Ready for Agency? My Tutoring Experience

This semester is my second tutoring with ETC. My first semester I had two students who had their own unique struggles, but also seemed to have stronger backgrounds in writing knowledge. This semester has been much more difficult. With one steady tutee and some drop-in tutoring hours, I felt like I was situated to dedicate myself to Student K, my tutee. Unfortunately, I feel more lost than last semester.

Student K is a sweet kid who is super polite and genuinely seems to appreciate tutoring. On the other hand, he is a commuter who misses class frequently and procrastinates with his assignments. He seriously lacks confidence in his abilities as a reader and writer, as evidenced in the tutoring slip he filled out himself. Instead of the instructor filling out the suggested topics to cover in tutoring, Student K filled out the sheet, checking every single item. Dishearteningly, Student K has never had any perceived success as a reader and writer.

To utilize the evidence at hand for some of the conclusions I have made about Student K’s literacy, let’s look at a few of his sentences from the writing sample in his tutoring folder:

·         The first time I had yellow cake was when I was a freshmen and it was in the summer at one of my neighbor’s birthdays.

·         Knowing that you have people that will be there as you grow and learn more about life is an incorrigible thought.

·         Eating the Amaretto yellow cake symbolizes our many past memories and proves that we will never forget each other through our lives.

·         The bond we share will never be broken because we are our own little family and we were the best of friends growing up playing games and walking to the local seven eleven formed the bond that we share today.

Clearly, there are some serious structural issues that continue to be a persistent problem during tutoring. Rushed thoughts, scrambled on the page, are the stylistic trends I associate with his writing. Having the context of working with Student K on a weekly basis, he does have some weak student skills. Often having to cancel tutoring with random make-up hours, he leads a chaotic life that is minimally influenced by school. As priorities go, attending class and finishing work on time and well, are just not up there. I know he wants to do better, but I struggle getting him to spend more time getting things done before we meet.

The good news, I think, is that we have been working on his confidence as a reader and writer. What I see from his writing is an individual with the ability to make connections and is attempting to build the bridge from his own discourse to the academy. He takes risks in his writing and makes complex connections to things. Unfortunately, improvement is slow-going due to the nature of his obstacles. If he spends one hour typing up a well-scaffolded essay last minute, this is the type of writing we get.

My biggest challenge with this tutoring scenario, the thing that I have ‘learned’, is that maybe some students are not ready. While I want to help Student K and I am willing to make up tutoring and provide my support and help, I do think he is not ready for college. If he suddenly dedicated time and care to learning this material, I think he is certainly bright enough to tackle the tasks at hand. However, I do think doing the work and taking an active role in your own education is a necessary component to success. Will I ever give up on someone in my class? No, but maybe I will be better at allowing students to fail (I have trouble with this and take it on as something I did wrong).

Lesson Plan

I am mostly interested in the teaching of rhetoric, as a grammatical construct. Micciche’s article, “Rhetorical Grammar” really highlighted some of the problems associated with traditional grammar instruction. Belief that students will only become better writers through the frequent and varied acts of reading and writing, Micciche makes the case for rhetorical awareness in place of a grammar lesson. Specifically, we will be looking at the rhetorical situation in readings to better analyze our own writing.

The lesson will be designed for a 104-105 English class at SFSU. I believe that many of these students will be Directed Self Placed into this class, essentially recommending themselves for a class that gives more time to Freshman Composition. These students likely view themselves as weaker students in English, thereby placing themselves in a longer program. The class itself will be diverse. Likely, there will be students considered late and early arrival Gen 1.5ers, racial and gender diversity, with students who have had different learning backgrounds. Likely, the population will consist of several learning types (auditory, visual, kinesthetic, etc) with a few students who might have learning disabilities

As mentioned earlier, there is likely to be a pretty wide mix of students’ ethnic/racial backgrounds. Some students in the class might be more comfortable with AAVE, or Chicano English, or some other discourse not traditionally given merit in the academic discourse. The gender mix of students is likely to be mixed relatively close to 50/50. Due to the location of the school, it is more likely that students will be liberal minded, but a few conservative voices will likely become a strong undercurrent of tension in the class. Because we will be dealing with varied purposes and audiences in our reading for this lesson, this diversity is a special consideration as the diversity in he class has the ability to cause further tension in our work.

Thus bringing me to some of my lesson ideas. With the Trayvon Martin case causing immense debate among a wide variety of media contexts to the random outspoken individual, this is the perfect opportunity to develop a lesson on rhetoric. At another time in history, I would choose some other piece of intrigue nd debate, but for now this works well.

I am going to take blurbs of writing about the case and give them to the students. They will try to identify, with limited information, who the writing is written for, who it was written by, and we will begin to identify some of the techniques each writer utilized to persuade their reader.

