Writing Center Philosophy
My WC will be located in a strategic point of the University. This place should be near the other buildings, and in a place where students commonly are. I actually was considering settling it near the cafeteria. The director of the WC must be a well prepared person, with language and writing knowledge. It must be a person willing to help students who visit the writing center to improve their work as well as their writing skills. He has to have a high acceptance for diversity and must be capable to manage people from different cultures and with different backgrounds, and open-minded person that respect different opinions. He needs to be a responsible and dedicate person who enforce the guidelines of the writing center.
The writing center staff will be conformed of teachers (experts) and students (peer tutors) from all over the world if it’s possible. A multicultural team will be formed. We expect to have people from different countries and that speak different home languages, so in this way many students can be helped. Attitude is very important, so the people working here must have the best attitude for serving. They´ll also need to have some other skills such as being good for listen other people, patient, flexible and tolerant. Team work will be encourage and used as our best strategy to achieve success. Peer tutors and teachers should work together to give the best service. We would propose students from different majors so the WC can cover as many topics and kind of texts as possible. Both teachers and tutors need to be able to respond to the writer’s individual needs. Training programs will be part of the WC routine to have more prepared tutors.
The WC will have a website that will include information that students may need. Here they would find the tutors profile that would include their background (language spoken, major, skills, areas of experience etc.) so the student can choose the tutor that best fits their needs. In this website students will be able to do their appointments online, and when doing their appointment the must include what the paper/assignment is about, in this way the tutor can be prepared for the session. Teachers and professors from all the courses given at the university had to upload their syllabus in the WC website, so they can be available in case a student or a tutor in the WC needs it for the session.
This WC would count with its own library, so students and tutors will have more material to work with. Computers with internet will be available in each cubicle so students and tutors can use them during the sessions. The WC will have 2 types of cubicles Individuals, and for groups. The individual will have one table, one computer, and two chairs. The group cubicles will have a big table, at least 5 chairs, and a smart board.
As in all institutions, some rules need to be followed. Sessions will last one hour when they are done at least one day before the session and there will be only 15 minutes of tolerance. Once the 15 minutes had past the session will be cancel. This is a way to make students more responsible. Students that came to the writing center for a session on that same day can have a session only if a session was canceled because another student did not show up and these sessions will only last 45 minutes.
Thanks to the University, the staff, and the training programs, different writing styles and methods can be taught depending on the writers ´needs. We will work very hard to show students that this WC is more than just a place where you can go when you have a paper due.
Sunday, December 13, 2009
Monday, December 7, 2009
Introduccion:
The language barrier in students who study in a country that has a different language, and whose proficiency of that new language is low, is a major problem for their professional development. When an ESL student comes to a writing center looking for some help to understand what he/she is supposed to do for an assignment or to improve their writing, which in most of the cases is not good, they need to be helped by someone that understands their needs.
The needs of these students can only be understood by someone who speaks the same native language as them. A tutor who has the same native language can help these students to understand what they need to do, to develop their skills and to improve their second language proficiency.
PURPOSE:
With this research, I will explore the impact that the switching between languages has on the progress of the writing skills of a bilingual student with a low English proficiency.
REASEARCH QUESTION:
When is necessary for a bilingual tutor to switch between languages with a bilingual student that has a low level of English proficiency? Sub questions to consider: If the switching of languages is a key strategy for the success of the session, when does the tutor speak Spanish? When does the tutor speak English? How is the switching done and by whom? If the change is done by the tutor, how does the student respond to the change? What language does the student use to respond to the change of language?
Methods:
For this study I tutored 8 sessions with different Kean University students that assisted to the writing center. Every time I tutored a student, I had the obligation of telling him/her that I was conducting a study for my writing tutoring class and explain him/her what this was about and that I am a peer tutor in training, after explaining everything about the study, I need to give them the consent form in which they will officially accept to participate in the study. The consent form is a letter that explains the benefits and the risks of participating in the study; if the student accepts to participate he/she will sign the form, after that I can use the information gathered in the session and publish it but in an anonymous way. Once the student accepted to participate, then the data collection starts. For collecting my data I did a check list so at the end of the session, I could use it as a reminder of what happened in the session. For me to know what data I need to collect, first I need to know what was going to be the focus of my study so that I can put all my attention to collect the information I need. The focus of my study will be the switching between languages in sessions where the tutor is bilingual (in this case Spanish – English) and the student is an ESL student that speaks Spanish as the home language and that have a low level of English proficiency. Because of the focus of my study it was difficult for me to take my own notes, because the switching of the language was spontaneous and many times I did not realized the switching, so I ask my classmates to take notes for me and pay very careful attention to the moment I switch the language, so that I can have a more complete data collection. The switching between languages has to do with the confidence of the student, because the more confident the student feels the more you can talk in the non home language, and this will help student to improve their English proficiency. Because of this I classified my data in …. Categories, one of these categories was the measurement of the confidence of the student based on the body language in three different moments of the session: The first approach, at the climax of the session (middle) and at the closure of the session (end).
For my data collection what I planing to do is more or less this: Data analysis Student # 1 first session Assignment (comparative easy) First 5 minutes (first approach) Body language: The body language at this moment was very good she sat near the table and took out her computer, she gave Me a kiss and a hug, she was moving her hands as she was talking. She looks anxious Tone of voice: Very good tone of voice loudly enough. She was very anxious, she was speaking very fast. Eye contact: Excellent eye contact, she looked at me when I was talking and when she has something to say she will also looked at me. At the middle of the session Body language: She was writing in the computer, she was less anxious, she was talking more. Tone of voice: Same as in the beginning, good tone of voice, she was speaking slower. Eye contact: Excellent eye contact, she looked at me when I was talking and when she has something to say she will also looked at me. At the end of the session Body language: She was anxious again, she was rushing, and she started the hands and arms movement again. Tone of voice: Anxious, she was speaking faster again. Eye contact: Poor she was just seeing the computer and the book to finish the paper. This just an example of how I´m planing to gather and categorize my information, I´m still working on it so I hope It gets better everyday.
