I have been thinking about this fish tank in the writing center idea. I've freed up a 1-gallon bowl, and I've got enough extra plants, shrimp, and maybe even an extra tiny fish I could pop in there. What I don't have is an extra desk lamp. I was looking around the writing center, and I'm worried that the overhead lights alone won't be enough to keep the plants growing, and I was hoping to plant densely enough that I wouldn't need filtration (which would be hard to set up aesthetically in a 1-gallon bowl). Anyone have an extra desk lamp or reading light they could donate to this little project so that we can have a writing center fish mascot?
Getting more onto the topic of tutoring, there is definitely a difference when tutoring one of your own students. It is more difficult to encourage mutual participation when you are the one who gives the grades. My time on campus has been spreading a little thin, so I've been telling students they can also find me in the writing center, but I think I'll stop dropping those hints, and put more of a distinction between office visits and the writing center. I will keep encouraging both, but I'll stop mentioning that I'll be around the writing center now and again. Anyone have any tips for breaking down some of those teacherly barriers during writing center meetings?
Side Note: Did we ever find a way to mark some posts as visible to site participants only? I feel a little awkward discussing current tutees/students, even if I do stay abstract. I keep thinking that people will find posts that indirectly allude to them, and it makes me a little uncomfortable.
Thursday, September 30, 2010
Thursday, September 23, 2010
Starting the semester's tutoring
Monday was a great tutoring day. I was back to back, and the best part was that the students I met with had come in for very diverse reasons. I love that sessions can range from very directive help for a non-native speaker with great fluency to very holistic comments for a confident student whose draft is near completion.
Sometimes, we worry about how heterogeneous our students' are and how different their needs can be, but I think that's my favorite part of teaching/tutoring. Maybe I like the challenge, or maybe I just get bored easily, but the element of surprise and the constant change is one of the perks of our line of work as far as I'm concerned.
I wonder if other people feel this way. Am I "the odd man out," so to speak, for enjoying this aspect as much as I do? What does everyone else think about it?
Sometimes, we worry about how heterogeneous our students' are and how different their needs can be, but I think that's my favorite part of teaching/tutoring. Maybe I like the challenge, or maybe I just get bored easily, but the element of surprise and the constant change is one of the perks of our line of work as far as I'm concerned.
I wonder if other people feel this way. Am I "the odd man out," so to speak, for enjoying this aspect as much as I do? What does everyone else think about it?
Tuesday, September 21, 2010
Graduate Writing Seminar this Friday, 12PM
I'll be moderating a panel presentation on graduate writing in the sciences this Friday (CBLS Atrium, 12-1 PM). Pizza will be provided.
URI researchers including Nancy Fey Yensen (Dean, HSS) and Scott McWilliams (Prof., CELS) will be talking about how they identify and communicate about "gaps" in research knowledge. Following the presentations, CELS graduate students and others will have the opportunity to ask questions of the panel.
This presentation begins a seminar series on graduate writing on the sciences. Seminars to follow will focus on writing literature reviews and working with references, among other topics.
I am thinking that this presentation will probably be useful for Writing Center tutors who would like to know more about science writing. I'd also like some tutors to attend to demonstrate the Writing Center's interest in supporting science writers.
URI researchers including Nancy Fey Yensen (Dean, HSS) and Scott McWilliams (Prof., CELS) will be talking about how they identify and communicate about "gaps" in research knowledge. Following the presentations, CELS graduate students and others will have the opportunity to ask questions of the panel.
This presentation begins a seminar series on graduate writing on the sciences. Seminars to follow will focus on writing literature reviews and working with references, among other topics.
I am thinking that this presentation will probably be useful for Writing Center tutors who would like to know more about science writing. I'd also like some tutors to attend to demonstrate the Writing Center's interest in supporting science writers.
Monday, September 20, 2010
its on!
So I just had to hop on and say how much fun it is to be tutoring again!
Unlike last year, I had tutees from my very first shift- both WRT 104 students working on narratives, both with full drafts. Is it something in the air this fall, or am a little mad to be perceiving everyone as just a little more excited and proactive? Even my own students have started using office hours, and I usually have to bribe and cajole them with eminent papers. I don't what it is, but its making my already sleep-deprived days feel more than bearable. Like :)
Anyway, hope you all have great first shifts, too, and looking forward to talking about North and Shamoon on Wednesday (two of my fav tutoring articles)!
Tuesday, September 14, 2010
Facebook page? Banner?
Writing Centers always have publicity problems, since everyone assumes that they are "fix-it shops" or "comma garages." Editing services, in other words.
In the case of our Writing Center, we also struggle with not being noticed. It's not clear, in other words, whether students think about us very frequently. (If they do, what do they think about us?)
In our staff orientation last Saturday, I thought we had some good ideas for addressing some of our publicity problems. If we want students to notice us, a Facebook site might be a good way to help that happen. Also, the idea to staff a table in the union (with a big ol' banner) is a good idea, too.
