. Nods head feverously while smiling and saying, “that’s exactly right!”
S: Smiles widely looking very happy. The previously relatively quiet student is now more assertive than ever. “I know now (referring to understanding new criticism)”

Although the student makes a mistake the tutor uses a strategy to show her unconditional positive regard. Christina Murphy explains that unconditional positive regard is essential in any one on one relationship such as therapist-client and student-tutor. In doing this, the tutor is able to elicit a confidence reaction in the form of smiling and explicitly in the form of the student saying, “I know now.”
Discussion
Based on the data presented in this research it is posited that verbal and nonverbal praise, motivation, and reassurance from tutors contribute to increased confidence and comfort in writers and in a tutoring session, which leads to a more collaborative experience on behalf of the writer. In a broader context, tutors must cater to the higher order concern of writer emotion before engaging in help with the composition process to be effective.
As a two year writing tutor and in my observations specifically conducted for this assignment, I have generally found that students are more responsive and willing to collaborate once they feel like their intelligence is recognized and/or validated by the tutor. “In the course of this type of interaction, the student makes themselves vulnerable in opening themselves up to understanding or misunderstanding, judgment or acceptance, approval or disapproval. Pg 298 Frued” A student isn’t likely to reveal anymore deficiency during a tutoring session by opening their mouths to possibly verbalize their ignorance. Instead, a student remains quiet avoiding conversation in hopes that their tutor will be directive. It is important for a tutor to recognize the courage that it takes for a student to admit deficiency and seek help from a peer. Praising students’ effort and recognizing their intelligence make them feel more confident and likely to collaborate.
The current research has a huge limitation in the number of participants observed being too small. In order to successfully conduct a study about tutors’ role in writer confidence, that number would need to be a lot larger.
Conclusion
The current research has attempted to add to the body of knowledge related to writing center discourse. This study focused on how a tutor can elicit confidence reactions in writers. According to the empirical findings and supported by a literature review, tutors are in-fact able to elicit confidence reactions in writers. Tutors who are genuine in their concern, exhibited in their shared excitement and frustration about the assignment are better able to encourage student participation. Praising and recognizing a student’s intelligence can offset self-defeat and promote confidence.
An ability to invoke confidence has a huge implication for teaching pedagogy. Teachers being able to invoke confidence in their students about their abilities are extremely important. In low-income minority neighborhoods, a lack of confidence is characteristic of a large portion of the student population. These children grow up feeling “less than” capable in the classroom. If a teacher from these neighborhoods is able to instill confidence in these children about their academic abilities then they might be able to perform better in school which leads to a more productive and rewarding life.

Blog 21

Kevin Clay

12/6/2009

English 4070

Introduction

The purpose of this research project is to discover if and how tutors can affect writers’ confidence. Whether or not a tutor can invoke confidence in students and how, has many implications for tutoring and teaching pedagogy. Collaboration is successful in a tutoring session when a writer is comfortable and confident enough to participate. An unconfident writer isn’t likely to be comfortable with participation, and if he is, it is likely that it is with reservation. Often time’s writers come to tutoring with a negative attitude about their writing ability. They make statements like, “I suck at writing.” This lack of confidence can also prevent a student from beginning a writing assignment as they sometimes feel like they are too incompetent. The hope is that a tutor’s influence can offset writers’ self-defeating attitudes and insecurities about their writing abilities and inspire confidence that will encourage a writer to collaborate in a tutoring session.

Literature Review

The body of literature I have summarized helps support my exploration into the role of emotions in academic writing. It also explores if and how tutors can affect writers’ confidence.

Scaffolding in the Writing Center: A Microanalysis of a Experienced Tutor’s Verbal and Nonverbal Tutoring Strategies, written by Isabelle Thompson is extremely effective at showcasing the positive implications of Vygotskian scaffolding applied to the practice of tutoring writing. The author introduces the study defining scaffolding and highlighting some of its key features. She also makes mention of the significance of nonverbal strategies in the scaffolding. Within the framework of the study the author describes three tutoring strategies, direct instruction, cognitive scaffolding and motivational scaffolding.

In traditional scaffolding a task is designed to be a little too difficult for a learner to handle on their own. A tutor/instructor is supposed to take command over the parts of the task that are too difficult while the learner is allowed to work on the parts that are within his capabilities. The tutor is to assist more when the learner fails and give greater freedom when he succeeds. The three key features include: intersubjectivity- collaboration between the tutor and learner “leads to task redefinition and shared ownership”, ongoing diagnosis- the tutor diagnosis the students level of understanding at the moment, and dialogic and interactive- the student is motivated to participate in the conference so the tutor can monitor progress, give support and ultimately fade (decrease his role in the process).

Nonverbal communication like verbal communication is essential in scaffolding tutoring strategy. Eye contact, posture and other movement show how people feel about each other, their level of engagement and approachability. This study looked at tutors’ hand gestures, posture and facial displays as well as students’ nonverbal back channeling, eye contact and smiling to examine emotional and representational aspects of nonverbal communication.

The three tutoring strategies used in scaffolding can be implemented through use of verbal and nonverbal instruction. Direct instruction is a strategy whereby the tutor (plainly speaking) tells the student what to do. It can also involve the tutor directly planning the next moves to be taken in the writing conference. Cognitive scaffolding is a strategy whereby the tutor provides meaningful guidance so that students can independently revise and come up with ideas. The tutor may set up a scenario where the student can choose between prompted alternatives or he may respond to his own question and leave a blank for the student to fill in. Motivational scaffolding involves keeping students engaged in the writing task and confident in their writing. With this strategy the tutor helps to minimize students’ frustration through sympathy and empathy. These three strategies are used in conjunction with one another through use of verbal and nonverbal methods during the tutoring session used for analysis. The study was deemed successful by both tutor and student.