While I am not exactly sure how I am going to frame the lesson, I know I want to get the students to talk to one another (not depend on teacher as lecturer), I want the students to do some writing afterwards, but also to look at some of their writing as a comparison of the lesson we are doing. I also want this lesson to come early enough in the year that students will be expected to think of these things for every future reading and writing experience. This lesson is a good segue to develop commonplace books, if I decide to assign them in class. *Commonplace books ask the students to copy, word for word, writing that stands out to them and analyze why they chose these passages. Supposedly helps students to become better readers and writers as they acknowledge the style created in each writing piece.

Essays: An Analysis

The first thing I have to acknowledge when talking about placement is my strong belief that most placement tests are extremely flawed. Not to say that there may not be some credence or suggestion about our students, but the high stakes assumptions that are made about students can often lead to higher costs for students and institutions. With that being said, if my task was to designate two different categories, I would place all of the following essays in Freshman Writing:

“Homelessness”- Has some glaring errors, but the ideas are developed well. Clearly, some critical thinking skills are here, including a personal connection.

“Responses to ‘One College Writing’”- Also has glaring, conventional errors. Had more difficulty with development of ideas, but will probably be very successful in a FYC. Still, seems to understand the way examples work themselves out.

“Spelling”- While significantly smaller and less developed, if read as one paragraph as opposed to three, the writer presents some good ideas. With concrete, informational statements combined with an analysis of this information, this student has potential.

“The Importance of Dance”- The teacher notes seems a bit ridiculous and hands off, but the essay has passion and interest. The writer connects some grand concepts “culture” with this passion. Using some examples and interpretation of them, I think it would be a Freshman Writing placement.

“Cell Phone Usage”- This essay was particularly well-written. Analysis seemed deep and the voice was mature and professional.

“Stress”- Overall, interesting. My biggest concern is understanding how to form sentences, basically paragraph focus would really help this student come a long way. No reason to go to developmental.

“A Special Party”- Understands what they are writing and takes the reader through the story well. Has some possible ESL mistakes, but nothing that should keep this student from Freshman Writing Level courses.

“CGV”- Even though this essay seems simple, there is a nice development of thinking involved. With more writing opportunities, I am sure this student will be a fit in FYC.

“Sample #1”- This student writer evolves her thinking through a process. She starts off general and adding more specifics. Just as she noted, she might need more help learning to construct paragraphs and expand on some of her ideas, but a GYC will do that just fine.

“Sample #3”- This student’s language use is surprising and fun to read. He has some mechanical issues that will need to be addressed, but he certainly appeals to his audience well. Especially with the first line.

“Student A”- Understands pieces of a paragraph really well. Can almost see PIE situated. Uses examples, humor, and voice, to help the reader.

“Student D”- Even with some construction issues, makes some clear arguments about their topic. They will need to work on expanding on these, but pretty god start.

“Student E”- While I disagree with his points, they are there, clearly stated, with lots of opinion. He would need to work on including facts, but that is something we could certainly work on.

“Student F”- Even though I struggle to understand what he is saying, he is clearly taking risks and has some complex thinking going on his writing. With a tutor and some time articulating what he wants to say, he could have passable FYC writing

On the other hand, I would place these essays in the developmental, but only with the knowledge that many of them would probably be able to pass FYC:

“Weird Friday”- Strong details, but nothing was really being said about these events.

“Pot Legal”- The author has trouble sticking to an idea and expressing those ideas. Topic sentences make no sense connected to the paragraphs, and ideas get mixed up. I am weary about just placing them in this “class” though, there is clearly an ESL thing going on; making me hesitant to place them here.

“Green Tea”- This student struggles with giving the reader a reason to read. Very simple, basic sentences make me believe this student would do well to work on development.

“Sample #2”- I am hesitant to put this student here, but the writing comes off a bit cliché because of the thank you. He might do better in FYC, but I would need another writing sample to confirm. He does evolve his thinking, but simplistic.

“Student B”- While the writing is something that could easily be worked with, this student does not say very much, repeating the topic over and over again. Lacks depth.

“Student C”- Another writer that does not say a lot. Just lacks some good old fashioned development of these ideas.

I see the developmental class as a window to some possible missing understanding about developing ideas, paragraphs, or sentences. Not in a concept dealing with minor errors or basic correctional needs, but on stretching the ideas further.

The two courses: developmental and Freshman Writing; would consist of a lot of similarities. Grammar will be discussed on an individual basis with the context of the student’s writing. If patterns of error occur as a class, we will address those issues on a case-by-case plan and depending on what the problem happens to be.

When discussing rhetorical differences, it is hard to think there would be a difference in the teaching. I think every writing student can benefit from understanding and analyzing the rhetorical context behind their reading and writing and I think all levels of readers and writers are capable of grasping an understanding. Scaffolding these concepts might take more time in a developmental writing class, but all students should be able to succeed.