On Saturday, I set up our WCenter Facebook site. Now we just need to design the thing! (By design, I mean layout and text as well as some bigger questions: how do we want to use this tool? Do we really want our pictures up on the site? Will we be friends with it?)
This coming week, we should also start thinking in earnest about staffing a table in the Union. What do we want to do there? How do we want to appear? Perhaps the sign shop can make us a giant version of our sticker to display? Where are those stickers anyway?
Comments? Ideas? Please have your say--
In the case of our Writing Center, we also struggle with not being noticed. It's not clear, in other words, whether students think about us very frequently. (If they do, what do they think about us?)
In our staff orientation last Saturday, I thought we had some good ideas for addressing some of our publicity problems. If we want students to notice us, a Facebook site might be a good way to help that happen. Also, the idea to staff a table in the union (with a big ol' banner) is a good idea, too.
On Saturday, I set up our WCenter Facebook site. Now we just need to design the thing! (By design, I mean layout and text as well as some bigger questions: how do we want to use this tool? Do we really want our pictures up on the site? Will we be friends with it?)
This coming week, we should also start thinking in earnest about staffing a table in the Union. What do we want to do there? How do we want to appear? Perhaps the sign shop can make us a giant version of our sticker to display? Where are those stickers anyway?
Comments? Ideas? Please have your say--
Tuesday, September 7, 2010
See you tomorrow--
Roosevelt's 4th floor is quiet now, but it won't be for too long. Looking forward to seeing you all tomorrow at our first 2010-2011 WCenter meeting--
Sunday, May 2, 2010
Observing Cathryn
I observed one Cathryn Molloy’s sessions. All semester it has been just the two of us on Fridays from ten to one. I always enjoy my time in the writing center with Cathryn. She always come in extremely perky and immediately makes me feel at home by asking if I want tea. She always wakes me up more than the coffee I am drinking.
Anyway, the session I observed was between her and a senior boy who was majoring Electrical Engineering. When she asked him what his paper was on her told her that it was about the economy. He informed her that his paper was “high stakes” and he needed her to do some intensive editing for him. He also told her to let him know if he needed to elaborate on any aspects of his paper. Cathryn explained that she would do her best because she did not have any background in the topic he was writing about.
Cathryn began reading his paper and immediately complimented him. She told him that he was brave to tackle such a complicated topic. After the compliment and positive reinforcement Cathryn began correcting his grammar. She told him to put a colon instead of a period and explained why he had to put the colon there; “a colon indicates a list.” Thus, she was teaching him how to utilize a colon for other papers as well; she was teaching not editing.
I observed how Cathryn phrased her sentences when tutoring to ensure that the student felt comfortable with her. For example, Cathryn used phrases like:
“Oh! this makes more sense to me”
“I think that’s what you meant here”
“this is interesting but I think you should clarify what you mean to the audience “
“Amazing”
“wow, so cool!”
“it’s really great how you give a term and define it!”
When the student’s session was over he seemed extremely happy with his session, a session that was filled with facilitative tutoring. This session exemplifies why Cathryn is an amazing tutor and teacher. Cathryn does more than just edit; she explains how and why the changes that are made are necessary. She also compliments the strong aspects of the paper, which makes the student more comfortable being critiqued on his or her weak moments.
I feel as if I am always subconsciously observing her sessions on Fridays. Cathryn is an outgoing, friendly, warm person. She is a natural born teacher and tutor. Her sessions appear effortless. I always feel inspired when I observe her and I am sure other tutors feel that same.
Anyway, the session I observed was between her and a senior boy who was majoring Electrical Engineering. When she asked him what his paper was on her told her that it was about the economy. He informed her that his paper was “high stakes” and he needed her to do some intensive editing for him. He also told her to let him know if he needed to elaborate on any aspects of his paper. Cathryn explained that she would do her best because she did not have any background in the topic he was writing about.
Cathryn began reading his paper and immediately complimented him. She told him that he was brave to tackle such a complicated topic. After the compliment and positive reinforcement Cathryn began correcting his grammar. She told him to put a colon instead of a period and explained why he had to put the colon there; “a colon indicates a list.” Thus, she was teaching him how to utilize a colon for other papers as well; she was teaching not editing.
I observed how Cathryn phrased her sentences when tutoring to ensure that the student felt comfortable with her. For example, Cathryn used phrases like:
“Oh! this makes more sense to me”
“I think that’s what you meant here”
“this is interesting but I think you should clarify what you mean to the audience “
“Amazing”
“wow, so cool!”
“it’s really great how you give a term and define it!”
When the student’s session was over he seemed extremely happy with his session, a session that was filled with facilitative tutoring. This session exemplifies why Cathryn is an amazing tutor and teacher. Cathryn does more than just edit; she explains how and why the changes that are made are necessary. She also compliments the strong aspects of the paper, which makes the student more comfortable being critiqued on his or her weak moments.
I feel as if I am always subconsciously observing her sessions on Fridays. Cathryn is an outgoing, friendly, warm person. She is a natural born teacher and tutor. Her sessions appear effortless. I always feel inspired when I observe her and I am sure other tutors feel that same.
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