This study revealed that the learning that takes place in center conferences is partly related to tutors’ “ability to scaffold a students’ performance toward an agreed upon outcome. It showed that scaffolding is important in teaching and also rapport establishment. The three strategies used in conjunction with one another at different stages in the conference analyzed show that scaffolding (cognitive, direct instruction and motivational) allows students to ultimately self-regulate in order to revise their own drafts.

Fear, Teaching Composition and Students’ Discursive Choices: Re-Thinking Connections Between Emotions and College Student Writing written by Sally Chandler is a piece of research literature that attempts to discover the role emotions play in affecting the composing process for undergraduate writers. This research demonstrates that writing assignments that propel young adult writers toward critical thinking and identity shifts have the potential to cause stressful emotions which in-turn cause discursive patterns that interfere with the composition of analytic writing. The study follows an undergraduate class of writers who as a requirement of their course were required to conduct tutoring sessions. And at the end of the term they were to write a reflective analysis paper concerning what they learned about their own writing process at the center. Students’ essays are analyzed for their social and emotional contexts. In the end it is found that emotions overwrite academic patterns students seek to produce.

The researcher uses the essays of her students as a preface to her analysis. Students in their essays describe their discomfort with tutoring and the effect they thought it had on their tutoring and the student. A student emphasizes the role of discomfort in bringing about change. The students’ essays generally focused on their emotions rather than an analysis which was required.

The research notes that students coming to the course although technically intermediate wrote as though they were beginners. Students would need to detach themselves from their old writing habits and develop more mature ones. “Conflicts between students’ self-perceptions and heir struggle to master college writing certainly contributed to fears articulated in their reflective essays: fears associated with the demand that they become novice writers”. The loss of confidence is a central issue in composition and students who need to change experience drastic internal conflict. Students’ fear in composition has been found linked to pressure to shift identity. They retreat to familiar home discourses rather than adopting a discourse that is a reasonably better choice because it leaves them emotionally secure and confident.

Effective teaching allows students to feel comfortable enough to let go of discursive patterns that function as a psychological defense. Instructors should guide students through the almost inevitable emotional experiences associated with critical compositions so that the experience is more productive, and less emotionally traumatic.

A Writing Teacher is Like a Psychoanalyst, Only Less Well Paid is written by Jay Parini who feels that it is his job to help students uncover their unique voice as writers buried in the collective popular voices of the time. The job of the teacher then is much like a psychoanalyst who must help clients uncover their unique personae in a world of other influences. In connecting this concept of a writing teacher being like a psychoanalyst to confidence, it is important that teachers develop a capacity to ignite confidence in writers so that they have the courage to actively participate in finding their unique personae.

Freud in the Writing Center: The Psychoanalytic of Tutoring Well by Cristina Murphy further expounds on the idea of Jay Parini that tutoring is like psychoanalysis. The tutor’s relationship to the student differs from the instructor’s relationship to the student. It is primarily supportive and affective. It is a one on one relationship with instruction being a secondary component of the relationship. The tutor like a therapist in order to be affective must demonstrate unconditional positive regard according to Person Centered therapies founder Carl Rogers. Rogers recognizes the relationship between client and therapist being of the utmost importance. Their needs to be an empathetic bond formed where the student feels safe and secure.

Clients are dealing with hurt and negative emotions. People in the writing center are dealing with the same issues in the form of insecurities associated their abilities as writers or students. They experience “anxiety, self doubt, negative cognition and procrastination”. Students explain what they want and what they hope to achieve. The students make themselves vulnerable opening up to judgment and approval or disapproval.

The power is in the words exchanged between tutor and student like client and therapist. These words are “of healing”. Language is used to convey emotions to change perceptions of the self and other people/things. It shapes and empowers consciousness and provides a platform fir self-actualization. Psychotherapy and tutoring share a common set of principles for a successful interaction as well as a list of desired results.

Method

Data for this study was collected during the allotted 1 hour tutoring sessions for an undergraduate course titled Peer Tutoring and Writing at Kean University in the CAS writing center. An observer watched six sessions of tutoring conducted by his classmates and himself and took notes on the sessions. Students were chosen at random, those who consented to participation in the study. Students’ ages varied and undergraduate level ranged from freshman to seniors. They came for various reasons including; revision, help generating ideas, understanding assignments and course readings and draft development. Most students were undergraduate freshman aged between 17 and 19 coming for revision of their papers in English 1030. Some students evaluated the tutor as well as the observer. This method was also used in Scaffolding in the Writing Center: A Microanalysis of a Experienced Tutor’s Verbal and Nonverbal Tutoring Strategies, written by Isabelle Thompson (although the conferences were also videotaped).

The central features of the notes were the instances of tutor action or inaction, verbal and nonverbal that led to periods of students expressing confidence reactions. A confidence reaction was in the form of increased involvement with the assignment. Students’ increased involvement with tutor in conversation related to the assignment denoted confidence. Eye contact and body language cues also determined confidence. Heightened speech also was a showcase of confidence. Mention what unconfidence is.

Analysis

In this analysis specific portions of the three observations will be pulled to analyze their context as it relates to confidence in writers. The tutor’s technique and use of verbal and nonverbal representations as well as student confidence will be the focus.

As discussed by Isabelle Thompson in her work with cognitive scaffolding, the tutor is a facilitator more or less, whose job is to help students by setting up a situation for them to be actively engaged but also challenged. Students who feel like they are going to be right are more likely to participate in collaboration (pg 445 last paragraph). Active participation is a clear indicator of confidence as shown in a segment of tutoring session 1. The tutor is a professor in the English department at Kean University. The student is a freshman female in English 1030. She came in appearing nervous, especially after consenting to the observation. Her body language is jittery and she speaks in a quiet passive voice.

[T= Tutor S= Student]

T: Asks student what the characters say about confrontation. “Write them down.”

S: [Hesitates] Lists some points on the paper as directed by the tutor.

[Pause while writing]

S: Reads what she wrote T: Nods head at the same time

T: Rephrases what the student says in a more concise, grammatically correct, positive tone of voice; nodding head to show that she is correct in her response. “Uh huh, ok.” “Good, so what I hear you saying is…” S: Looks up and makes eye contact.