List of the information I need to gather: For the information I need to gather I will use the check list below: 1. Data file a. Student´s name b. Why she/he came c. Assignment d. “Get to know you” talk e. Body language f. Student needs 2. Setting goals a. Who sets the goals 3. Coaching strategy a. What worked b. What didn´t work c. Tutoring style d. Body language, silences, eye contact e. What was said and by whom 4. Student attitude a. At the beginning of the session b. During the session c. At the end of the session 5.Coach effectiveness in the session/student satisfaction a. Student response to the work b. What was accomplished c. Student say back 6.Evaluation Plan for gathering your information: For gathering this information, I will print a copy of the check list and fill it in after each session. The switching of the language is spontaneous and many times I did not realize it. I will ask my classmates to take notes for me and pay very careful attention to the moment I switch the language, so that I can have a more complete data collection
Data collection
Cases:
Case #1
Maria is an undergraduate ESL student; she is doing her bachelor’s in Psychology and she came to the writing center to have some help with a paper she needs to be turned in that same day. She started talking in English but the tutor responded in Spanish so she seemed surprised. She was talking in Spanish, very loud and quick; she sat down and started everything out of her bag. I realized with this behavior that she was very anxious. She was rushing because she needed to finish the paper so she can turn it in that day. The assignment was to do a comparison between two readings. When she came she already has most of the paper done and revised by the professor. What she was missing was the conclusion, so she set the agenda for the session; she wanted to work on the conclusion. The tutor (Sandra) started reading the paper, and asked her if she had an assignment sheet, but she didn´t. After Sandra read the paper she noticed that even though she talks about the two stories there was not a comparison of them. So she gave Maria a sheet of paper so she can start writing some of the answers that Sandra was about to ask. One of the faculty members of the university came into the room were the session was taking place just to see in Sandra was doing ok (Sandra is a peer tutor in training). After the teacher left the room, Maria took out a paper graded by her professor and that said what Maria needed to work on. The curious thing here was that Maria told Sandra that she didn´t took out that paper before because she was afraid of the teacher. After Sandra explain what Maria was asked to do, she started asking some questions so Maria could understand what she needed to do. Sandra asked questions such as what were the values of the hero en in the first story and in the second one. To describe the hero´s personalities, etc. At that point Maria started writing.
The language barrier in students who study in a country that has a different language, and whose proficiency of that new language is low, is a major problem for their professional development. When an ESL student comes to a writing center looking for some help to understand what he/she is supposed to do for an assignment or to improve their writing, which in most of the cases is not good, they need to be helped by someone that understands their needs.
The needs of these students can only be understood by someone who speaks the same native language as them. A tutor who has the same native language can help these students to understand what they need to do, to develop their skills and to improve their second language proficiency.
PURPOSE:
With this research, I will explore the impact that the switching between languages has on the progress of the writing skills of a bilingual student with a low English proficiency.
REASEARCH QUESTION:
When is necessary for a bilingual tutor to switch between languages with a bilingual student that has a low level of English proficiency? Sub questions to consider: If the switching of languages is a key strategy for the success of the session, when does the tutor speak Spanish? When does the tutor speak English? How is the switching done and by whom? If the change is done by the tutor, how does the student respond to the change? What language does the student use to respond to the change of language?
Methods:
For this study I tutored 8 sessions with different Kean University students that assisted to the writing center. Every time I tutored a student, I had the obligation of telling him/her that I was conducting a study for my writing tutoring class and explain him/her what this was about and that I am a peer tutor in training, after explaining everything about the study, I need to give them the consent form in which they will officially accept to participate in the study. The consent form is a letter that explains the benefits and the risks of participating in the study; if the student accepts to participate he/she will sign the form, after that I can use the information gathered in the session and publish it but in an anonymous way. Once the student accepted to participate, then the data collection starts. For collecting my data I did a check list so at the end of the session, I could use it as a reminder of what happened in the session. For me to know what data I need to collect, first I need to know what was going to be the focus of my study so that I can put all my attention to collect the information I need. The focus of my study will be the switching between languages in sessions where the tutor is bilingual (in this case Spanish – English) and the student is an ESL student that speaks Spanish as the home language and that have a low level of English proficiency. Because of the focus of my study it was difficult for me to take my own notes, because the switching of the language was spontaneous and many times I did not realized the switching, so I ask my classmates to take notes for me and pay very careful attention to the moment I switch the language, so that I can have a more complete data collection. The switching between languages has to do with the confidence of the student, because the more confident the student feels the more you can talk in the non home language, and this will help student to improve their English proficiency. Because of this I classified my data in …. Categories, one of these categories was the measurement of the confidence of the student based on the body language in three different moments of the session: The first approach, at the climax of the session (middle) and at the closure of the session (end).
For my data collection what I planing to do is more or less this: Data analysis Student # 1 first session Assignment (comparative easy) First 5 minutes (first approach) Body language: The body language at this moment was very good she sat near the table and took out her computer, she gave Me a kiss and a hug, she was moving her hands as she was talking. She looks anxious Tone of voice: Very good tone of voice loudly enough. She was very anxious, she was speaking very fast. Eye contact: Excellent eye contact, she looked at me when I was talking and when she has something to say she will also looked at me. At the middle of the session Body language: She was writing in the computer, she was less anxious, she was talking more. Tone of voice: Same as in the beginning, good tone of voice, she was speaking slower. Eye contact: Excellent eye contact, she looked at me when I was talking and when she has something to say she will also looked at me. At the end of the session Body language: She was anxious again, she was rushing, and she started the hands and arms movement again. Tone of voice: Anxious, she was speaking faster again. Eye contact: Poor she was just seeing the computer and the book to finish the paper. This just an example of how I´m planing to gather and categorize my information, I´m still working on it so I hope It gets better everyday.
