Hook: In the opening scene of Lie to Me, Cal Lightman, a world renowned expert in nonverbal communication, is interrogating a prisoner. However, he has a problem. The prisoner will not speak.
Thesis: Because of the unique context of writing lab tutorials, nonverbal communication skill should be considered as a factor in tutor hiring, tutor training, and tutor evaluation.
Body 1: Nonverbal signs of frustration, boredom, and anxiety, call for specific tutoring techniques.
Body 2: Knowledge of NVC differences between cultures is crucial for reducing misunderstandings and foreign language anxiety on the part of the tutee.
Body 3: Knowledge of NVC leads to more caution in making judgments, and an increase in making accurate ones.
Body 4: Training has been shown to improve recognition of emotions, affect displays.
Body 5: Although some may protest that rhetorical and grammatical knowledge are more significant for tutoring, interpersonal communication abilities like nonverbal communication are still crucial for tutors. NVC should not be the primary factor considered, but it shoudl not be ignored.
Closing: Clever Hans
I am not suggesting that any Writing Center consultant will be as skillful as Dr. Lightman, but I am suggesting that they should be as clever as that horse.
Saturday, November 28, 2009
Major Themes in Writing Center/Comp Pedagogy
Building Block Approach
Shaughnessy
Associated with skill and drill workbooks
Criticism involves
student perception of this work
obstacle to academic access
Universal Design
Maximum accessibility-mainstreaming
"Studio" method
Extra breakout sessions for foundational problems
Academic discourse approach
Basic writers lack of knowledge of academic discourse is as problematic as their lack of
knowledge of grammar conventions.
Significant amounts of academic reading
Academic writing that takes account of student experiences
Criticism involves
this devalues other discourses
it might devalue writing itself if emotionality is reduced
Contact Zone
Mary Louise Pratt
Writing, and writing focused environments
are zones of contact between dominant and non-dominant cultures.
These zones are characterized by asymmetrical power relationships.
This appeals to ESL, dialect speakers
It validates their primary mode of communication, while teaching a new one.
Academic writing with mulitcultural sensitivity.
-hybrid discourse
Shaughnessy
Associated with skill and drill workbooks
Criticism involves
student perception of this work
obstacle to academic access
Universal Design
Maximum accessibility-mainstreaming
"Studio" method
Extra breakout sessions for foundational problems
Academic discourse approach
Basic writers lack of knowledge of academic discourse is as problematic as their lack of
knowledge of grammar conventions.
Significant amounts of academic reading
Academic writing that takes account of student experiences
Criticism involves
this devalues other discourses
it might devalue writing itself if emotionality is reduced
Contact Zone
Mary Louise Pratt
Writing, and writing focused environments
are zones of contact between dominant and non-dominant cultures.
These zones are characterized by asymmetrical power relationships.
This appeals to ESL, dialect speakers
It validates their primary mode of communication, while teaching a new one.
Academic writing with mulitcultural sensitivity.
-hybrid discourse
Friday, November 27, 2009
The Idea of a Writing Center
All these concepts and quotes come from Stephen North's essay, "The Idea of a Writing Center."
"It [the writing center] represents the marriage of what are arguably the two most powerful contemporary perspectives on teaching writing: first, that writing is most usefully viewed as a process; and second, that writing curricula need to be student-centered." -438
"In axiom form it goes like this: Our job is to produce better writers, not better writing." -438
"That is, it will not derive from a generalized model of composing, or be based on where the student ought to be because she is a freshman or sophomore, but will begin from where the student is, and move where the student moves... -439
Teachers cannot expect centers to "take care" of some of a student's problems for them. Failing papers should not have "go to the writing center" written at the bottom of them.
Students sent to the writing center (those extrinsically motivated) wont have the right mindset to change their process of writing.
We are not here to supplement the work of some curriculum. We are here to talk to writers. We are not here to be student-advocates, we are here to help students work within their rhetorical situation, which accepts the teacher as given.
Due to the situation of writing centers, there is rarely time for composing to happen during the session.
"It [the writing center] represents the marriage of what are arguably the two most powerful contemporary perspectives on teaching writing: first, that writing is most usefully viewed as a process; and second, that writing curricula need to be student-centered." -438
"In axiom form it goes like this: Our job is to produce better writers, not better writing." -438
"That is, it will not derive from a generalized model of composing, or be based on where the student ought to be because she is a freshman or sophomore, but will begin from where the student is, and move where the student moves... -439
Teachers cannot expect centers to "take care" of some of a student's problems for them. Failing papers should not have "go to the writing center" written at the bottom of them.
Students sent to the writing center (those extrinsically motivated) wont have the right mindset to change their process of writing.
We are not here to supplement the work of some curriculum. We are here to talk to writers. We are not here to be student-advocates, we are here to help students work within their rhetorical situation, which accepts the teacher as given.
Due to the situation of writing centers, there is rarely time for composing to happen during the session.
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