T: Praises students good responses after paraphrasing

T: Asks more questions pertaining to the assignment.

S: Answers more rapidly and with a stronger tone of voice while maintaining eye contact.

The cognitive and motivational scaffolding used by the tutor elicits confidence reactions in the students in the form of maintained eye contact, stronger tone of voice and quicker responses. The cognitive scaffolding was in the form of the tutor paraphrase. The motivational scaffolding came in the form of the tutor saying, “Good” and nodding her head in approval. These strategies were effective in promoting confidence.

Tutors praise of students also is known to elicit confidence reactions. Acknowledging a correct response and/or being genuinely excited about a student’s work is a factor that contributes to successful conferences. In the session the tutor is a professor in the English department at Kean University. The student is a senior who is working on a paper for an upper level English class concerning “Critical Theory”. The session is conducted in front of a class and the student verbally expresses her apprehension about participating. The segment picks up when the student explains that she is unable to revise her paper for a grade. The following is segment 1 from observation # 2:

T: (Angry, flushed face) Expresses grievance and frustration with the instructor for not allowing the student to revise paper. Tutor has a relationship with instructor and student and was under the assumption that the assignment could be revised. “I’m going to talk to him (referring to the instructor)”

S: Student recognizes tutors frustration. She makes eye contact.

T/S: Converse about their contempt for the situation. They seem on one accord emotionally.

T/S: Student and tutor engage in meaningful conversation about the assignment which adds to students understanding.

In Freud in the Writing Center: The Psychoanalytic of Tutoring Well by Cristina Murphy the author explains how vulnerable students need to feel empathy from the tutor. The tutor attended to the affective needs of the student as they both vented their frustration.

Segment 2 of observation # 2 shows the tutors unconditional positive regard for a student who has been making self-defeating statements. The author also explains that unconditional positive regard is essential in any one on one relationship such as therapist-client and student-tutor. The tutor in this segment demonstrated those qualities which led to the explicit confidence reactions.

T: Explains to student what she would do how she would do it. She explains for a second time what critical theory is and gives an example. She then questions whether or not student had applied critical theory to her paper in that way.

S: Student explains what she did and her mistakes at attempting “new criticism”. She says “I really don’t know”. “This probably doesn’t make any sense but…”

T: Tutor says she also understands the student’s mistake but asserts that her previous explanation of “new criticism” was good. Nods head feverously while smiling and saying, “that’s exactly right!”

S: Smiles widely looking very happy. The previously relatively quiet student is now more assertive than ever. “ I know now (referring to understanding new criticism)”

Fear, Teaching Composition and Students’ Discursive Choices: Re-Thinking Connections Between Emotions and College Student Writing written by Sally Chandler talks about the role emotions play with writers in composing a piece of writing. Emotion was a large factor that contributed to the student’s composing ability in the following segment. The session was with an older adult returning student. The tutor and student have seen each other on three previous occasions throughout the semester. They have built a rapport though collaboration and the tutor’s use of cognitive and motivational scaffolding which is considered necessary for successful tutoring (pg. 420 top paragraph). At this point the assignment sheet and draft had been read and the tutor had began to strategize a way for the student to make clear points in her draft that was a little unorganized with no clear main idea or thesis in paragraphs.

T: “Make a list to compare and contrast similarities and differences in both stories.” “[By the way] how did you do on the other assignment we worked on?” ”I see major improvements from your last paper”

S: Explains that the original paper which received a 32% after we worked on it moved up to a B. She was very excited and explained how she cried. She goes onto say how the professor noticed large improvements in her work and commented that he could tell tutoring was helping. She goes onto say how much God has helped her through the experience of returning to school. She was very discouraged but prayer and patience has brought her to the point where she is comfortable. She thanks the tutor vigorously for all the help he had given her. She now feels more confident in her abilities as a writer and as a student. [Continues for almost 30 minutes] She then finishes the compare and contrast and the session ends.

Chandler- how emotions effect the composing process

Ground all lit review in writing center

In paragraphs after the conversation Point out direct refer to the conclusions you drew.

Discussion

Based on the data presented in this research it is posited that verbal and nonverbal praise, motivation, and reassurance from tutors contribute to increased confidence and comfort in writers and in a tutoring session, which leads to a more collaborative experience on behalf of the writer. In a broader context, tutors must cater to the higher order concern of writer emotion before engaging in help with the composition process to be effective.

As a two year writing tutor and in my observations specifically conducted for this assignment, I have generally found that students are more responsive and willing to collaborate once they feel like their intelligence is recognized and/or validated by the tutor. They come into the conference admittedly needing help (an admission of deficiency). They seek help from a peer tutor (an admission that a peer is better than they are at writing). “In the course of this type of interaction, the student makes themselves vulnerable in opening themselves up to understanding or misunderstanding, judgment or acceptance, approval or disapproval. Pg 298 Frued” A student isn’t likely to reveal anymore deficiency during a tutoring session by opening their mouths to possibly verbalize their ignorance. Instead, a student remains quiet avoiding participation conversation in hopes that their tutor will be directive. It is important for a tutor to recognize the courage that it takes for a student to admit deficiency and seek help from a peer. Establishing a rapport with a student can help remediate some of these negative thoughts that they carry to a session. Praising their efforts and recognizing their intelligence and reassuring them when they feel ambiguous about what course of action to take make them feel more confident and likely to collaborate.

The current research has its limitations. The number of participants observed was noticeably small. There were six observations conducted by the researcher. In order to successfully conduct a study about tutors’ role in writer confidence, that number would need to be a lot larger. Participants were mostly first semester freshman ages 17 or 18. Freshmen are more likely to be unconfident because of the newness of the challenges of their college experience. They are inexperienced and as a result may act in ways that aren’t typical for all students entering the writing center for help. Also, the research assumes that collaboration as a result of writer confidence leads to successful conferences. This isn’t always the case. Sometimes, even when a tutor helps an unconfident writer to gain confidence and participate actively in a writing session, the session still is a “failure”.

