Skip to main content

Appropriation, Not so fast...

I had a consultation with an ELL student today who was very bright. She had a draft prepared and obviously knew what she wanted to say in her paper. The problem was not in her knowledge, it was in her lack of vocabularly and confusion on how to use articles. I have been researching appropriation for my end of term paper and have come to believe that when it comes to ELL students what was commonly thought of approporiation is not always so clear cut. As far as this student was concerned, her ideas were clear - I knew what she was trying to say, as I am sure would her teacher, but a clearer meaning could be reached by sharing some American knowledge. Sometimes I simply said that I thought a "the" or "a" was needed, other times I asked her, and other times (towards the end of our consultation) she figured it out on her own. This was also the case with certain vocabularly she used that was repeated throughout the paper, it wasn't that the word she chose was wrong, it just wasn't as clear as it could be. I suggested an alternate word and she decided to use it. I don't think this is appropriation. The meaning of her writing was never changed.

There was one point that I had to stop myself from speaking and let her figure something out on her own. I started to try to guess what she was trying to say, and I am glad that I stopped myself because she was going in a direction that was not what I had expected. While I believe that tutors should act as cultural informants for non English speaking students, I also think it is important for the tutor to take a step back and let the writer figure things out on their own. Turns out we don't always know everything : )


  1. Jenny, it sounds like your session went well. I understand trying to hold back the habit of trying to say people's thoughts-the subculture I grew up in highly valued interrupting people's sentences as a way of showing interest in the conversation. To some people this can seem rude, and sometimes I finish the sentence wrong. Piping down (as opposed to constantly interjecting my comments) can be good,especially in the writing center, where it can give the student enough time to reformulate a thought in her head and on paper! :)


Post a Comment

Popular posts from this blog

Enough with the Prosti----- already

While I admit I was once intrigued by the prostitute-consultant analogy, not by what Scott Russell had to say about it but by some of the ideas we threw around in class the other day, I can honestly say, now, that I am beginning to move away from the metaphor. While I once connected prostitution and the writing center through their brief meetings and levels of intimacy, I now question the nature of those meetings and the levels of intimacy available, and like David said in class, I agree that the comparison is a stretch. Here’s where I struggle with a connection between meeting a stranger, a prostitute, for sex, and meeting a consultant at the writing center. Although the ‘client,’ ‘student,’ or whatever, meets with a stranger for a limited period time to meet a specific desire, the level of intimacy between sex with a prostitute and a writing consultation differs. It is my experience that consultations between peers can be genuinely intimate as one discusses personal thoughts—there i…

IWCA Forum: Peer Tutor => What do we call ourselves: the poll!

I have posted a poll in the IWCA forums: IWCA Forum: Peer Tutor => What do we call ourselves: the poll! It is a part of an earlier discussion that kind of petered out about the titles used for writing center workers. Please take a moment and vote! If you don't have an account on the forum, you can register for one by clicking on the "Register" link (next to the rocket icon in the top-right of the page.) Don't forget to state your institutional affiliation when you request and account. (That's how the IWCA Forum keeps out spam accounts.)