Shenendehowa High School

Writing essays in high school seemed to be about all I ever did. In New York State we still are required to take regents exams. They are incredibly long, tedious tests that no other state or college looks at. When I was a junior they decided to increase the length and intensity of the English Regents. We were required to go to two three hour sessions. One session was part multiple choice and part essay, and the second session was just two essays. So as you can imagine, all year long we did practice essay after practice essay. I was lucky that year and had decided to take a creative writing class for half of the year. We practiced in that class as well. My friends and I decided that all the essay writing was discouraging imagination and free thinking.
Anyway, besides being loaded with practice essays we were required to write longer papers in most of the other subjects as well. Starting in high school we always had to have a conference with the teacher about our thesis statement and because I wasn't the fastest at learning the art of the essay, I was able to meet with my teacher for other editing too. If the essay required research we would spend a week or two in the library gathering research in any way we pleased and as long as we were able to show our teacher that we had done something. Then after we had written a rough draft we would have someone in the class read it and mark it and then return it to us. The peer editing only happened a few times. I don't think I really grasped the whole concept of a thesis statement until college.
Here at Weber State, in an English 2010 class it finally dawned on me that writing an essay wasn't really that complicated. At least not at this level. So I wrote all of my essays the same way and received good grades on all of them. I was pleased.

Now that we know a little about how I learned to write essays I can attempt to compare it to our discussion. I agreed with a lot that was said in the article that we read. I was not a big fan of some of the open ends of it though. For example, due dates are necessary and students should be able to write at any time. Their state of mind or feelings shouldn't determine when a student should write. I feel like some of my teachers in high school may have know about, and agreed with the comments in the essay. Many of my teachers had us write outlines, rough drafts, and do peer editing.

I think that the ideas discussed in the essay apply mostly to longer essays and in high school we were encouraged to write shorted essays and to be able to write them well on the first try. Here at Weber I have been given lots of time to get assignments done and many opportunities to receive some sort of feedback. Sometimes from the professor and other times from my peers. I think many aspects of the method in the article are used here at Weber, but I don't believe that I have ever had a teacher use all aspects of it. In today's society where we are run by schedules, deadlines, and time clocks the relaxed ideas from the article would not function well. If there was not a deadline it would never be done, and if I wait until I feel like writing I won't ever write, especially and essay.

I think that the theory presented in the article gave teachers lots of ideas and techniques to help their students improve. I believe that most theories when strategically mixed with the ideas of others create more effective methods of teaching.

All The Help I Can Get

I am very excited to see all the different blogs on this subject! When I was in high school I was taught in a manner similar to what we discussed in class on Monday. I was taught to brainstorm, come up with the main thought, and then form a rough draft. After completing the rough draft we handed it in for revision. When we received our scarred rough draft back we completed the assignment and handed in the final draft. This is similar to the idea presented by Murray of the pre-write, the write, and the rewrite. Although I agree with this idea I do not think that all student will be able to use that freedom appropriately. Some students need the teacher to provide direction for them to initially learn. Maybe in higher-level classes the liberal view would be more appropriate, but young learners need structure coupled with the opportunity to think for themselves.
I think that Murray brings out some great points about how we can improve our teaching. The teacher does need to listen more, focusing less on the finished product and more on the process. Murray says that the teacher must respect and respond not to what the student has done but what they may do. This argument intrigues me. I must agree that if I was the student I would appreciate the teacher being less critical. But sometimes, the only way to build is to first destroy. Not to hurt the student to the point that he or she doesn’t want to try anymore, but if it is too easy for the student than they will never learn anything. I think that another problem that is faced in high school is that so many teachers instruct students in a different way. Students are taught to do one thing many different ways. For instance I had a history teacher who taught me more about writing essays than my English teacher.
All teachers make up there own style to teach. This is not a bad thing; it brings diversity and culture to the classroom. But in teaching the writing process each student will be different. From comprehension, to listening, to their vocabulary, students will learn in their own way. Each student has a right to have the teacher’s undivided attention. That is not a possibility. This leaves the student to struggle under the assumption that they can grow without an oppressively guiding teacher. That assumption may not be incorrect but the speed and quality of that growth will be hindered. Presently the vast majority of the students coming form public high schools are not prepared for collage.The topic of how to teach writing is something that I enjoy very much. Not because I want to argue, but it helps me understand how others teach. I need as much help as possible. A thought I am reminded of every time that I finish a session with a tutee.