List of the information I need to gather: For the information I need to gather I will use the check list below: 1. Data file a. Student´s name b. Why she/he came c. Assignment d. “Get to know you” talk e. Body language f. Student needs 2. Setting goals a. Who sets the goals 3. Coaching strategy a. What worked b. What didn´t work c. Tutoring style d. Body language, silences, eye contact e. What was said and by whom 4. Student attitude a. At the beginning of the session b. During the session c. At the end of the session 5.Coach effectiveness in the session/student satisfaction a. Student response to the work b. What was accomplished c. Student say back 6.Evaluation Plan for gathering your information: For gathering this information, I will print a copy of the check list and fill it in after each session. The switching of the language is spontaneous and many times I did not realize it. I will ask my classmates to take notes for me and pay very careful attention to the moment I switch the language, so that I can have a more complete data collection
Data collection
Cases:
Case #1
Maria is an undergraduate ESL student; she is doing her bachelor’s in Psychology and she came to the writing center to have some help with a paper she needs to be turned in that same day. She started talking in English but the tutor responded in Spanish so she seemed surprised. She was talking in Spanish, very loud and quick; she sat down and started everything out of her bag. I realized with this behavior that she was very anxious. She was rushing because she needed to finish the paper so she can turn it in that day. The assignment was to do a comparison between two readings. When she came she already has most of the paper done and revised by the professor. What she was missing was the conclusion, so she set the agenda for the session; she wanted to work on the conclusion. The tutor (Sandra) started reading the paper, and asked her if she had an assignment sheet, but she didn´t. After Sandra read the paper she noticed that even though she talks about the two stories there was not a comparison of them. So she gave Maria a sheet of paper so she can start writing some of the answers that Sandra was about to ask. One of the faculty members of the university came into the room were the session was taking place just to see in Sandra was doing ok (Sandra is a peer tutor in training). After the teacher left the room, Maria took out a paper graded by her professor and that said what Maria needed to work on. The curious thing here was that Maria told Sandra that she didn´t took out that paper before because she was afraid of the teacher. After Sandra explain what Maria was asked to do, she started asking some questions so Maria could understand what she needed to do. Sandra asked questions such as what were the values of the hero en in the first story and in the second one. To describe the hero´s personalities, etc. At that point Maria started writing.
Wednesday, December 2, 2009
Blog 20
Cases:
Case #1
Maria is an undergraduate ESL student; she is doing her bachelor’s in Psychology and she came to the writing center to have some help with a paper she needs to be turned in that same day. She started talking in English but the tutor responded in Spanish so she seemed surprised. She was talking in Spanish, very loud and quick; she sat down and started everything out of her bag. I realized with this behavior that she was very anxious. She was rushing because she needed to finish the paper so she can turn it in that day. The assignment was to do a comparison between two readings. When she came she already has most of the paper done and revised by the professor. What she was missing was the conclusion, so she set the agenda for the session; she wanted to work on the conclusion. The tutor (Sandra) started reading the paper, and asked her if she had an assignment sheet, but she didn´t. After Sandra read the paper she noticed that even though she talks about the two stories there was not a comparison of them. So she gave Maria a sheet of paper so she can start writing some of the answers that Sandra was about to ask. One of the faculty members of the university came into the room were the session was taking place just to see in Sandra was doing ok (Sandra is a peer tutor in training). After the teacher left the room, Maria took out a paper graded by her professor and that said what Maria needed to work on. The curious thing here was that Maria told Sandra that she didn´t took out that paper before because she was afraid of the teacher. After Sandra explain what Maria was asked to do, she started asking some questions so Maria could understand what she needed to do. Sandra asked questions such as what were the values of the hero en in the first story and in the second one. To describe the hero´s personalities, etc. At that point Maria started writing.
Case #1
Maria is an undergraduate ESL student; she is doing her bachelor’s in Psychology and she came to the writing center to have some help with a paper she needs to be turned in that same day. She started talking in English but the tutor responded in Spanish so she seemed surprised. She was talking in Spanish, very loud and quick; she sat down and started everything out of her bag. I realized with this behavior that she was very anxious. She was rushing because she needed to finish the paper so she can turn it in that day. The assignment was to do a comparison between two readings. When she came she already has most of the paper done and revised by the professor. What she was missing was the conclusion, so she set the agenda for the session; she wanted to work on the conclusion. The tutor (Sandra) started reading the paper, and asked her if she had an assignment sheet, but she didn´t. After Sandra read the paper she noticed that even though she talks about the two stories there was not a comparison of them. So she gave Maria a sheet of paper so she can start writing some of the answers that Sandra was about to ask. One of the faculty members of the university came into the room were the session was taking place just to see in Sandra was doing ok (Sandra is a peer tutor in training). After the teacher left the room, Maria took out a paper graded by her professor and that said what Maria needed to work on. The curious thing here was that Maria told Sandra that she didn´t took out that paper before because she was afraid of the teacher. After Sandra explain what Maria was asked to do, she started asking some questions so Maria could understand what she needed to do. Sandra asked questions such as what were the values of the hero en in the first story and in the second one. To describe the hero´s personalities, etc. At that point Maria started writing.
Blog 19
I DON´T HAVE A LITERATURE REVIEW AND I WAS SPENDING ALL MY TIME SEARCHING FOR SOME ARTICLES FOR MY LITERATURE REVIEW SO I DECIDED TO MOVE ON TO THE OTHER SECTION AN LEAVE THIS AT THE END!
Methods:
For this study I tutored 8 sessions with different Kean University students that assisted to the writing center. Every time I tutored a student, I had the obligation of telling him/her that I was conducting a study for my writing tutoring class and explain him/her what this was about and that I am a peer tutor in training, after explaining everything about the study, I need to give them the consent form in which they will officially accept to participate in the study. The consent form is a letter that explains the benefits and the risks of participating in the study; if the student accepts to participate he/she will sign the form, after that I can use the information gathered in the session and publish it but in an anonymous way.
Once the student accepted to participate, then the data collection starts. For collecting my data I did a check list so at the end of the session, I could use it as a reminder of what happened in the session. For me to know what data I need to collect, first I need to know what was going to be the focus of my study so that I can put all my attention to collect the information I need. The focus of my study will be the switching between languages in sessions where the tutor is bilingual (in this case Spanish – English) and the student is an ESL student that speaks Spanish as the home language and that have a low level of English proficiency.
Because of the focus of my study it was difficult for me to take my own notes, because the switching of the language was spontaneous and many times I did not realized the switching, so I ask my classmates to take notes for me and pay very careful attention to the moment I switch the language, so that I can have a more complete data collection.
The switching between languages has to do with the confidence of the student, because the more confident the student feels the more you can talk in the non home language, and this will help student to improve their English proficiency. Because of this I classified my data in …. Categories, one of these categories was the measurement of the confidence of the student based on the body language in three different moments of the session: The first approach, at the climax of the session (middle) and at the closure of the session (end). TO BE CONTINUED...when I finish them jojojo!
For my data collection what I planing to do is more or less this:
Data analysis
Student # 1 first session
Assignment (comparative easy)
First 5 minutes (first approach)
Body language: The body language at this moment was very good she sat near the table and took out her computer, she gave Me a kiss and a hug, she was moving her hands as she was talking. She looks anxious
Tone of voice: Very good tone of voice loudly enough. She was very anxious, she was speaking very fast.
Eye contact: Excellent eye contact, she looked at me when I was talking and when she has something to say she will also looked at me.
