Hey Readers,
One of the benefits of having a supervisor, who also teaches English, is having a supply of students to work with. Our supervisor's class coincided with the writing center hours, so she ended her class a bit early so students could have a chance to check out the writing center. It's been almost a year since I did tutoring a la Writing Center style thus I felt that the whole process would be "alien" to me; it's scary how I still remember my tutoring process.
The student demography that we're working with challenges us to adapt the "on-the-fly" approach. We can't plan too far ahead, and we just have to be ready whenever. We'll have a sign-up sheet for the week, but mostly, we'll operate on a "walk-in" basis. Today was an example of how it can be chaotic, but nothing 3 very efficient writing assistants can't handle.
I guess I was spoiled when I worked at Utah State University's Writing Center. We had a receptionist who managed the appointments and room traffic. At first a student came in, then followed by 2 more students, and then 5 students. The great thing was that the students waiting congregated to an empty table and maintained their patience. I used to get a 5-minute warning from the receptionist but not this time. I had to be mindful of time on my own ( a 30-minute session which includes: intro, the works, the wrap-up ).
After establishing rapport, I briefly explained how I would collaborate with the student focusing first on content before the technical aspect, such as grammar. And since we emphasize "writing as a process", it's okay if we don't address every issue during the first session because students are always welcome to come back many times. The student then summarizes in his or her words what we worked on during the session, and what he or she plans to do for revision ( there's no guarantee that students will actually do it, BUT verbalizing an action is a good first step in taking responsibility and ownership of their writing ).
I worked with 2 students. They smiled and laughed at my jokes ( to be nice ). The first student's sentences were wordy almost becoming like a run-on sentence. The evidence supporting her tentative thesis was getting lost. The second student needed to work on her structure so her summary could be more concise and clear ( making sure the evidence matched with the main idea ). At the end of the session, I encourage them to spread the word: "The Writing Center is here to help students at any stage of their writing: brainstorming, drafting, and revising."
Thursday, February 3, 2011
Tuesday, February 1, 2011
Writing Center: "operation revival" commences
Hi Readers,
First of all, let's thank Old Man Winter for finally taking a hiatus so the 1st official day of my new part time job could finally take place. Readers, I'm excited for this position. My contract is for this semester, and if my supervisor were to enjoy my performance then my contract would be renewed for the Fall semester as well.
Today was a light day. I was reunited with my new supervisor ( who also interviewed me ), and I met Colleague N, whom I'll be working with. She went to a small university in OH, and she completed her MA's degree in Saint Joseph's University. Colleague R wasn't present because she was in West Chester University, taking a graduate class. Our supervisor just went over writing center procedures, and we discussed goals and projects.
This semester we have the task of reviving the Writing Center ( made possible by a 5-year grant recently acquired by the University ). Last Spring, it was terminated due to inefficient staff and insufficient funding. Coincidentally the absence of a Writing Center caused students' passing rate to decline. The Higher-ups then realized that the Writing Center played a vital role in student success.
As Writing Assistants to this revived Writing Center, our first challenge is to get the word out there that we are here to help students with their writing. We have to convince and inform faculty and University Staff members about our mission and the service we provide. In other words, we have plenty of grass-root level tactics to do ( posters, flyers, word-of-mouth, club fairs, class presentation, ally building, talks with faculty et al ). It'll be a lot of work, nonetheless, this will make for an exciting and challenging semester ( I just hope the weather cooperates ).
In addition to the above task, we are getting ready for our 1st event: a "Read-In". To celebrate African American Black History month, people will be invited to share readings from black authors. Other projects may include: transforming the physical space, gathering data/resources, leading workshops, recruiting peer mentors, presenting at/attending conferences, and creating a Writing Center Newsletter ( print or on-line ). Wish us luck!
First of all, let's thank Old Man Winter for finally taking a hiatus so the 1st official day of my new part time job could finally take place. Readers, I'm excited for this position. My contract is for this semester, and if my supervisor were to enjoy my performance then my contract would be renewed for the Fall semester as well.
Today was a light day. I was reunited with my new supervisor ( who also interviewed me ), and I met Colleague N, whom I'll be working with. She went to a small university in OH, and she completed her MA's degree in Saint Joseph's University. Colleague R wasn't present because she was in West Chester University, taking a graduate class. Our supervisor just went over writing center procedures, and we discussed goals and projects.
This semester we have the task of reviving the Writing Center ( made possible by a 5-year grant recently acquired by the University ). Last Spring, it was terminated due to inefficient staff and insufficient funding. Coincidentally the absence of a Writing Center caused students' passing rate to decline. The Higher-ups then realized that the Writing Center played a vital role in student success.
As Writing Assistants to this revived Writing Center, our first challenge is to get the word out there that we are here to help students with their writing. We have to convince and inform faculty and University Staff members about our mission and the service we provide. In other words, we have plenty of grass-root level tactics to do ( posters, flyers, word-of-mouth, club fairs, class presentation, ally building, talks with faculty et al ). It'll be a lot of work, nonetheless, this will make for an exciting and challenging semester ( I just hope the weather cooperates ).
In addition to the above task, we are getting ready for our 1st event: a "Read-In". To celebrate African American Black History month, people will be invited to share readings from black authors. Other projects may include: transforming the physical space, gathering data/resources, leading workshops, recruiting peer mentors, presenting at/attending conferences, and creating a Writing Center Newsletter ( print or on-line ). Wish us luck!
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