Questioning as Tutoring Method

Hey, all,

It's Sylvia, making my debut blog! At the end of our CRLA training yesterday, Jesse asked "What is the Socratic method?" which, I assume, was a question on the worksheet that the presenter didn't really cover fully. I asked Scott to give his take on things, so here it is:
the Socratic method as little more than a pointed interrogation of one person by another in order to arrive at some desired conclusion (although I think it'd be a lot of fun if we had a Thrasymachus character in our class!). It is, in this sense, the opposite of lecturing, since it forces the person being question to answer the
questions for him/herself and therefore go through the process of solving the problem on his/her own rather than have the "right" information simply read/lectured/spoken to them.

For Writing Center tutors, this is going to be an absolutely crucial means
of running a tutoring session. It will be most readily applicable in
matters of content and argumentation, since the tutor can "drive" the tutee
toward a desired conclusion about the writing.

Anybody else want to expand on this definition?

Dang Redheads!

In 3rd grade every Friday we were required to turn in a short story of sorts that we had written that week. On Monday if our papers had received no strange red pencil marks from the teacher we would be recognized and rewarded with a chocolate M&M. Every week I toiled over my papers and every week I was beaten out by Jordan, the beautiful red-headed genius whom I was extremely jealous of.
In Jr. High my teacher seemed to have given up on having us write and instead forced us to read silly murder mystery books. I loved classic literature at the time and hated reading books I felt were below me. The only writing we ever did in that class was the dreaded book report. I tried to seriously analyze Christopher Pike and ended up with my first B grade ever. I hated that teacher. She was a red head, but I didn’t feel she was a very smart.
In High School we must have spent the large portion of 11th grade English class studying The Crucible. We read the play as a class, watched the movie, listened to it on tape, and made masks of the characters. Jennie sat next to me in class. She was the lead in all the schools plays and loved scripts. She was the teacher’ pet because she could read with perfect diction and always had some theatrically driven incite to share. Was it coincidence that she had long crimson colored hair? Maybe.
I share these stories because that really sums up my pre-college experience with writing. I remember more about how they caused a mounting dislike for red hair then an improvement in my essays. I hesitate to even refer to them as English classes. If it wasn’t for my love of reading I wonder if I would ever been able to write a sentence.
It was in college that I finally began to learn how to write. English 1010 and 2010 were classes most students dreaded, I soaked them in. I loved the process of thinking that we were taught to use. I liked to brainstorm. I liked to not only figure out what to write about but, with the help of teachers, I liked to figure out why I wanted to write about certain things. I loved learning how to organize my thoughts and clarify their meanings. I remember learning what warrants and supports were in an argument for the first time and thinking that my world would never be the same. I had unlocked the mysteries of everything I would ever read from then on out.
I completely agree with Murray’s prewriting, writing, and rewriting. It is something that must be taught and needs to be taught correctly. As far as all of his implications go I’m not sure I can agree so quickly. Writing needs to be guided and nursed by teachers that will ask you questions that will make you think. New writers need questions asked that will help them understand why they are writing and will guide their purpose to have greater clarity for them and others.
Teachers need to be taught to help their students find a purpose in writing not give them hours and hours to find their own. They need guidance not time. They need to feel a teacher’s excitement for writing instead of a teachers dread at reading their papers. Also I know that I needed teachers who would teach English and writing instead of wasting my time with busy work and the competition of various redheads.

Bonehead English

When I finally became a senior in high school I was excited. Seniors didn't have to do hardly any work if they didn't want to. I am......Well, I was lazy back then. So, instead of signing up for an AP English class or an Intro to College class, I signed up for what was known as "bonehead English" After some time in my last year of high school I came to find that I was wrong about not having to do anything, but when it came to my senior English class, I had hit the nail square on the head. We didn't do much but share our opinions of how we thought our teacher was an alcoholic. When we weren't gossiping we kept somewhat busy in class doing simple things like finding definitions to words and using them in sentences. I remember there were a few essays that my teacher had us write, but I don't remember being taught how to write them; form a thesis, use an outline, support a thesis, or even how to tie in the thesis statement and supporting material with an effective conclusion. I learned nothing like that. I only remember receiving some instructions like 'Write me a three page essay about where you think you are headed in your life.' I remember writing that essay thinking it would change the life my my teacher if he only would read it. Now that I think about it, I doubt he read it. I say this because I got an A on the paper. I still have the paper I think, I might have thrown it away after reading it and seeing how terrible it truly was. So I came out of high school with no idea of how to write an essay. I still don't write to good now. (that was for you Jessie :))
To some extent I agree with Murray. I think we do learn by writing, but I think we must first learn to write. Last year I completed English 2010. I took it from a professor who, by what many told me, was far from easy. I got a B. But I learned how to write a whole lot better. Being able to write decently has freed me up to being able to learn while I write. I obviously have a long way to go but I want to keep going. I want to learn and that's why I want to keep writing.

how much help is enough/too much?