Again, even with reading and writing, I have to stress that things will be scaffolded a little bit more, but students will be reading much of the same material and asked to write very similar writing prompts. Each class deserves the opportunity to think critically about the way they have built assumptions around being an English student and a college-level writer. I want to knock down these assumptions, especially for those students who have gone through the system in a way that less than “right”. After all, if students are sent to the developmental course, it is possible they have been skill and drilled to death, they do not need me to add to that experience.

The major differences between the two classes will (possibly/depending on the unique make-up of the class) be the time we spend on an assignment and the length required. Or at least some mix of these changes might occur. Not just the writing assignments, but the reading assignments, might be shorter or the students will be allowed more time.  The expectations for quality, though, will not change. I believe students can rise to their own occasion.

Strategies for Diversity

A few years ago, I was at Chapman working towards my Single Subject Credential. One of the requirements was to student- teach at a high school.  And boy, was that an interesting experience! With two 9^th grade and one 11^th grade core English class, I had my experience with teaching a widely diverse group of students. While I think I was a little over my head, there were strategies I attempted to help give everyone a voice in the class.

With so much diversity, I thought that having the students free-write about a variety of topics we were discussing in class would help students find their voice about the topics. Everyone has something to say, even if it is some form of misreading. Tagging along self-exploration of these topics with low-stake writing, the students can get into groups of their choosing. Hopefully, this will cause students to contribute before a bigger class discussion.

Besides strategies for developing class discussions, I want all my students to develop their reading skills. I think using smaller, but challenging articles or readings that works with a double-entry journal. By encouraging students to read through the reading and just write what they think they read, takes off the pressure for understanding every specific little thing about the reading. We will also be re-reading material and developing our discussions about the reading.

As for writing, I think all of the students will benefit from process-driven writing that centers on multiple drafts and conversation about writing. We will also focus a lot on the rhetorical situation with context-driven writing. Writing situations that allow students more flexibility in their writing and dissecting the discourse that the context belongs will allow students from a variety of linguistical backgrounds to do the work.

Grading will be on individual improvement and based upon only those things taught in class. Small grammatical problems will only be assessed if students worked on these concepts beforehand. Comments written to the students on their essays will be individual with only a few things identified as needing to be changed/worked on.

A Look at Multi-Generational Issues for Chicano/Mexican Americans

            “Language Socialization Practices and Cultural Identity: Case Studies of Mexican-Descendent Families in California and Texas”, by Sandra Schecter and Robert Bayley, highlights the strong link between identity and language use. With the overlapping concern with language use and education, we should seriously consider our students’ identities within our own interests and awareness as part of the schooling institution. It seems that there are a multitude of experiences within this category of individuals, so we need to be able to discern the individual needs of our students to help them maintain their identities without a sense of “clashing” with this idea of the American culture and value system.

            “’Starting at the Top’: Identifying and Understanding Later Generation Chicano Students in Schools”, by Christina Chavez-Reyes, is an article that looks at the possible reasons why later-generation Chicano or Mexican American students might not fare as well as expected academically. While I can get some of the assumption breakdowns (the differences between culture do not create a great enough difference between students from a Mexican heritage versus American heritage), I am struggling with the official decree from the article.

            Chavez-Reyes, with a very small homogeneous sample, found that college counselors were not providing the needed guidance to these mostly general track students. The truth from my own experience is that I had very little interaction with my own guidance counselor. When I was a first semester senior I was called into his office for the first time. He inquired what my plan was going to be after high school and I told him. That was the extent of my counseling relationship.

            The problem I have with the article is the ease by which it places blame on counselors without a large enough sample. Also, it seems to completely disregard the budget constraints schools face. With a close friend going to school to be a counselor, I am curious what the student load happens to be for every counselor, who they spend their time with, and what other student experiences happen to be. I am living proof that a student can go through school with limited guidance and still push themselves for an education. That is not to say that there is not an issue going on to create obstacles for these later-generation students, or even that one of the obstacles is not the lack of guidance. I just require more evidence to begin condemning individuals I know, personally, that have a soft spot for student success.

            However, there are some interesting similarities between the issues with AAVE and multi-generational Chicano or Mexican American Descendants. The need to negatively characterize school personnel seems reminiscent of some of the feelings in the African American community. Refraining from my own desire to argue against these criticisms, I understand that there is some racial tension within the school institution that we need to be wary about, that needs to drive me (a white woman) into building trust and allowing students to maintain their identities.

            This conflict of interests, wanting a quality education while having trust issues with school personnel, gets more complicated when the identities of students are meshed within their cultural backgrounds and the histories that co-exist within them.