At the middle of the session
Body language: She was writing in the computer, she was less anxious, she was talking more.
Tone of voice: Same as in the beginning, good tone of voice, she was speaking slower.
Eye contact: Excellent eye contact, she looked at me when I was talking and when she has something to say she will also looked at me.
At the end of the session
Body language: She was anxious again, she was rushing, and she started the hands and arms movement again.
Tone of voice: Anxious, she was speaking faster again.
Eye contact: Poor she was just seeing the computer and the book to finish the paper.
This just an example of how I´m planing to gather and categorize my information, I´m still working on it so I hope It gets better everyday.
Methods:
For this study I tutored 8 sessions with different Kean University students that assisted to the writing center. Every time I tutored a student, I had the obligation of telling him/her that I was conducting a study for my writing tutoring class and explain him/her what this was about and that I am a peer tutor in training, after explaining everything about the study, I need to give them the consent form in which they will officially accept to participate in the study. The consent form is a letter that explains the benefits and the risks of participating in the study; if the student accepts to participate he/she will sign the form, after that I can use the information gathered in the session and publish it but in an anonymous way.
Once the student accepted to participate, then the data collection starts. For collecting my data I did a check list so at the end of the session, I could use it as a reminder of what happened in the session. For me to know what data I need to collect, first I need to know what was going to be the focus of my study so that I can put all my attention to collect the information I need. The focus of my study will be the switching between languages in sessions where the tutor is bilingual (in this case Spanish – English) and the student is an ESL student that speaks Spanish as the home language and that have a low level of English proficiency.
Because of the focus of my study it was difficult for me to take my own notes, because the switching of the language was spontaneous and many times I did not realized the switching, so I ask my classmates to take notes for me and pay very careful attention to the moment I switch the language, so that I can have a more complete data collection.
The switching between languages has to do with the confidence of the student, because the more confident the student feels the more you can talk in the non home language, and this will help student to improve their English proficiency. Because of this I classified my data in …. Categories, one of these categories was the measurement of the confidence of the student based on the body language in three different moments of the session: The first approach, at the climax of the session (middle) and at the closure of the session (end). TO BE CONTINUED...when I finish them jojojo!
For my data collection what I planing to do is more or less this:
Data analysis
Student # 1 first session
Assignment (comparative easy)
First 5 minutes (first approach)
Body language: The body language at this moment was very good she sat near the table and took out her computer, she gave Me a kiss and a hug, she was moving her hands as she was talking. She looks anxious
Tone of voice: Very good tone of voice loudly enough. She was very anxious, she was speaking very fast.
Eye contact: Excellent eye contact, she looked at me when I was talking and when she has something to say she will also looked at me.
At the middle of the session
Body language: She was writing in the computer, she was less anxious, she was talking more.
Tone of voice: Same as in the beginning, good tone of voice, she was speaking slower.
Eye contact: Excellent eye contact, she looked at me when I was talking and when she has something to say she will also looked at me.
At the end of the session
Body language: She was anxious again, she was rushing, and she started the hands and arms movement again.
Tone of voice: Anxious, she was speaking faster again.
Eye contact: Poor she was just seeing the computer and the book to finish the paper.
This just an example of how I´m planing to gather and categorize my information, I´m still working on it so I hope It gets better everyday.
Monday, November 30, 2009
Blog 18
PURPOSE:
With this research, I will explore the impact that the switching between languages has on the progress of the writing skills of a bilingual student with a low English proficiency.
REASEARCH QUESTION:
When is necessary for a bilingual tutor to switch between languages with a bilingual student that has a low level of English proficiency?
The language barrier in students who study in a country that has a different language, and whose proficiency of that new language is low, is a major problem for their professional development.
When an ESL student comes to a writing center looking for some help to understand what he/she is supposed to do for an assignment or to improve their writing, which in most of the cases is not good, they need to be helped by someone that understands their needs.
The needs of these students can only be understood by someone who speaks the same native language as them. A tutor who has the same native language can help these students to understand what they need to do, to develop their skills and to improve their second language proficiency.
Sub questions to consider:
If the switching of languages is a key strategy for the success of the session, when does the tutor speak Spanish? When does the tutor speak English? How is the switching done and by whom? If the change is done by the tutor, how does the student respond to the change? What language does the student use to respond to the change of language?
List of the information you need to gather:
For the information I need to gather I will use the check list below:
1. Data file
a. Student´s name
b. Why she/he came
c. Assignment
d. “Get to know you” talk
e. Body language
f. Student needs
2. Setting goals
a. Who sets the goals
3. Coaching strategy
a. What worked
b. What didn´t work
c. Tutoring style
d. Body language, silences, eye contact
e. What was said and by whom
4. Student attitude
a. At the beginning of the session
b. During the session
c. At the end of the session
5.Coach effectiveness in the session/student satisfaction
a. Student response to the work
b. What was accomplished
c. Student say back
6.Evaluation
Plan for gathering your information:
For gathering this information, I will print a copy of the check list and fill it in after each session. The switching of the language is spontaneous and many times I did not realize it. I will ask my classmates to take notes for me and pay very careful attention to the moment I switch the language, so that I can have a more complete data collection.
With this research, I will explore the impact that the switching between languages has on the progress of the writing skills of a bilingual student with a low English proficiency.
REASEARCH QUESTION:
When is necessary for a bilingual tutor to switch between languages with a bilingual student that has a low level of English proficiency?
The language barrier in students who study in a country that has a different language, and whose proficiency of that new language is low, is a major problem for their professional development.
When an ESL student comes to a writing center looking for some help to understand what he/she is supposed to do for an assignment or to improve their writing, which in most of the cases is not good, they need to be helped by someone that understands their needs.
The needs of these students can only be understood by someone who speaks the same native language as them. A tutor who has the same native language can help these students to understand what they need to do, to develop their skills and to improve their second language proficiency.
Sub questions to consider:
If the switching of languages is a key strategy for the success of the session, when does the tutor speak Spanish? When does the tutor speak English? How is the switching done and by whom? If the change is done by the tutor, how does the student respond to the change? What language does the student use to respond to the change of language?
