Emotions
I had a student come into the writing center with a paper
that recounted her experience of losing her fiancé. He had gotten in a tragic car
accident that day they got engaged. It was very emotional. She provided details
of his car accident that actually made me feel sick to my stomach. Scenes of
blood and gore filled the pages of her essay. Organization was not an issue
because she had clear transitions and followed a sequential time order which
made it easy for me to follow her story. But seriously, why would someone want
to share a story like that with a developmental English class? She had trouble
with comma splices, fragments, and run-on sentences, but they were hard to get
to because I felt in some respects that by helping her fix her paper I was, in
a way, distorting her memory of the event. She wanted to do several stylistic
sentences that would have been acceptable in a creative writing class but not
in developmental English class. For example, she wanted to do one word
sentences to emphasis a certain point. Words like “heartbroken” and “shock”
acted as interjections. Also, several exclamation points were used to acknowledge
the severity of her shock and heartbrokenness which is understandable.
In my head, I jumped ahead a few moves (like on a
chessboard). I visualized myself trying to explain to her that in academic
writing exclamation points are rarely if ever used. In my head, I imagined her
countering by asking how to show the appropriate amount of sorrow if exclamation
points were off limits. And this is where we delved into a hypothetically
uncomfortable part of the session. I told her she might want to consider, for
her next paper, a less personal subject. She whined and said the professor
encouraged them to pick something to write about that they feel passionate
about. I told her that that was absolutely true and that I could see where she
was coming from, but feeling passionate about a certain event or occurrence in
your life does not necessarily constitute a good paper topic. I could see we
had gotten off track so I returned to the present moment where I was about to
correct her exclamation point usage.
I suggested that she shy away from exclamation points in
academic writing. She said, “Okay” and we moved on.
I an uber sensitive person and I actually chocked up a few
times while reading her paper, but I covered my emotions with a few well-placed
coughs and grunts. I could not stop internalizing her experience. I kept
picturing my husband in a terrible car crash. That would have been a totally
appropriate response had this been a creative writing piece. But it wasn’t. I
needed to do my best to keep myself alert and responsive to the paper so I
could pick up on errors and help this girl learn grammatical concepts she
obviously was not yet familiar with. Though I smiled and helped her to fix her
comma-splices, run-ons, and fragments, inside I continued to question why she would want to write, for all to
read and hear, about such a tragic personal experience. I wish I would have
tutored this session after we discussed it in class be1cause I would have
definitely brought of the free counseling services WSU offers to students.
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