Conclusion

The current research has attempted to add to the body of knowledge related to writing center discourse. This study specifically looked at if and how a tutor could elicit confidence reactions in writers. According to the empirical findings and supported by a literature review it has been found that tutors are in-fact able to elicit confidence reactions in writers. It has been found that tutors who are genuine in their concern, exhibited in their shared excitement and frustration about the assignment are better able to encourage student participation. Praising and validating a student’s intelligence can offset self-defeat and promote confidence. And lastly, longitudinal tutor encouragement can have lasting effects on writers’ confidence in their own writing.

An ability to invoke confidence has a huge implication for teaching pedagogy. Teachers being able to invoke confidence in their students about their abilities are extremely important. In low-income minority neighborhoods, a lack of confidence is characteristic of a large portion of the student population. These children grow up feeling “less than” capable in the classroom. Education is on the bottom of the list of priorities to some of these youngsters raised around in harsh circumstances. If a teacher from these neighborhoods is able to instill confidence in these children about their academic abilities then they might be able to perform better in school. If they are able to perform better throughout their K-12 experience, their prospect for continuing onto and succeeding in college is likely. Success in college that leads to enlightenment and broader world views as well as a career will be a far stretch from their humble beginnings. Of course many other social factors contribute to whether or not a student is an academic success. But if confidence was a controlled variable, the likelihood that students would follow the pattern as illustrated above would increase exponentially.

blog 19

Literature Review

The body of literature I have summarized helps support my exploration into whether negative emotions, specifically a lack of confidence, can inhibit a writer’s ability to compose. It also explores if and how tutors can affect writers’ confidence.

Scaffolding in the Writing Center: A Microanalysis of a Experienced Tutor’s Verbal and Nonverbal Tutoring Strategies, written by Isabelle Thompson is extremely effective at showcasing the positive implications of Vygotskian scaffolding applied to the practice of tutoring writing. The author introduces the study defining scaffolding and highlighting some of its key features. She also makes mention of the significance of nonverbal strategies in the scaffolding. Within the framework of the study the author describes three tutoring strategies, direct instruction, cognitive scaffolding and motivational scaffolding.

In traditional scaffolding a task is designed to be a little too difficult for a learner to handle on their own. A tutor/instructor is supposed to take command over the parts of the task that are too difficult while the learner is allowed to work on the parts that are within his capabilities. The tutor is to assist more when the learner fails and give greater freedom when he succeeds. The three key features include: intersubjectivity- collaboration between the tutor and learner “leads to task redefinition and shared ownership”, ongoing diagnosis- the tutor diagnosis the students level of understanding at the moment, and dialogic and interactive- the student is motivated to participate in the conference so the tutor can monitor progress, give support and ultimately fade (decrease his role in the process).

Nonverbal communication like verbal communication is essential in scaffolding tutoring strategy. Eye contact, posture and other movement show how people feel about each other, their level of engagement and approachability. This study looked at tutors’ hand gestures, posture and facial displays as well as students’ nonverbal back channeling, eye contact and smiling to examine emotional and representational aspects of nonverbal communication.

The three tutoring strategies used in scaffolding can be implemented through use of verbal and nonverbal instruction. Direct instruction is a strategy whereby the tutor (plainly speaking) tells the student what to do. It can also involve the tutor directly planning the next moves to be taken in the writing conference. Cognitive scaffolding is a strategy whereby the tutor provides meaningful guidance so that students can independently revise and come up with ideas. The tutor may set up a scenario where the student can choose between prompted alternatives or he may respond to his own question and leave a blank for the student to fill in. Motivational scaffolding involves keeping students engaged in the writing task and confident in their writing. With this strategy the tutor helps to minimize students’ frustration through sympathy and empathy. These three strategies are used in conjunction with one another through use of verbal and nonverbal methods during the tutoring session used for analysis. The study was deemed successful by both tutor and student.

This study revealed that the learning that takes place in center conferences is partly related to tutors’ “ability to scaffold a students’ performance toward an agreed upon outcome. It showed that scaffolding is important in teaching and also rapport establishment. The three strategies used in conjunction with one another at different stages in the conference analyzed show that scaffolding (cognitive, direct instruction and motivational) allows students to ultimately self-regulate in order to revise their own drafts.

Fear, Teaching Composition and Students’ Discursive Choices: Re-Thinking Connections Between Emotions and College Student Writing written by Sally Chandler is a piece of research literature that attempts to discover the role emotions play in affecting the composing process for undergraduate writers. This research demonstrates that writing assignments that propel young adult writers toward critical thinking and identity shifts have the potential to cause stressful emotions which in-turn cause discursive patterns that interfere with the composition of analytic writing. The study follows an undergraduate class of writers who as a requirement of their course were required to conduct tutoring sessions. And at the end of the term they were to write a reflective analysis paper concerning what they learned about their own writing process at the center. Students’ essays are analyzed for their social and emotional contexts. In the end it is found that emotions overwrite academic patterns students seek to produce.

The researcher uses the essays of her students as a preface to her analysis. Students in their essays describe their discomfort with tutoring and the effect they thought it had on their tutoring and the student. A student emphasizes the role of discomfort in bringing about change. The students’ essays generally focused on their emotions rather than an analysis which was required.

The research notes that students coming to the course although technically intermediate wrote as though they were beginners. Students would need to detach themselves from their old writing habits and develop more mature ones. “Conflicts between students’ self-perceptions and heir struggle to master college writing certainly contributed to fears articulated in their reflective essays: fears associated with the demand that they become novice writers”. The loss of confidence is a central issue in composition and students who need to change experience drastic internal conflict. Students’ fear in composition has been found linked to pressure to shift identity. They retreat to familiar home discourses rather than adopting a discourse that is a reasonably better choice because it leaves them emotionally secure and confident.

Effective teaching allows students to feel comfortable enough to let go of discursive patterns that function as a psychological defense. Instructors should guide students through the almost inevitable emotional experiences associated with critical compositions so that the experience is more productive, and less emotionally traumatic.

