Tuesday, April 13, 2010

Important facts to know after reading "Understanding Composing" by Sondra Pearl

After reading Sondra Pearl's "Understanding Composing", I came across some very important terms that she gave throughout the reading. A few of these terms are:

1. Recursive-returning again and again to a point or points already made.

2. Felt sense-the focus of the writers' attention. The reading also gives the definition through the words of Eugene Gendlin, a philosopher at the University of Chicago. He says, "The term felt sense is the soft underbelly of thought. . . a kind of bodily awareness that . . . can be used as a tool . . . a bodily awareness that . . . encompasses everything you feel and know about a given subject at a given time. . . it is felt in the body, yet it has meaning. It is body and mind before they are split apart."

3. Retrospective Structuring- a process of attending, of calling up a felt sense, and of writing out of that place.

4. Projective Structuring- the ability to craft what one intends to say so that it is intelligible to others.

Sondra states very interesting methods of writing any composition, and as I am writing this right now, I am finding myself using the techniques in which she states in the reading. I will now speak about a few of the points that Sondra makes throughout the reading that I believe are essential for writing to the best of one's ability. Sondra states patterns that seem to occur when writing and composition and she believes that answering this is quiet difficult, and it is. She explains that *recursiveness, and recognizing it when writing is important to any writer. She states that writing is a recursive process, which means that a writer may go backwards when writing, and not forwards. Sondra says that writers return to the sentence or paragraph they have written, and read it over, making sure it makes sense to them, asking themselves if the reader will understand what he or she is trying to write, and making sure correct vocabulary and syntax is being used. I do in fact find myself doing this every single time I am writing a paper. No matter what subject the paper is for, it is always important to make sure that you reread what you have written and make sure that what you have written makes sense to yourself. If it does not make sense to yourself, then there is an extremely high chance that the reading will not make sense to the reader. Another recurring action is when a writer uses the same key word(s) or item(s) about the topic. Sondra states that writers constantly return to their notion of the topic when writing. She says that most of the time when writers get stuck, they use the topic or key word and in this way, it gets them going on and begin writing again. One final 'backward movement' in writing that Sondra spoke about, saying that it is not easy to document is felt sense. Sondra says that felt sense is always there, no matter what. With felt sense, the writers are given a topic, the writer then begins thinking about images, words, ideas, and feelings about the topic. During this point, Sondra says a writer may pause, they may go back and repeat key words and still may have an unclear understanding of the topic. She says that the writer may still be looking or waiting for an image or idea to come into their head. When the writer finally does get an idea into his or her head, and something does click, they then will begin writing and starting heading into the right direction with the composition that they are writing.

A question that Sondra asks in her article does along the lines of, “Where does the writer get his or her inspiration from?” and “How does the writer recognize it?” The answer that Sondra gives is, “the ability to recognize what one needs to do or where one needs to go is informed by calling on felt sense. This is, Sondra says, the internal criterion writers seen to use to guide then when they are planning, drafting, and revising. Sondra goes more into depth with felt sense, explaining that when felt sense is formed, we as writers match the words to it. She says that as we begin to describe it, we get to see what is there and what we know. When the process is working properly, the writer then begins to move along and sometimes move rather quickly.

Another important technique that Sondra speaks about is *retrospective structuring. She says that it is retrospective in that it begins with what is already there, inchoately, and brings whatever is there forward by using language in structured form. Sondra writes that we see something new in our writing that comes upon us as a surprise. We see in our words a further structuring of the sense we begin with and we recognize that in those words we have discovered something new about our topics and ourselves.

One final important technique that Sondra speaks about is *projective structuring. A few concerns that arise with projective structuring is that many writers act as if it is a whole process. The writers focus on what they think others want them to write about rather then looking to see what they want to write about. She also brings up the concern that many writers reduce projective structuring to a series of or criteria for evaluating finished discourse. Sondra believes that for projective structuring to function fully, writers need to draw on their capacity to move away from their own words, to decenter from the page, and project themselves into the role of the reader.

Sunday, April 4, 2010

What NOT to do when tutoring

After watching a clip of a tutoring session in class last week, I have made a list of a few things that shouldn't be done if I were tutoring a student. These don't's are:

1. Walking into the session with improper attire. The tutor in the clip walked into the session wearing her tennis outfit. She should have been dressed more appropriate.

2. Not paying attention to the student whom you are tutoring. The clip showed the tutor fidgeting around and not paying attention to the problems and needs that the student was trying to explain to her. Instead she was looking inside the desk, drinking soda, and not giving the student 100% of her attention.