September 15, 2004

To blog or not to blog…that is the question. Whether ‘tis nobler to endure the prospect of online criticism, or to leave the blog unfulfilled—Shakespeare is no doubt positively spinning in his grave.

I think maybe I help too much. Of course, the person I’m thinking about needed help (and a match).

He came in yesterday afternoon and tried hard to hand me his paper and go sit somewhere else and wait for me to finish it. I explained that isn’t how we do it. I had him read the paper out loud to me—Oh. My. Goodness. It was one page long, as assigned. Of course, it was also in 14-pt font. I told him his teacher wouldn’t go for that, but he is completely confident in the “coolness” of his professor. The paper included at least three periods. There was not one single paragraph break; the title flowed directly into the paper, forming the first sentence.

I had him read it, asked him about what he was trying to say, and tried to be constructive without just taking it away from him and doing it myself! I explained the evils of spellchecker and of 14-pt font—it stuck like olive oil, no doubt. I told him to put the title on a line all its own, corrected the most horrible of the grammar and spelling, and tried to encourage him to explore the wonders of paragraphs. I WAS NICE, but it was challenging.

Then I asked him when his paper was due, and he told me it had been due the day before, but he was planning on turning it in right now. The paper was an outline of his plans for a successful college experience. One of his plans is to avoid procrastination.

I couldn’t send him to his professor with a paper that poor, so I think I probably gave him more help than I should have, a tendency I’ll have to really watch.

Today I did my first online submission, and I wanted to re-write that, too. It’s really hard to know where to stop on those. Mostly I made suggestions on organization and narrowing down his thesis. I pointed out places where I would have chosen a different word but didn’t give it to him—I think I did a little better. I’ll get a feel for it.

Mr. Lane v. Murray: An Epic Battle

My first experience with writing essays was in a tenth grade history class, oddly enough. In preparation for the AP test, my teacher felt it was important to learn how to write a solid essay in the shortest amount of time as possible. His formula was simple: introduction/thesis paragraph, three body paragraphs to support the thesis, and conclusion. If you have an extra two minutes, outline in the margins before you begin. That sounds far too easy, but I've found that this method can be modified to apply to almost any writing project.

This method of writing seems to conflict with Murray's approach. My primary goal when writing was to create a product to be judged. There was neither the time nor the motivation for hours upon hours of prewriting. Murry's open-ended approach does not consider that students sometimes face unavoidable time constraints when writing.

The process Murry suggested sounds wonderful, but it is hardly practical to assume that beginning writers will put it into practice, even when they do have an unlimited amount of time on their hands. These writers need to see results as motivation to improve; several dozen drafts may not be enough for them.

A Late Prompt

From the class discussion on Monday, it seems that many of you disagree with some of Murray's approach to teaching writing. I'd like to see you write about how you were taught to write essays (in college or high school) and then connect it to what you think about Murray's approach.

Ramblings (Think "Yellow Wallpaper")

So, we’re supposed to have a 500 word log every week. I’m lucky if I speak 500 words a week that aren’t “No! Don’t do that!” “Dang it, why did you dump that on the floor?” “Where the heck is Elijah?” or things of that nature. So often I feel caught in the vacuum of parenthood that it is truly a culture shock to come here to campus where people speak “grown-up.” It gets so exhilarating that sometimes I talk way too much. Maybe that’s just me?

Finally, I’ve tutored here at WSU. I feel so special! I just told a tutee to scrap his entire essay since he wrote about why he came to college instead of the assigned “plan for succeeding in college.” I feel bad. I’m evil. Yakkety-smakkety.

I checked. I had 131 words at the end of that paragraph. What the heck am I supposed to say? (Notice the use of “heck..” Yes, I am Utahn.) I need a prompt! Otherwise I’ll default to daily life and my mundane existence. (Sigh)

Okay, so I didn't tell him to scrap his ENTIRE essay. We found sentences that could be used effectively and all that stuff. He seemed okay with it. I told him to come back after his re-writing.

Just a note: Blockbuster is EVIL. They have the $14.95, get all the videos you want for a month deal--some slick pusher talked me into it and so now I feel obligated to get as many videos as I possibly can for the $14.95 (plus tax). Of course, I have procrastinated my homework to watch such stellar productions as "Girl with a Pearl Earring" (nothing happens!).

