Overcoming Reluctance
Maybe
I’ve just been extremely lucky, but I’ve never had a student come
in “just for extra credit” or because “the teacher told me to”
and refuse to actually make any corrections on the paper. Almost
every one has come in and been very responsive to the idea that I, as
a tutor, might be able to help them improve their writing, if not
their ability to write. There was one tutee who came in and I thought
might have that perception and a distant attitude, based on the
introductions, but quickly became engaged in the session once we
started going over the paper.
So,
where does the “almost” come in?
While
I haven’t had hostile reluctant, I have had embarrassed and “I’m
just ready to give up” reluctant. With those tutees, I couldn’t
blame them for being so. I really felt sympathetic for the student
who brought in a paper that needed quite a bit of work, but he looked
like just the thought of having to look at his paper for just one
more second would break him. At one point in the session, he seemed
close to tears and convinced that he was a terrible writer.
That
was when I knew I had to turn on the encouragement. Nothing false,
and not sugarcoating over any of the problems, but honestly searching
for the positive aspects of his paper and how he could transform it
into something better. What truly seemed to help though was telling
him that everybody, at some point in their academic career, has
struggled with academic writing. Knowing that he wasn’t “stupid”
or a “hopelessly bad” writer brought him back from the edge.
Explaining that the ability to write well took time and was more a
function of practice than intelligence gave him the confidence to
continue the session until we finished.
It
seems like such a simple concept, that “bad” writers are merely
inexperienced, but somehow many people have internalized it to such a
negative degree that they can’t see past their own attempts. I’ve
read several articles recently about methods of education and how they can be backwards in the United States. In Japan, students are praised
for effort, and failure is seen as an attempt to succeed. The author
observed a class where the students had to draw a 3D box on paper.
One student struggled to draw it properly, and was made to stand in
the front and draw it repeatedly until he got it right. According to
the author, in a classroom in the United States such a prospect would
likely be highly embarrassing and open the student up to ridicule from his peers.
The opposite was true for this student, for whom the class applauded
when he finally drew the box correctly.
I
think it’s very important that, as tutors, we learn to phrase
criticism so it is a reflection upon the writing, rather than the
writer, even as we are attempting to help the tutee become a writer.
Praise effort, not the results or intelligence. It should be our task
to help tutees realize that mistakes are just errors, not lost IQ
points.
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