A Writing Teacher is Like a Psychoanalyst, Only Less Well Paid is written by Jay Parini who feels that it is his job to help students uncover their unique voice as writers buried in the collective popular voices of the time. The job of the teacher then is much like a psychoanalyst who must help clients uncover their unique personae in a world of other influences.

Freud in the Writing Center: The Psychoanalytic of Tutoring Well by Cristina Murphy further expounds on the idea of Jay Parini that tutoring is like psychoanalysis. The tutor’s relationship to the student differs from the instructor’s relationship to the student. It is primarily supportive and affective. It is a one on one relationship with instruction being a secondary component of the relationship. The tutor like a therapist in order to be affective must demonstrate unconditional positive regard according to Person Centered therapies founder Carl Rogers. Rogers recognizes the relationship between client and therapist being of the utmost importance. Their needs to be an empathetic bond formed where the student feels safe and secure.

Clients are dealing with hurt and negative emotions. People in the writing center are dealing with the same issues in the form of insecurities associated their abilities as writers or students. They experience “anxiety, self doubt, negative cognition and procrastination”. Students explain what they want and what they hope to achieve. The students make themselves vulnerable opening up to judgment and approval or disapproval.

The power is in the words exchanged between tutor and student like client and therapist. These words are “of healing”. Language is used to convey emotions to change perceptions of the self and other people/things. It shapes and empowers consciousness and provides a platform fir self-actualization. Psychotherapy and tutoring share a common set of principles for a successful interaction as well as a list of desired results.

Method

This data for this study was collected during allotted 1 hour tutoring sessions for an undergraduate course titled Peer Tutoring and Writing at Kean University in the CAS writing center. An observer watched six sessions of tutoring conducted by his classmates and took notes on each as well as his own sessions. Students’ ages varied and undergraduate level ranged from freshman to seniors. They came for various reasons including; revision, help generating ideas, understanding assignments and course readings and draft development. Most students were undergraduate freshman aged between 17 and 19 coming for revision of their papers in English 1030. Some students evaluated the tutor as well as the observer. This method was also used in Scaffolding in the Writing Center: A Microanalysis of a Experienced Tutor’s Verbal and Nonverbal Tutoring Strategies, written by Isabelle Thompson (although the conferences were also videotaped).

The central features of the notes were the instances of tutor action or inaction, verbal and nonverbal that led to periods of students expressing confidence reactions. A confidence reaction was in the form of increased involvement with the assignment. Students’ increased involvement with tutor in conversation related to the assignment denoted confidence. Eye contact and body language cues also determined confidence. Heightened speech also was a showcase of confidence.

Analysis

In this analysis specific portions of the three observations will be pulled to analyze their context as it relates to confidence in writers. The tutor’s technique and use of verbal and nonverbal representations as well as student confidence will be the focus.

As discussed by Isabelle Thompson in her work with cognitive scaffolding, the tutor is a facilitator more or less, whose job is to help students by setting up a situation for them to be actively engaged but also challenged. Students who feel like they are going to be right are more likely to participate in collaboration. Active participation is a clear indicator of confidence as shown in a segment of tutoring session 1. The tutor is a professor in the English department at Kean University. The student is a freshman female in English 1030. She came in appearing nervous, especially after consenting to the observation. Her body language is jittery and she speaks in a quiet passive voice.

[T= Tutor S= Student]

T: Asks student what the characters say about confrontation. “Write them down.”

S: [Hesitates] Lists some points on the paper as directed by the tutor.

[Pause while writing]

S: Reads what she wrote T: Nods head at the same time

T: Rephrases what the student says in a more concise, grammatically correct, positive tone of voice; nodding head to show that she is correct in her response. “Uh huh, ok.” “Good, so what I hear you saying is…” S: Looks up and makes eye contact.

T: Praises students good responses after paraphrasing

T: Asks more questions pertaining to the assignment.

S: Answers more rapidly and with a stronger tone of voice while maintaining eye contact.

The cognitive and motivational scaffolding used by the tutor elicits confidence reactions in the students in the form of maintained eye contact, stronger tone of voice and quicker responses. The cognitive scaffolding was in the form of the tutor paraphrase. The motivational scaffolding came in the form of the tutor saying, “Good” and nodding her head in approval. These strategies were effective in promoting confidence.

Tutors praise of students also is known to elicit confidence reactions. Acknowledging a correct response and/or being genuinely excited about a student’s work is a factor that contributes to successful conferences. In the session the tutor is a professor in the English department at Kean University. The student is a senior who is working on a paper for an upper level English class concerning “Critical Theory”. The segment picks up when the student explains that she is unable to revise her paper for a grade. The following is segment 1 from observation # 2:

T: (Angry, flushed face) Expresses grievance and frustration with the instructor for not allowing the student to revise paper. Tutor has a relationship with instructor and student and was under the assumption that the assignment could be revised. “I’m going to talk to him (referring to the instructor)”

S: Student recognizes tutors frustration. She makes eye contact.

T/S: Converse about their contempt for the situation. They seem on one accord emotionally.

In Freud in the Writing Center: The Psychoanalytic of Tutoring Well by Cristina Murphy the author explains how vulnerable students need to feel empathy from the tutor. The tutor attended to the affective needs of the student as they both vented their frustration.

Segment 2 of observation # 2 shows the tutors unconditional positive regard for a student who has been making self-defeating statements. The author also explains that unconditional positive regard is essential in any one on one relationship such as therapist-client and student-tutor. The tutor in this segment demonstrated those qualities which led to the explicit confidence reactions.

T: Explains to student what she would do how she would do it. She explains for a second time what critical theory is and gives an example. She then questions whether or not student had applied critical theory to her paper in that way.

S: Student explains what she did and her mistakes at attempting “new criticism”. She says “I really don’t know”. “This probably doesn’t make any sense but…”

T: Tutor says she also understands the students mistake but asserts that her previous explanation of “new criticism” was good. Nods head feverously while smiling and saying, “that’s exactly right!”