List of the information you need to gather:
For the information I need to gather I will use the check list below:
1. Data file
a. Student´s name
b. Why she/he came
c. Assignment
d. “Get to know you” talk
e. Body language
f. Student needs
2. Setting goals
a. Who sets the goals
3. Coaching strategy
a. What worked
b. What didn´t work
c. Tutoring style
d. Body language, silences, eye contact
e. What was said and by whom
4. Student attitude
a. At the beginning of the session
b. During the session
c. At the end of the session
5.Coach effectiveness in the session/student satisfaction
a. Student response to the work
b. What was accomplished
c. Student say back
6.Evaluation
Plan for gathering your information:
For gathering this information, I will print a copy of the check list and fill it in after each session. The switching of the language is spontaneous and many times I did not realize it. I will ask my classmates to take notes for me and pay very careful attention to the moment I switch the language, so that I can have a more complete data collection.
Monday, November 16, 2009
Blog 17
It has been very dificult for me to write the draft of my research paper, so what I´m planing to do is some free writing just to put my ideas on the paper and then start working on it.
When a student is studying in a foreign country and does not speaks the language of that country in a 100% is very difficult for him to understand what is happening in the school, so when a student that speaks Spanish has a low English proficiency and is studying in a school where everything is in English he can’t do the work as well as he can if it was in Spanish.
La barrera del lenguaje en los estudiantes les impide desarrollarse de manera optima en sus labores escolares, cuando un estudiante tiene un trabajo que hacer y no tiene idea de cómo hacerlo tiene que pedir ayuda pero, asistir al writing center puede ser una ayuda para ellos el problema está en que si los tutores del writing center no hablan español la ayuda que le pueden dar al estudiante no es la mejor ayuda lo que los estudiantes necesitan es alguien que hable su mismo idioma y que los puedan ayudar a entender que el lo que tienen que hacer y cómo deben hacerlo, es por eso que creo que la incluir tutores en los writing center que hablen español como lengua madre pero que su nivel del ingles sea por lo menos del 90 por ciento es muy importante. Debido a que las clases y los trabajos que se tiene que hacer son en Ingles las asesorías no pueden ser solamente en español, tiene que incluir algunas partes en ingles para el que estudiante pueda también mejorar su nivel de ingles y no solo su escritura. El hecho de poder hablar los dos idiomas en la tutoría es importante porque refuerza la confianza en el estudiante y hace que pueda aprovechar al máximo sus aptitudes a la vez que va a prendiendo del nuevo idioma. El cambio de idioma en la sesión es un punto clave? En qué momento se habla español? En qué momento se habla ingles? Como se da el cambio? Como responde al alumno al cambio? Qué idioma utiliza el alumno para responder al cambio?
Oh my God!!!!!!!! this is amazing I SWITCHED LANGUAGES WHILE I WAS WRITING!!!!! I think this is an excellent example of what I´m trying to explain!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
I know many of you will not understand what I write but it was very usefull to me, know I have a research question and a purpose!!
Purpose: With this research I plan to explore a new area in bilingual tutors (english-spanish)tutoring bilingual students, and the switching between the home language (spanish) and the non home language (english).
Research: When is necessary for a bilingual tutor to switch between languages with a bilingual student that has a low level of English proficiency?
When a student is studying in a foreign country and does not speaks the language of that country in a 100% is very difficult for him to understand what is happening in the school, so when a student that speaks Spanish has a low English proficiency and is studying in a school where everything is in English he can’t do the work as well as he can if it was in Spanish.
La barrera del lenguaje en los estudiantes les impide desarrollarse de manera optima en sus labores escolares, cuando un estudiante tiene un trabajo que hacer y no tiene idea de cómo hacerlo tiene que pedir ayuda pero, asistir al writing center puede ser una ayuda para ellos el problema está en que si los tutores del writing center no hablan español la ayuda que le pueden dar al estudiante no es la mejor ayuda lo que los estudiantes necesitan es alguien que hable su mismo idioma y que los puedan ayudar a entender que el lo que tienen que hacer y cómo deben hacerlo, es por eso que creo que la incluir tutores en los writing center que hablen español como lengua madre pero que su nivel del ingles sea por lo menos del 90 por ciento es muy importante. Debido a que las clases y los trabajos que se tiene que hacer son en Ingles las asesorías no pueden ser solamente en español, tiene que incluir algunas partes en ingles para el que estudiante pueda también mejorar su nivel de ingles y no solo su escritura. El hecho de poder hablar los dos idiomas en la tutoría es importante porque refuerza la confianza en el estudiante y hace que pueda aprovechar al máximo sus aptitudes a la vez que va a prendiendo del nuevo idioma. El cambio de idioma en la sesión es un punto clave? En qué momento se habla español? En qué momento se habla ingles? Como se da el cambio? Como responde al alumno al cambio? Qué idioma utiliza el alumno para responder al cambio?
Oh my God!!!!!!!! this is amazing I SWITCHED LANGUAGES WHILE I WAS WRITING!!!!! I think this is an excellent example of what I´m trying to explain!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
I know many of you will not understand what I write but it was very usefull to me, know I have a research question and a purpose!!
Purpose: With this research I plan to explore a new area in bilingual tutors (english-spanish)tutoring bilingual students, and the switching between the home language (spanish) and the non home language (english).
Research: When is necessary for a bilingual tutor to switch between languages with a bilingual student that has a low level of English proficiency?
Monday, November 9, 2009
Blog 15
Hi I was not in the last session because I WAS TUTORING!!!! YEII! jajaja so I don´t really what you talked about.
About my session I just had 3 and 2 of the were with the same writer, and it was very intresting because it was the exact same strategy or way to cunduct the session in the first one and in the second my notes were almost the same!!!!! I have to say that this writer is a very dificult one, she i challengeing me all the time. In both ocasions the paper she was writing was due that same day 1 hour later, In the first case she had almost done al the paper she was just having trouble with the conclusion, in the second case she didn´t have anything writen!!!!!! so she was very anxious beacuse she had to turn it in in two hours and she had nothing writen. I have to confess that made me feel anxious too, because she was not paying attention to what I was saying she just wanted me to tell her what to write so she can finish it before the class!
I have a lot of trouble on the ending of the session I think after reviewing the sessions that actually there is not a closing of the session so that means we cannot be sure if we acomplish the goals stablished at the beggining or what are the things the writer is going to work on for the next session!
