A Paper with a Purpose
In trying to define the line where we begin to indoctrinate instead of teach, one must recognize that it moves just like the line we discussed in Wingate’s article. In accordance with the Wingate line, the indoctrination line will move with each student. However, we have a new variable to take into account in dealing with this line: Ourselves. In fact, we become the main variable in the equation. (I have been cramming for a math test if you can’t tell.)
The things that clue us in to whether or not we are near the line will require great discipline to identify and control on our part. Most of us have the ability to persuade the students greatly. They look at us as an authority. We therefore have the obligation to work for their best interest. Whether we agree with the content of the paper or not we have the opportunity to help them to become a better writer. I think that we need to make sure that their meaning of their paper is clear, if their meaning is a hot topic, help them realize the ramifications that their paper will have, and finally, help them reach their goal. Some writing has to be emotionally charged in order for it to be good. Not a loose cannon of emotions but a controlled display. I might explain this concept to a student in a session. We shouldn’t try to persuade the student to change the meaning of their paper. In helping a student in an emotionally charged session we can harness the power of their emotion and ours to help them create a paper with a purpose, otherwise we are wasting our time. These sessions should provide us as tutors the opportunity to be selfless but strong all at the same time. We should be secure enough to push the limits of their arguments and help them make them stronger. This all sounds great but it isn’t easy, if it comes down to loosing control of your emotions you might have to pass the session on to another tutor. Hopefully this will not occur. In any case you should realize that we should be able to act instead of react. A failed session should lead you to learn how to act in the future.
Well I am not going to say all my ideas are perfect or even for everyone. Heck they might even be wrong! But, this is what the blog is for, right?
The things that clue us in to whether or not we are near the line will require great discipline to identify and control on our part. Most of us have the ability to persuade the students greatly. They look at us as an authority. We therefore have the obligation to work for their best interest. Whether we agree with the content of the paper or not we have the opportunity to help them to become a better writer. I think that we need to make sure that their meaning of their paper is clear, if their meaning is a hot topic, help them realize the ramifications that their paper will have, and finally, help them reach their goal. Some writing has to be emotionally charged in order for it to be good. Not a loose cannon of emotions but a controlled display. I might explain this concept to a student in a session. We shouldn’t try to persuade the student to change the meaning of their paper. In helping a student in an emotionally charged session we can harness the power of their emotion and ours to help them create a paper with a purpose, otherwise we are wasting our time. These sessions should provide us as tutors the opportunity to be selfless but strong all at the same time. We should be secure enough to push the limits of their arguments and help them make them stronger. This all sounds great but it isn’t easy, if it comes down to loosing control of your emotions you might have to pass the session on to another tutor. Hopefully this will not occur. In any case you should realize that we should be able to act instead of react. A failed session should lead you to learn how to act in the future.
Well I am not going to say all my ideas are perfect or even for everyone. Heck they might even be wrong! But, this is what the blog is for, right?
posted by Anonymous at 8:46 PM
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