S: Smiles widely looking very happy. The previously relatively quiet student is now more assertive than ever. “ I know now (referring to understanding new criticism)”

Fear, Teaching Composition and Students’ Discursive Choices: Re-Thinking Connections Between Emotions and College Student Writing written by Sally Chandler talks about the role emotions play with writers in composing a piece of writing. Emotion was a large factor that contributed to the student’s composing ability in the following segment. The session was with an older adult returning student. The tutor and student have seen each other on three previous occasions throughout the semester. They have built a rapport though collaboration and the tutor’s use of cognitive and motivational scaffolding which is considered necessary for successful tutoring. At this point the assignment sheet and draft had been read and the tutor had began to strategize a way for the student to make clear points in her draft that was a little unorganized with no clear main idea or thesis in paragraphs.

T: “Make a list to compare and contrast similarities and differences in both stories.” “[By the way] how did you do on the other assignment we worked on?” ”I see major improvements from your last paper”

S: Explains that the original paper which received a 32% after we worked on it moved up to a B. She was very excited and explained how she cried. She goes onto say how the professor noticed large improvements in her work and commented that he could tell tutoring was helping. She goes onto say how much God has helped her through the experience of returning to school. She was very discouraged but prayer and patience has brought her to the point where she is comfortable. She thanks the tutor vigorously for all the help he had given her. She now feels more confident in her abilities as a writer and as a student. [Continues for almost 30 minutes] She then finishes the compare and contrast and the session ends.

Blog 17

The purpose of this research project is to discover what, if any kind of tutor influence elicits confidence reactions in students and under what conditions. Finding whether or not a tutor can provoke confidence in students and how, has many implications for tutoring and teaching pedagogy. An individual’s lack of confidence in his/her ability to complete a task inhibits their ability to carry out said task. Often time’s writers come to tutoring or English class with a negative attitude about their writing ability. They make statements like, “I suck at writing.” This lack of confidence can also prevent a student from beginning a writing assignment as they sometimes feel like they are too incompetent. The hope is that a tutor’s influence can offset writers’ self-defeating attitudes and inspire confidence that will enable a writer to take chances and grow.

List of tentative sources:

JAY PARINI, "A WRITING TEACHER IS LIKE A PSYCHOANALYST, ONLY LESS WELL PAID"

"DETENTE IN PSYCHOTHERAPY?" BY LEONARD D. GOODSTEIN

Murphy, "Freud in the Writing Center"

The Structure and Culture of Developing a Mathematics Tutoring Collaborative in an Urban High School -Erica N. Walker

The type of information that I will need to gather will come from research databases containing scholarly sources. The searches criteria will pertain to body language and other nonverbal indicators of confidence, tutoring techniques that are successful in promoting confidence, tutors disposition and how it affects writers, confidence level and task completion, lack of confidence and writers block. I also want to gather good observation data from my classmates’ sessions as well as my own sessions.

Blog # 16

The class talked about taking notes that were objective. We shouldn't take notes that support our assumption, rather we should write from a nuetral stand-point only what we see and hear. We also discussed tutoring to ESL students. The importance of agenda setting (who sets, the tutor or student), domain knowledge, and tutoring technique were discussed in regards to ESL tutoring.

S = Student T = Tutor

S appears to be nervous
- body language- gittery
-quiet/ passive

T: reads assignment and explains in laymans terms
- asks student "where do we start?"
- becomes directive
Student relatively quiet. Gives no eye contact .Tutor makes eye contact

T: (speaking softly) asks writer to explain what author says about conformity
S: Lists points on paper as directed by tutor
T: rephrases some of the students writing and verbal sentiments in clearer more formal language..."So what I hear you saying is..."
S: Student agrees with tutors rephrase and appears to be more excited and more confident.
- speaks louder, answers questions, nods head a little more surely
T: Praises
S: Student gives eye contact now

Blog 15

My project needs to find a more precise focus as "writers' confidence" is too broad of a topic. I recognize my need to take notes objectively and not to write them in language that candidly supports my assumptions. My sessions are going well. ESL is difficult just like it has always been.

Blog # 14

Post your purpose + your research question. Do some brainstormy writing about what you will observe at sessions to gather data for your project.

The purpose of this research is to discover if and how writing coaches’ behavior affects confidence in students who come to the writing center. What conditions, and what behaviors of both tutor and writer can affect the confidence the writer?

Many writers come to the center lacking confidence, which is indicated by their use of self-defeating statements upon entering the session. It isn’t uncommon for a tutor to hear a student introduce himself saying something like, “Hi, I’m (student’s name), and I suck at writing.” What events prelude statements such as the aforementioned? What can a tutor do to change these sentiments? But there is also a population of students who come to the center and remain unchanged in terms of confidence increase and decrease regardless of tutor behavior. This type of writer might say to a tutor something like, “My paper is good but I just want you to look it over”, and after the session, “Thanks a lot, pretty good right?”

Blog # 13

I'm interested in writers' confidence. I want to evaluate what factors contribute to students' confidence as writers. What variables affect confidence increase? What variables affect confidence decrease? How to measure confidence; what are the terms of measurement? what demographic population of writers shows a general trend of increased confidence? what demographic population of writers shows a general trend of decreased confidence? What type of writing assignments contribute to confidence or the lack thereofimproved performance as a result of confidence?

The literature I have looked at is as follows:

Jay Parini, "A writing teacher is like a psychoanalyst, only less well paid"

"Detente in Psychotherapy?" by LEONARD D. GOODSTEIN

Murphy, "Freud in the Writing Center"

Blog # 12/13

I plan to observe tutoring technique and tutor diposition to see whether they are contributing factors to writers' increase or decrease in confidence. Are nondirective or directive techniques better suited to help a writer build confidence? Is minamalism useful for eliciting confidence? Is a tutor that exhibits a warm, inviting demeanor able to elicit feelings of confidence from a writer? Does a tutor's display of an attidude that can be perceived as critical to the writer contribute to his/her feeling uncondfident?