About my session I just had 3 and 2 of the were with the same writer, and it was very intresting because it was the exact same strategy or way to cunduct the session in the first one and in the second my notes were almost the same!!!!! I have to say that this writer is a very dificult one, she i challengeing me all the time. In both ocasions the paper she was writing was due that same day 1 hour later, In the first case she had almost done al the paper she was just having trouble with the conclusion, in the second case she didn´t have anything writen!!!!!! so she was very anxious beacuse she had to turn it in in two hours and she had nothing writen. I have to confess that made me feel anxious too, because she was not paying attention to what I was saying she just wanted me to tell her what to write so she can finish it before the class!
I have a lot of trouble on the ending of the session I think after reviewing the sessions that actually there is not a closing of the session so that means we cannot be sure if we acomplish the goals stablished at the beggining or what are the things the writer is going to work on for the next session!
Tuesday, November 3, 2009
Blog 14
In the sessions I had and on the ones we simulate in class I have noticed that there are many ways to gather data for my reaserch paper. cheking the bodylanguage of the writers may help me realize how confident they feel in the session and so that the session can be a sucess or a failure.
I think that a tentative focus can be how session are afected by confidence in ESL writers in the writing center. I don´t know is how I said it is the write way but that is the idea that I have I my mind in this moment and I am concious that I need to work in it.
I think that a tentative focus can be how session are afected by confidence in ESL writers in the writing center. I don´t know is how I said it is the write way but that is the idea that I have I my mind in this moment and I am concious that I need to work in it.
Blog 13
Hi again well I been looking for some articles that can help me do my reaserch on the topic I chose, first I read an article called WHAT ARE THE DIFFERENCES? TUTOR INTERACTIONS WITH FIRST- AND- SECOND LANGUAGE WRITERS. this article talks about how tutors behave and what stategies they use when tutoring Non-native speakers (NNSs) and native speakers (NSs), and the anxiety the tutor present as a result of a wrong tutoring strategy. something that called my atention in this article was that it said that for NNSs the talk is the most important part of the session and that is very easy to the tutor to turn the writing session into a language session with out even asking the writer to. As a conclusion it says that writing centers need to do more research on diferent kinds of tutorials to fit more writers needs.
Other articles I read were:
TUTORING AND REVISION SECOND LANGUAGE WRITERS IN THE WRITING CENTER.
THE WRITING CENTER AND SECOND LANGUAGE WRITERS.
ESL WRITERS A GUIDE FOR A WRITING CENTER TUTOR.
FACING ESL WRITERS IN THE WRITING CENTER.
ESL TUTORING IN THE WRITING CENTER
I´m going to continue searching for more articles so I can have as many ideas for my reaserch as possible and then I can do a good paper!
Other articles I read were:
TUTORING AND REVISION SECOND LANGUAGE WRITERS IN THE WRITING CENTER.
THE WRITING CENTER AND SECOND LANGUAGE WRITERS.
ESL WRITERS A GUIDE FOR A WRITING CENTER TUTOR.
FACING ESL WRITERS IN THE WRITING CENTER.
ESL TUTORING IN THE WRITING CENTER
I´m going to continue searching for more articles so I can have as many ideas for my reaserch as possible and then I can do a good paper!
Blog 12
After today´s class, I realized that for my data collection is very important to notice the bodylanguage of the writer. I want to focus on the confidence of the writer, so this topic was very usefull for me.
Wednesday, October 28, 2009
Blog 11
Well I´m still figuring out what Iwant to do for my research paper, but I´m still thinking a lot on working in the empathy and confidence issues, as I read in one of my classmates blog th getting to know talk is really important to break the ice with the writers and that I think will decide the failure or the success of the session!
Last wensday in my first session something happened to me that called my attension, at the beggining of the session Dr. Chandler was sitting with us helping both me and the writer to establish some goals, but when Dr. Chandler left the cubicle the writer took out some paper and told me that she didn´t wanted her to see them because she was also a teacher. that incident make me realized that confidence in the tutor will help the writer accomplish thier goals easier.
I have some articles tat Dr Chandler send me and article called What are the differences?: Tutor interactions with first- and second-language writers and I think that is a very intresting topic to work on.
I´m collecting my data of the writers by writing after each session in a special notebook, everything that happened in the session. I have had 2 sessions the first one was with a spanic lady and the second one was with a native english speaker and both session were so different I didn´t feel as confident with the second writer as I felt with the first one and all the problem was the empathy, and the language barrier.
Well I will continue working on the main idea of my research see all at class tonight!
Last wensday in my first session something happened to me that called my attension, at the beggining of the session Dr. Chandler was sitting with us helping both me and the writer to establish some goals, but when Dr. Chandler left the cubicle the writer took out some paper and told me that she didn´t wanted her to see them because she was also a teacher. that incident make me realized that confidence in the tutor will help the writer accomplish thier goals easier.
I have some articles tat Dr Chandler send me and article called What are the differences?: Tutor interactions with first- and second-language writers and I think that is a very intresting topic to work on.
I´m collecting my data of the writers by writing after each session in a special notebook, everything that happened in the session. I have had 2 sessions the first one was with a spanic lady and the second one was with a native english speaker and both session were so different I didn´t feel as confident with the second writer as I felt with the first one and all the problem was the empathy, and the language barrier.
Well I will continue working on the main idea of my research see all at class tonight!
Tuesday, October 27, 2009
Blog 10 Strategies
Hi all, afert my first session in the WC I definitly belive that my strategy will be the empathy with the writer. Empathy helps the writer to feel more comfortable and so, he/she can be more open to what you are trying to say. Confience between tutors and writers is SO IMPORTANT so have a succesful session. I will definitly work on building confidence and empaty with the writers.
Another idea for my research paper is the language, as I say on the last blog I will like to work with spanic people, so the idea that Dr Chandler gave me and that I tought it is very intresting is until which point I stop speaking spanish and I start speaking English? I think it is a very intresting subject to research. Thank you Dr. Chandler!!!
I felt so good after my first session, I waso so happy to see that I realy helped my writer! this first session gave me the confidence I need to see that I am able to work as a tutor!!!
I' M SO HAPPY!
Another idea for my research paper is the language, as I say on the last blog I will like to work with spanic people, so the idea that Dr Chandler gave me and that I tought it is very intresting is until which point I stop speaking spanish and I start speaking English? I think it is a very intresting subject to research. Thank you Dr. Chandler!!!
I felt so good after my first session, I waso so happy to see that I realy helped my writer! this first session gave me the confidence I need to see that I am able to work as a tutor!!!
I' M SO HAPPY!
