Showing posts from August, 2014
In On Writing: A Memoir on the Craft , Stephen King writes, “In many ways, Eulah-Beulah prepared me for literary criticism. After having a two-hundred-pound babysitter fart on your face and yell Pow!, The Village Voice holds few terrors.” The Village Voice and Eulah-Beulah’s of the world are not models for good tutors. A tutor is not a babysitter or a critic, not an editor and chiefly not the writer. Sometimes looking at what something is not, helps to clarify what it is. A tutor is a reader and needs to avoid becoming the writer. Writing is a form of thinking—on paper—and the tutor’s role is to help writers to think about their writing. It’s the physical evidence of critical thinking. Understanding how writers organize information and helping them to rethink that information and organization is part of the tutor’s job. One task needed to accomplish this is distinguishing higher-order from later-order issues and prioritizing higher-order issues first. Focus on the 3-4 most i
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From what I have read in the class textbook and from experience, I agree with much of what is said in the book. I think that the tutor is more of a guideline for the student or writer. The writer knows his/her writing better than anyone else. I don't think that the tutor has the authority or knowledge to tell the tutor what is best, but the tutor does play a role in demonstrating to the writer what types of resources are available. In the process of writing a paper, no method is best for all. For certain writers, the process of brainstorming is effective, for others, the process of talking about an idea before writing is effective, but for others, neither of these processes work. I think it is important to make this known to the writer. The tutor should help the student articulate these ideas and ensure that the writer understands the assignment. I don't think a tutor should solely be an "editor," editing and justifying the use of certain words. .
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For me the role of a tutor is one who helps the student with what they are having trouble with. The student is coming to the tutor for help. The tutor should know more than the student, that’s why they are a tutor. The tutor should be able to recognize the problems within the problem, if it’s math, or in the case of English the tutor should be able to see where the piece needs work; whether its grammar errors, punctuation or they should just be able to answer the student’s questions. If the student feels that their piece is too wordy the tutor should give suggestion as to where the piece could use some cutting back. The tutor can show the student what they might not be able to see. This can help the student learn about how they write. If they struggle with grammar errors the tutor can show them the errors and how to fix them. It should be a learning experience for the student and the tutor. It should not be more work for the tutor by the tutor doing it themselves. It can be easier t
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This is exciting new territory for me, as I’ve spent my adult life as an editor, which is very different from being a tutor. As an editor, my work was not really in service of the writer, but in service of the publication that employed us both. As a tutor, my work will be entirely in service of the writer and his learning process (and my own learning process, too). A tutor’s first role is to help the student writer feel at ease in the tutoring session and feel comfortable with the idea of writing and seeing herself as a writer. Next, the tutor can help the writer clarify her purpose and her audience. If the writer has an assignment with detailed instructions, the tutor can help the writer be sure she understands the instructions and knows how to meet the requirements of the assignment. If the writing assignment is less prescriptive, the tutor can chat with the writer about possibilities for topic, genre and tone. Either way, the tutor can ask friendly, open-ended questions to help the