Verbal and nonverbal cues can shed light on whether or not a student feels confident. Does he/she say things like "I get it" or "this isn't so bad" or "I know how to do this"? I plan to observe students' body language. Tone of voice is also an indicator of confidence. Is he or she assertive or passive in the tutoring seesion? Does he/she lean in towards the work or the tutor? Does the student make eye contact? I plan to watch whether or not the student is setting goals as well.

Research project blog

1. I'm interested in writers' confidence. I want to evaluate what factors contribute to students' confidence as writers.

• what variables affect confidence increase
• what variables affect confidence decrease
• how to measure confidence; what are the terms of measurement
• what demographic population of writers shows a general trend of increased confidence
• what demographic population of writers shows a general trend of decreased confidence
• What type of writing assignments contribute to confidence or the lack thereof
• improved performance as a result of confidence

2. I want to examine the correlation between building a good rapport with students and the probability that they'll return for more tutoring. Does building a good rapport with a writer encourage him to continue to come to the center?

• Does the returning writer improve as a writer?
• What skills/ techniques does a tutor need to build a good rapport with a writer?
• What demographic of students typically return to the center?

Blog 10

I am excited to participate in sessions for my research project. Hopefully I am able to collect meaningful data during observation so that my research project is informative and well supported. I am already a tutor but this class has taught me so much. I implemented some of the lessons from the text into my coaching strategy and I think I've become a more affective tutor. I just want to be a good observer. And I hope a do a good service to the people that observe me!

Blog #9

I'm interested in writers' confidence. I want to evaluate what factors contribute to students' confidence as writers. A list of things to monitor as I do the research:

• what variables affect confidence increase
• what variables affect confidence decrease
• how to measure confidence; what are the terms of measurement
• what demographic population of writers shows a general trend of increased confidence
• what demographic population of writers shows a general trend of decreased confidence
• What type of writing assignments contribute to confidence or the lack thereof
• improved performance as a result of confidence

Writing Checklist

Student Name:____________
Major:___________
Expected Graduation Date:_______________
Career Goal:_____________


Session 1: __/__/__

Student's Concern/s:________________________________

Student's goal for the session:__________________

Things discussed:_____________________________________

Student's interest:________________________________

Tutoring technique:________________________

Resources provided:_____________________

Comprehensively describe what was done:__________________________________
________________________________________________________________

End of Session

What was accomplished?________________________________

Was he/she satisfied with what was accomplished, if not, why?________________________________

Were students goals met?___________________________

Student understood...can continue on his/her own?____________________

How did student take to your approach?__________________

Were you satisfied with the help that you provided?________________________

What would you do over, if anything?______________________

Is student returning, if so, for what?______________________________


Session 2
(same as above w/ 1 exception at the end)

Improvement/s you recognize:____________________________

Blog # 7

I enjoyed taking notes on the writing session. It gave me an opportunity to have an outside look at the experience in which I take part daily. I noticed level of engagement expressed by both tutor and student. The things I paid attention to most were: Body language, eye contact, type of technique the tutor used, the language the tutor was using,the reaction of the student, the level of student engagement, student reaction to tutor action and vice versa, silences, areas on which the tutor focused and some specific conversation peices. I think the most important thing to write down is if the tutor is being well recieved and if the student understands.

Blog # 6

People often overestimate the conclusions other people will draw when interpreting meaning from their words, especially those words with pretty direct meanings. The purpose of their doing this is to protect the feelings of the group of whom they speak. But is it really protecting their feelings or is unnecessary political correctness? Whether you call your writing center a “lab” or a “center”, people will still come to get their papers fixed. Whether you call the people who come for help “students” or “writers” feelings of subordination and superiority will still exist. For this reason my center will be known as the Student Writing Center. It’s important to focus on what the center does rather than what it’s called. This center operates off of the idea that knowledge is socially constructed. The overall goal of the center is to make students feel comfortable and confident writing independently while providing encouragement and support on many levels. To reach that goal the center must do several things.

The center should provide resources. It should have a wide range of resources from magazines, newspapers, textbooks, encyclopedias, computers with internet access, televisions, etc. These resources will help students and tutors further explore the social world in order to share and construct knowledge. More important than having these resources though, the center must train its staff to effectively implement these resources into tutoring. A tutor should be able to recognize a student or paper that would benefit from watching MSNBC vs. reading the NY Post. Tutors should be well informed about various media sources.

There should be diversity and flexibility in tutoring technique. A mandatory training course will be required of all tutors. This training should help them in their tutoring and writing skills. They should be trained to support writers on every level. Training should also teach them how to cater to the different needs of a diverse student body. There will be no strict methodology of operation. Every experience is unique and tutoring technique is subjective to that student and his/her paper.

The Center should have a good relationship with the University. The center staff should be connected with teachers, administrators and students. Professors should speak to tutors regularly. Administration should check in on writing center operation regularly to make sure they are properly staffed and up to date on resources. Students should be well informed about the writing center’s goals and operation. There should be an introduction to the writing center during New Student Orientation.

There should be a requirement for the freshman population to have writing seminars in the center twice a week during college hour, a supplement to their freshman English course. This way the students get to familiarize themselves with the center and how it works; its purposes and goals. They should be asked what their (the students) expectations are of the center and the center should in-turn disclose its expectations of students. This way the students are aware when they enter the center for the rest of their college career what is in store.

The most important thing is that students feel comfortable enough to be able to write on their own. That isn’t to discourage them from seeking the centers help, but it is important that they feel confident enough in themselves as writers that if they did want to write a paper on their own, the center would have provided enough support so that they’d know how to do their paper independently. Because ultimately, when the student graduates and enters into a professional career he/she won’t have a writing lab for support. It is imperative that they be able to do it on their own.