Friday, October 23, 2009
Blog 9
Well I don't Know exactly what I want to do for my reaserch paper but what I'm sure of is that I want to work with spanic writers, maybe students from de ESL program or any other student that speak spanish as first language. why? first because for me it will be easier to help them I think I will not be frustrated trying to tutor students that just speak english and that may not understand what I'm trying to say.
I may work on the confidence of the writers when they work with a bilingual tutor. another thing is, how effective was the session if the writer feels more secure while working with a bilingual tutor. Another can be, if the student know that there is a bilingual tutor that can understand them better are they coming back to the tutoring center more often than they do it?
Well those are my ideas right now, I hope i have more and more so I can choose a topic for my research paper.
I may work on the confidence of the writers when they work with a bilingual tutor. another thing is, how effective was the session if the writer feels more secure while working with a bilingual tutor. Another can be, if the student know that there is a bilingual tutor that can understand them better are they coming back to the tutoring center more often than they do it?
Well those are my ideas right now, I hope i have more and more so I can choose a topic for my research paper.
Sunday, October 11, 2009
Blog 8 Check list
Check list
1. Data file
a. Student´s name
b. Why she/he came for
c. Assignment
d. Get to know you talk
e. Body language
f. Student needs
2. Setting goals
a. Who set the goals
3. Coach strategy
a. What work
b. What didn´t work
c. Tutoring style
d. Body language, silences, eye contact
e. What was said and by whom
4. Student attitude
a. At the beginning of the session
b. During the session
c. At the end of the session
5. Coach effectiveness in the session/student satisfaction
a. Student response to the work
b. What was accomplished
c. Student say back
d. Evaluation
1. Data file
a. Student´s name
b. Why she/he came for
c. Assignment
d. Get to know you talk
e. Body language
f. Student needs
2. Setting goals
a. Who set the goals
3. Coach strategy
a. What work
b. What didn´t work
c. Tutoring style
d. Body language, silences, eye contact
e. What was said and by whom
4. Student attitude
a. At the beginning of the session
b. During the session
c. At the end of the session
5. Coach effectiveness in the session/student satisfaction
a. Student response to the work
b. What was accomplished
c. Student say back
d. Evaluation
Wednesday, October 7, 2009
Check list
Check list
· Info about session (file)
· Coach effectiveness / of session
· Student’s response /satisfaction
· What you did
o What student worked on
o What coaching strategies
· Info about session (file)
· Coach effectiveness / of session
· Student’s response /satisfaction
· What you did
o What student worked on
o What coaching strategies
Blog 7 Taking notes
What I noticed while I was taking notes was that first I write about things that may be useful for me as a tutor.
Something that called my attention was that Ryan (student) was calling Robin (tutor)by her name, so I thought that was really good because she felt comfortable and so did he. He seemed confident.
Introduction is also an important thing Robin and Ryan presented themselves before starting the sessions.
Most of my notes where about something’s I haven’t think about doing in my session as a tutor. And a few note were about things I considered that were incorrect to do them in the tutoring.
Taking notes was really useful to improve your own tutoring by learning about other hits and mistakes.
Something that called my attention was that Ryan (student) was calling Robin (tutor)by her name, so I thought that was really good because she felt comfortable and so did he. He seemed confident.
Introduction is also an important thing Robin and Ryan presented themselves before starting the sessions.
Most of my notes where about something’s I haven’t think about doing in my session as a tutor. And a few note were about things I considered that were incorrect to do them in the tutoring.
Taking notes was really useful to improve your own tutoring by learning about other hits and mistakes.
Blog 6 The idea of a writing center from the Director's perspective.
Welcome everyone!
Welcome everyone to my writing center! This is your house and we are here to help you.
This WC was thought for everyone, students, writers, teachers, lawyers, doctors any one that ones to improve his/her writing skills. People come here because they are interested on improving their writing. We are an open-minded institution that knows that different students have different needs and our personnel are trained to help you fulfill your expectations. This WC does not have a specific way of tutoring, or giving to the writers the knowledge they need, there are different ways writers can get the knowledge depending on what they are looking for and the way they learn better. But the only common issue is that the writer is responsible for the paper he is writing not the tutor. Our tutors have the capacity to help writers but they are not here to do your work, here you will learn how to write not to get your papers “fixed”.
All of you are invited to come and see how our WC works, and we hope one day you can be part of our family.
Welcome everyone to my writing center! This is your house and we are here to help you.
This WC was thought for everyone, students, writers, teachers, lawyers, doctors any one that ones to improve his/her writing skills. People come here because they are interested on improving their writing. We are an open-minded institution that knows that different students have different needs and our personnel are trained to help you fulfill your expectations. This WC does not have a specific way of tutoring, or giving to the writers the knowledge they need, there are different ways writers can get the knowledge depending on what they are looking for and the way they learn better. But the only common issue is that the writer is responsible for the paper he is writing not the tutor. Our tutors have the capacity to help writers but they are not here to do your work, here you will learn how to write not to get your papers “fixed”.
All of you are invited to come and see how our WC works, and we hope one day you can be part of our family.
Wednesday, September 30, 2009
Blog 5 Coaching Session!
In this session I worked with Robin and I think this was the most difficult excersice, Robin was an excellent tutor, and actually she read my paper and told me that I have many things to arrenge, for example I didn't have a title, so she told me to write one and that the title need to be related with all the focus of my paper. She tought me how to write in MLA format, she checked my grammar. I learned a lot of things in this session! Thankyou Robin!
But when it was my turn to be the tutor, I was a mess!!! I was the worst tutor Robin could have. Why? Because I didn't knew what to do and how to write a response essay, so I was not able to help her, I just read her paper and say ok it looks good for me!, and I felt horrible. Sorry Robin!
So after my bad experience, I realized that to be a tutor you must need about what you are doing!!!!! you must need to be prepared!
After this experience I know I should be more prepared before tutoring anyone!
But when it was my turn to be the tutor, I was a mess!!! I was the worst tutor Robin could have. Why? Because I didn't knew what to do and how to write a response essay, so I was not able to help her, I just read her paper and say ok it looks good for me!, and I felt horrible. Sorry Robin!
So after my bad experience, I realized that to be a tutor you must need about what you are doing!!!!! you must need to be prepared!
After this experience I know I should be more prepared before tutoring anyone!
Monday, September 28, 2009
My role as a student/tutor!
