Unexplainable
I don’t think there is single a grammar concept that’s easy to explain. While tutoring during the past two weeks, I have had the chance to discuss several different grammar concepts. It was NOT easy. I find it so frustrating to know something is grammatically wrong, to know how to fix it, but am unable to explain why it should be written this way instead of that way. The frustration is only compounded when I realize I don’t even remember when I first learned it was done this way and not that way.
One instance this week that particularly frustrated me was trying to explain why it was wrong to spell “abilities” as “ability’s.” Well first of all, I explained that in this case “ability’s” wasn’t possessive so apostrophe “s” was unnecessary, but as soon as I tried to think of an instance where using “ability’s” would be correct, my mind blanked and I couldn’t think of any examples. If there was ever an instance in my short tutoring life that I wanted to shout “THAT’S JUST HOW IT IS,” this was it.
Another hard concept I faced was a question from another stymied tutor. In English why do we spell putting as “putting,” and lifting as “lifting,” but not “liftting?” I had no idea! Luckily, there was a very experienced tutor in the room to give us newbies some direction. It seems that as I refresh myself on these grammar rules, there are at least three exceptions to that one rule that I have to commit to memory as well. This complicates the explanation process even more. I’ve had a reaffirmation of just how confusing the English language can be.
The second part of this week’s prompt is to include a flowchart displaying how we conduct a tutoring session? Well I don’t think any two sessions have been alike so far, and I can’t even think if there is an actual process I follow yet, but here you go. I really have been trying to follow a plan similar to the one we constructed in class, so the first thing I do is introduce myself. I then usually will ask the student what they have been writing about, or what class the assignment is for. If I am really on top of things, I will usually ask them something about school or their major, but usually this is the step I forget. I then ask if there are any questions they have, and if they feel comfortable reading their paper aloud, or if they would prefer that I read it. After this step is decided, the paper is read and issues are addressed. As we come to areas in the paper the student would like to change, I ask them to write the changes down themselves. After the paper is read, changes have been made and questions have been answered, I ask one more time if there is anything else they would like to cover. If everything is good, I tell them good luck on your assignment, and the session ends.
One instance this week that particularly frustrated me was trying to explain why it was wrong to spell “abilities” as “ability’s.” Well first of all, I explained that in this case “ability’s” wasn’t possessive so apostrophe “s” was unnecessary, but as soon as I tried to think of an instance where using “ability’s” would be correct, my mind blanked and I couldn’t think of any examples. If there was ever an instance in my short tutoring life that I wanted to shout “THAT’S JUST HOW IT IS,” this was it.
Another hard concept I faced was a question from another stymied tutor. In English why do we spell putting as “putting,” and lifting as “lifting,” but not “liftting?” I had no idea! Luckily, there was a very experienced tutor in the room to give us newbies some direction. It seems that as I refresh myself on these grammar rules, there are at least three exceptions to that one rule that I have to commit to memory as well. This complicates the explanation process even more. I’ve had a reaffirmation of just how confusing the English language can be.
The second part of this week’s prompt is to include a flowchart displaying how we conduct a tutoring session? Well I don’t think any two sessions have been alike so far, and I can’t even think if there is an actual process I follow yet, but here you go. I really have been trying to follow a plan similar to the one we constructed in class, so the first thing I do is introduce myself. I then usually will ask the student what they have been writing about, or what class the assignment is for. If I am really on top of things, I will usually ask them something about school or their major, but usually this is the step I forget. I then ask if there are any questions they have, and if they feel comfortable reading their paper aloud, or if they would prefer that I read it. After this step is decided, the paper is read and issues are addressed. As we come to areas in the paper the student would like to change, I ask them to write the changes down themselves. After the paper is read, changes have been made and questions have been answered, I ask one more time if there is anything else they would like to cover. If everything is good, I tell them good luck on your assignment, and the session ends.
posted by Danae at 10:10 PM
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