Blog 5

In my session as a student Dr. Chandler helped me through fixing some of the problems in my response essay. My first problem was that I hadn't read the assignment. And after she advised me to give it a quick read, I saw some of the problems and began to correct them. I needed to find a focus for my summary. After I did that, everything fell into place. Organization and structuring were next and then i had to find content to fit within the main ideas I had choosen for my response. Together, Dr. Chandler and I came up with some examples that fit nicely with the point I was trying to make. I learned that some of the methods discussed in the book are helpful. Reading and writing to the assignment as outlined by the textbook is definatley the most important and should be the first step for any tutor.

As a tutor I helped a student who had some organization issues. Her content was misplaced and some of it needed to be ommitted. She needed to tailor her response to the focus of her summary. Actually, the problem she was having was the same ones I had. The book mentioned that in tutoring, the tutor benifits even more than the student. I found this to be true in this session as I picked up on her mistakes and imidiately recognized that they were the same ones that occured in my writing.

Blog Assignment 9/28/09

During my tutoring session I learned the difficulty of being a student seeking help from a tutor. Playing the role of the student helped me to their position in a different light. I was able to empathize with the people who I help everyday. You have open yourself up and become vulnerable. You have to be able to accept your limitations and take advice and criticism. You also might feel unsure as to whether your tutor will be able to help you. I learned playing the role of tutor that not everyone fits a mold; different students have different needs that may deviate from what I'm used to. When I tutor I mostly focus on organization. I'm learning that some students may not have organization needs or other "higher level" concerns but just might need a good conversation to stimulate thoughts that they can transcribe onto paper. As a student I like to control the conversation and make sure that the tutor understands in which ways I need help. Overall, during the process I learned that there needs to be a give and take. I can't assume that I'm always right and even if I am, at the end of the day, its the students paper. This relates to the authors central purpose regarding collaboration and control. Its important to make sure that collaboration is really collaboration and control is shared and negotiated.

Blog Assignment 3

The writing center I’d champion would be aimed at embracing diversity and non-traditional yet effective strategies oriented toward making the student a better writer and independent thinker. The center’s physical appearance would embody this embrace of diversity and “out of the box” thinking. Much in the same way that therapy operates, the client/student is the boss and the therapist/tutor’s job is to guide that person to his or her personal definition of success. This center is named a Multidimensional Writing Laboratory (MWL).
The lab should have its own separate building on campus. The building needs an open feeling with many windows. Some walls should be colored. Lots of open spaces where people can feel free to walk and ponder are essential. There should be some mentally stimulating abstract art that is open to innumerable amounts of interpretations. Couches that are comfortable need to be placed around the room. In this lab there should be many computers with internet access. There should also be a few televisions (only used in cases where the student and tutor feel it is necessary). There should also be a room with its only purpose being for open discussion and debate that will help the student generate ideas.
In this model students learn though multiple dimensions. The writing lab should provide many resources. Scholarly journals, dictionaries, encyclopedias, thesauruses, big city newspapers, small town papers and an online research database are good starts. Political resources or ones that operate within a theoretical framework should be contrasting which allows the student to develop her own point of view and at the same time she is made aware of resources which she may not have known existed.
Also students learn through interaction with the tutor and other writing lab staff through a give and take relationship and in an environment that allows the student to generate her own ideas without reserve and free of judgment. The staff should feel free to voice their opinions if asked, even if topics include those deemed taboo for the workplace, like politics. The student thinks and writes and the tutor should intervene only when necessary. This way the student develops a work that is truly her own.
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.
The tutor should be trained to in the proper usage of grammar. Tutors should also be trained in the art of tutoring and in accordance with the philosophy of the MWL. Tutors’ training should also involve techniques on remaining culturally sensitive and being objective and nonjudgmental.
With all this freedom from convention there is a potential for chaos. It is important that the role of director be given to someone who is able to maintain control but not impinge upon freedom and creativity. For this reason this writing center will have two directors. The two directors should have differing backgrounds; racial, gender, academic discipline, etc. They should oversee the direction of the entire lab. The directors should make sure that one point of view isn’t being championed by the lab thus eliminating biases. The directors need to make sure that tutors aren’t doing the students’ work and that students aren’t taking advantage of all of the freedoms.

Collaboration, Control and the Idea of a Writing Center

Andrea Lunsford’s Collaboration, Control and the Idea of a Writing Center, is a short essay that contrasts three different theoretical approaches of writing center operation; the authors previously preferred Storehouse Center, The Garett Center and the authors now favorite, text supported- Burkean Parlor. The focus of the text in each model is on the concept of collaboration and the balance of control that exists within each.
In the Storehouse Center the writing center is seen as an “information station”. Knowledge is viewed as external and accessible. The focus is on the individual and getting them the help and resources that they need. Collaboration isn’t particularly championed. Control is in the hands of the tutor.
An “Individual Genius” ideology governs the Garret Model. The center here has a focus in extracting knowledge from the individual rather then supplying information and resources. Just like in the storehouse model, collaboration isn’t prioritized. Control though seems to be in the hands of the student.
The text favorite-research supported Burkean Parlor is a strong supporter of collaboration which in this case integrates and embraces diversity. Knowledge is seen as socially constructed; individuals in a group exchange knowledge and engage one another. Research outlines many advantages to the collaboration that takes place in this conceptual model. Control lies with “the negotiated group”. The problem though is that this model of writing center defies the American ideology of individualism. It is also a challenge to the status quo of higher education.

Blog Assignment 1

I would have to say that the job of a writing center is to facilitate student's efforts at creating and handing in a quality paper. Also, I think the writing center's job is to help the students who entered (who might have been a little novice) to leave out with a better understanding of not only syntax but of their own style, process and voice as a writer. A writing center should have a sense of community where students feel free to bounce ideas off of each other without fear of criticism; a safe place to construct, revise, and scrutinize ones own work with the help of his/her peers.

List of Writing Center Principles
1. Facilitate...Don't overtake (lol)
2. Build a community with students... not an immunity to students (lol)
3. Be committed to the student's growth as a writer, not the student's paper