The difference between "writer-centered, process oriented" and "tutor-centered, product-oriented," is that one is helpful to the writer and the other is helpful to neither the writer nor the tutor. "Writer-centered, process-oriented" is what Wingate favors because it focuses on the writer and their ability to learn how to become a better writer over all. This process teaches the writer the "tools of the trade" so to speak; allowing them to gain the skills necessary to write well on their own.
"Tutor-centered, product-oriented" is when a tutor takes over the session and is doing most of the work in order for the paper to recieve a better grade. This is not the best approach because the writer isn't actually learning how to make the necessary corrections themselves. It puts them at a disadvantage and gives a false sense of accomplishment, even though they may have recieved a better grade. In the end the work turned in was not their own, it was the work of the tutor.
Well! You've hit it on the head, pretty much, Leona!
I was just talking, a couple of days ago, to Karalea and Brandi about this very article and the literary analysis paper that often comes through for ENG151--they had a fantastic analogy for what sometimes happens with that particular paper . . .
I wonder if I can get them to post it on here for all to see . . .
I have a hard time keeping things writer-centered. I blame this on my enthusiasm for certain topics.
Someone brings me a poetry analysis and I get on the bike. At first I pedal slowly, but then go faster the more fun I am having. Then by the time I am half way down the hill, shouting “wheeee!” with the wind whipping my hair around, the student has no choice but to stand safely on the sidewalk and watch. The crash at the end is just as interesting as the ride down the hill, at least for the student. By the time of the crash, I realize the session has benefited no one. and the student walks away confused, holding a paper they do not understand. I am left with bruised shin and the certianty that students will begin to come and watch the bike crash because it is entertaing and gets most of thier work done.
I have learned asking questions, as suggested in the article, not only allows the student a chance provide input, but makes sure they are not staring out the window at a twittering bird or something.
I wanted to comment on the section of Wingate's essay titled "The Over Sessions." I've tutored students who seem to want sympathy. They talk about professors who they believe to be unfair or other problems. I usually let them talk about their troubles because it seems rude to interrupt them, but such sessions are very unproductive, as Wingate points out. I think tactfully directing the student back to the writing would be the best course of action in such a session. Thirty minutes is a very limited amount of time, and it is of course best spent addressing issues instead of worrying about them.
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The difference between "writer-centered, process oriented" and "tutor-centered, product-oriented," is that one is helpful to the writer and the other is helpful to neither the writer nor the tutor. "Writer-centered, process-oriented" is what Wingate favors because it focuses on the writer and their ability to learn how to become a better writer over all. This process teaches the writer the "tools of the trade" so to speak; allowing them to gain the skills necessary to write well on their own.
"Tutor-centered, product-oriented" is when a tutor takes over the session and is doing most of the work in order for the paper to recieve a better grade. This is not the best approach because the writer isn't actually learning how to make the necessary corrections themselves. It puts them at a disadvantage and gives a false sense of accomplishment, even though they may have recieved a better grade. In the end the work turned in was not their own, it was the work of the tutor.
Well! You've hit it on the head, pretty much, Leona!
I was just talking, a couple of days ago, to Karalea and Brandi about this very article and the literary analysis paper that often comes through for ENG151--they had a fantastic analogy for what sometimes happens with that particular paper . . .
I wonder if I can get them to post it on here for all to see . . .
I have a hard time keeping things writer-centered. I blame this on my enthusiasm for certain topics.
Someone brings me a poetry analysis and I get on the bike. At first I pedal slowly, but then go faster the more fun I am having. Then by the time I am half way down the hill, shouting “wheeee!” with the wind whipping my hair around, the student has no choice but to stand safely on the sidewalk and watch. The crash at the end is just as interesting as the ride down the hill, at least for the student. By the time of the crash, I realize the session has benefited no one. and the student walks away confused, holding a paper they do not understand. I am left with bruised shin and the certianty that students will begin to come and watch the bike crash because it is entertaing and gets most of thier work done.
I have learned asking questions, as suggested in the article, not only allows the student a chance provide input, but makes sure they are not staring out the window at a twittering bird or something.
Has anyone else come up with different methods?
I wanted to comment on the section of Wingate's essay titled "The Over Sessions." I've tutored students who seem to want sympathy. They talk about professors who they believe to be unfair or other problems. I usually let them talk about their troubles because it seems rude to interrupt them, but such sessions are very unproductive, as Wingate points out. I think tactfully directing the student back to the writing would be the best course of action in such a session. Thirty minutes is a very limited amount of time, and it is of course best spent addressing issues instead of worrying about them.
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