I worked with Tim in playing the student/tutor role. First I was the student, and I came to Tim to ask him if he can help me to write a response essay, he was focus on asking me about the reading, and what I understad of Lunsford essay, so we talk the most about the article, writing the main idea and the focus etc.
then we change roles and I was the tutor, and I was more focus in the assigment, I asked if he knew what did he had to do, he told me that he didn't so we went to the assigment sheet, and revised it. So insted of being more concentrated on the reading I was more concentrated on the paper format etc.
I talk a lot more as a tutor than as a student, I asked more questions as a tutor as well, so thinking back of my WC philosophy I think that share knowledge and control with the student is very difficult, it is not as easy as I thought!
then we change roles and I was the tutor, and I was more focus in the assigment, I asked if he knew what did he had to do, he told me that he didn't so we went to the assigment sheet, and revised it. So insted of being more concentrated on the reading I was more concentrated on the paper format etc.
I talk a lot more as a tutor than as a student, I asked more questions as a tutor as well, so thinking back of my WC philosophy I think that share knowledge and control with the student is very difficult, it is not as easy as I thought!
Wednesday, September 23, 2009
Notes for today's class
What do you need to include in a WC philosophy?
- different audiences = different statements
- philosophy tells what the WC does
- WC philosophy = public document=needs commitment + enthusiasm
- got more ideas from reading classmates' work
- make it concret - give examples
My philosophy of a writing center
My philosophy of a writing center
If I had to choose between one of the three kinds of center we´d talk about I will choose the Burkean Parlor style because I believe that collaboration is really important when you´re tutoring someone. My center will be one in which the knowledge is on the students, the tutors, and the situations, the student will learn from experiences , and the experiences may be from the tutors, the other students or maybe some study cases that we can use to learn.
The responsibility of the work absolutely depends on the student, tutors are just there to help students find the answers to their questions, and tutors are going to be a guide for students.
The power is going to be in the same proportion or maybe it could be a little more on the student side, because the student will be the one that bring all the information of what he/she need to write about.
I will like the tutors to also be students, so it can become a peer tutoring center, and tutors will be trained by some expertise on the subjects they need to know on tutoring.
Tutors will have a time where they can share experiences between them and with the teacher that will be supervising the center, so they can also learn from the experiences of their own “workmates”.
Empathy is very important here, for you to be a good tutor there has to be an empathic environment in the center, in that way the student will have the confidence to talk to the tutor about any subject.
If I had to choose between one of the three kinds of center we´d talk about I will choose the Burkean Parlor style because I believe that collaboration is really important when you´re tutoring someone. My center will be one in which the knowledge is on the students, the tutors, and the situations, the student will learn from experiences , and the experiences may be from the tutors, the other students or maybe some study cases that we can use to learn.
The responsibility of the work absolutely depends on the student, tutors are just there to help students find the answers to their questions, and tutors are going to be a guide for students.
The power is going to be in the same proportion or maybe it could be a little more on the student side, because the student will be the one that bring all the information of what he/she need to write about.
I will like the tutors to also be students, so it can become a peer tutoring center, and tutors will be trained by some expertise on the subjects they need to know on tutoring.
Tutors will have a time where they can share experiences between them and with the teacher that will be supervising the center, so they can also learn from the experiences of their own “workmates”.
Empathy is very important here, for you to be a good tutor there has to be an empathic environment in the center, in that way the student will have the confidence to talk to the tutor about any subject.
Sunday, September 20, 2009
Andrea Lunsford
“For excellence, the presence of others is required”
Arendt
Andrea Lunsford’s essay talks about tree different kinds of writing centers and how collaboration takes place in each of this three places, on the first place Lunsford talks about the “Center as a storehouse” where knowledge is seen as exterior to us an as directly accessible, the way of learning here is individual, using “modules” or other kind of individualized materials, in this type of center there is no room for collaboration.
The other type of center is the one she calls “the Center as Garret” this centers are informed by “deep-seated belief in individual genius”, they see knowledge as interior, as inside de student. Collaboration is not an option in these centers because it goes against the idea of knowledge as interiorized, solitary, individually deriver and individually held.
But why is collaboration so important? After a big research Lunsford found that collaboration helps students and teachers in a lot of ways, for example:
· Collaboration aids in problem finding as well as problem solving.
· Helps to learn different things.
· On having a more complete thinking, interdisciplinary thinking.
· Critical thinking and deeper understanding of the others
· Higher achievements an promotes excellence
· Encourage the active learning
The other kind of center is one that is based on collaboration but as I understand this type of center is like a utopia for Lunsford, it has to have a collaborative environment and that seems to her as impossible. Students, tutors, and teachers must really need one another to carry out common goals. This collaboration centers as Burkean Parlors have a notion of knowledge as always contextually bound, as always socially constructed, and based on a negotiation group.
Arendt
Andrea Lunsford’s essay talks about tree different kinds of writing centers and how collaboration takes place in each of this three places, on the first place Lunsford talks about the “Center as a storehouse” where knowledge is seen as exterior to us an as directly accessible, the way of learning here is individual, using “modules” or other kind of individualized materials, in this type of center there is no room for collaboration.
The other type of center is the one she calls “the Center as Garret” this centers are informed by “deep-seated belief in individual genius”, they see knowledge as interior, as inside de student. Collaboration is not an option in these centers because it goes against the idea of knowledge as interiorized, solitary, individually deriver and individually held.
But why is collaboration so important? After a big research Lunsford found that collaboration helps students and teachers in a lot of ways, for example:
· Collaboration aids in problem finding as well as problem solving.
· Helps to learn different things.
· On having a more complete thinking, interdisciplinary thinking.
· Critical thinking and deeper understanding of the others
· Higher achievements an promotes excellence
· Encourage the active learning
The other kind of center is one that is based on collaboration but as I understand this type of center is like a utopia for Lunsford, it has to have a collaborative environment and that seems to her as impossible. Students, tutors, and teachers must really need one another to carry out common goals. This collaboration centers as Burkean Parlors have a notion of knowledge as always contextually bound, as always socially constructed, and based on a negotiation group.
Wednesday, September 16, 2009
Writtig centers
For my first assignment, I have to write about writing centers, but I really don't know much about writting centers (WC), in Mexico we don't have them, well at least on my college we didn't have a writting center, so I went today to the WC at Kean and it was a hole new experience for me, I felt so good to know there is a place where I can go any time I need help, and someone there will help me. Right now I see WC as a place where I can get some help, not as a place where I can help some people, but I hope that at the end of this semester I can see WC as a place where I can help students with their writting tasks.
Monday, September 14, 2009
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