3. Cutting a session short. The tutor in the video barely spent any time what-so-ever with the student. Instead, she was pretty much rushing the student because she had somewhere less important to be.

4. Finding time to help the student. The tutor made it extremely clear to the student that she wasn't very much interested in helping and tutoring him. The student had asked the tutor if she would be able to pencil him into her schedule because of a test coming up, and the tutor just brushed the student off and did not even make an effort to go and take some time out to meet up with the student and have a session.

Thursday, March 25, 2010

"How I feel about becoming a Writing Tutor"

I have a number of different feelings and emotions about becoming a Writing Tutor.

I feel a little scared because I feel that I may not be able to help the student understand what I'm trying to say when explaining something to him or her.

I feel anxious because I have never tutored college students. I have always helped students who are a lot younger then I am.

I am feeling happy because I love being able to help someone especially in the area of English, and in particular, writing.

I feel somewhat nervous because I don't want to be giving students the wrong information or have them fail or get a bad grade because of me giving them information that isn't correct, or have them misunderstand something that I am trying to say.

At the end of it all, I want the experience to be worthwhile. I want it to be beneficial to both me and the student. I want to be able to have the student learn new things as well as have myself learn new things about writing and the students as well. I want the student to be happy with their final outcome of their writing assignment and I want them to thank me for helping them. I believe that the most rewarding thing is having someone appreciate you helping them do good.

"What I have learned about being a Writing Tutor"

After sitting with a tutor and a tutee in the writing center I have come to realize that it is a very hard and demanding job as being a tutor. From both the experience, and what I have learned in my ENG 220 Teaching Writing class, I can finally say I have a better understanding of that it is and what is expected for being a good tutor.

On Tuesday I was able to sit in a session with a tutor and a tutee. The student was having trouble understanding why she was getting such a low grade when she wrote her in-class diagnostics essay for her ENG 101 class. Some things that I had noticed the tutor doing right from the beginning was pretty much everything that my class and I have been discussing in ENG 220.

The tutor started the session with asking the student what the assignment was about. They both read the directions for who was expected to be written in the essay that was given to the student. After they read the directions, the tutor went on reading the student's paper out loud. After completing this, the tutor asked the student her ideas about what she wrote in the paper. I felt that this was a good approach because I felt that the tutor was a little confused with what the student had written in her assignment, and instead of saying it was badly written, or confusing, she asked the student what she was trying to write and what her ideas about what she was planning to write in the paper, this way the tutor can get a better understanding and idea what the student wants to write about, and if it is in fact a good approach to answering the question that was given by the professor for the assignment.

Another approach that the tutor went about doing was pointing out the the student the comments, suggestions, and corrections that the professor had wrote while grading the student's paper. The tutor explained the to student that reading these comments, suggestions, and corrections is very important because then the student would be more careful to not make the same mistake twice when writing another paper for this one particular, or any other class for that matter.

One problem that the student was having was not being able to properly structure her essay. She was having a big problem organizing her ideas. Instead of separating her points into three separate paragraphs, the student gave all her ideas and points in her first paragraph. The tutor praised the student because she did in fact have very good points in supporting her thesis statement, but the fact that she wasn't properly organizing and constructing her essay, giving each point a different paragraph followed by examples was where the student needed help.

After explaining this to the student, the tutor asking her to write the three points that she, the student, had originally stated in her introduction. The student wrote down the three points in three separate columns and then asked the student to give examples supporting the point she was trying to make in her thesis.

After the session was over, the student thanked the tutor and the tutor told her if she had any other problems, that she can come find her in the writing center, and they would be able to work more on the paper, or the tutor told her she would help the student in having a better understanding of properly structuring her essays.

Tuesday, March 23, 2010

"Why I said what I said to Vanessa and John"

Vanessa's piece was very good. I liked the way she was able to give full explanations about the poet and almost everything she wrote about. Her choice of words were good too. The one small problem, I wouldn't even call it that, was that the professor asked for the students to write a definition of tone in their own words, and she took her definition from the internet. Other then that, it was a very well written essay.

John's essay was good on a different level. Instead of choosing a poet and poem, he chose a song by Led Zeppelin. I thought this was a unique approach to writing his essay.. He went outside of the box, and he chose what he liked. In a way, songs are written as poems, so I think it was a good choice. He knew about the song very well, and explained the lyrics and how the symbolism and tone were incorporated in them. One thing that I believed shouldn't have been in the essay was the entire song lyrics. I explained to John that a few lyrics, just to show the reader what he was talking about would have been good.


This was a fun experience for me, and I think now I am more ready and in some ways more confident if I am chosen to tutor ENG 099 students.