Today in the writing center I feel like I "done some good." It's good to be back at it "a'gin."

I'm going home now.

Our New Menace

I'm a graduate of the School of Hard Knocks. In fact, I'm working on my doctorate from that institution. Because of this, I like to think that not many things rattle me or make me anxious. However, something that I recently saw stapled on the 'notice board' at the Social Science building shook me to my core.

It was a notice for the Wyvern/Anime Club. It was a simple flyer printed on white paper with the requisite dates and times of the club's meetings in simple, black print. Behind it and beneath it, though, is a menace so foul and so dark that housewives throughout America's heartland shudder at its mention.

What do these people REALLY do at their meetings? What do these people think while sitting in the dark? What is this club's plan for the world? Do they plan to enslave we 'normal' people and REALLY turn us into goblins and warlocks and mages- creating a world that is based on reality and not just their fantasy-based imaginations? Are they so tired of being social outcasts that they will turn OUR reality into THEIRS?

God, let it not be so. I wouldn't want to be some harmless creature stuck as a pawn in a world of warriors and monsters. I don't want to learn how to tend a garden. I don't want to see that garden trampled under the pounding hooves of horses ridden by a guild of fighters who are tracking a wild band of orcs- the same band of orcs who had just rushed through my village, ravishing the women and burning the crops.

Please people, we must put this group down now while we still have the chance.

(If you don't know already, this is a satire. For my real feelings on the wyvern/anime club, please send a check or money order for $9.95 plus $1.25 shipping and handling to Layne D. Hansen c/o Weber State University Ogden, UT 84403. You will receive my brochure, a beautiful nickel plated coin. The coin is accompanied by a certificate of authenticity signed, stamped, and dated. Order today and you can also receive my brochure of my feelings for the women's track team at half price.)

Just in Case

Well I know that we are supposed to write these once a week. I figured this week I would express my feelings about the first week of tutoring. It should follow last weeks entry nicely. All right, I admit it. On Tuesday morning when I went into the writing center for work for the first time, I was a little nervous. I managed to push it away by diving into my American Lit. homework. In any case I took the second tutee of the new writing center season and it was loads of fun. It just so happened that the tutee was an ESL student attempting to plan an essay. I was definitely relieved that it wasn't a senior with a twenty page paper to review, but I wasn't really expecting that anyway. In any case the session went well and my understanding of Spanish was useful in attempting to explain certain planning ideas and techniques. With a breath of fresh air I had officially taken the plunge. Because the confidence shown in my first blog was partially imagined, having the first session done was definitely a relief.
My second tutee was with another student who spoke English as a second language. She later told me that she was a regular at the writing center. We mostly just read over her paper and reviewed basic sentence structure and word conjugations. It was difficult at times to guide her through finding and solving these problems with out actually do it for her, but we managed to get through it and I think she was reminded of a few grammar rules as well.
Since that Tuesday I have done many more sessions and I am enjoying that satisfaction that comes when a student realizes how his paper can be better and how exactly he can go about improving his work.
I have also realized that there isn't really enough time nor the opportunity to fix all of the problems of a paper. It was helpful to lay out the different types of writing problems in class and then prioritize them. I found the information very beneficial when I was dealing the students.
One of the reasons I wanted to be a tutor was because I was tired of having jobs where you are required to be a machine, destroying your personality, talents, and intelligence. Finally I can go to work and use my head and talents for the good of someone else.
I found my first week to be rewarding and fun. I am no longer nervous but rather excited for the ensuing weeks of work.

Freaked Out

Jump for joy! I am finally writing a blog! Even though the W. C. (Writing Center, not Water Closet) has now been open for a week I still haven’t tutored, so I feel that I can still write about my anxieties. I’ll be the first one to admit that I am not the best writer when it comes to the technical side of writing. I fear that the tutee will ask me for suggestions and I will have no idea what to tell them. Or I won’t know how I can get them to understand what I am trying to tell them. I can usually tell if something sounds wrong, but a lot of times I don’t know the best way to fix it. I also have a tendency to change things that don’t necessarily need to be changed. When I got hired to work at the W.C. back in May I had high hopes for the summer. My goal was to read up on being a tutor and also being a better writer. Did this happen? I am sad to say that it didn’t. My lame excuse is that the summer went by way too fast! All in all, I am excited to work at the W.C. Even though new experiences freak me out, deep down inside me I like the challenge.