аЯрЁБс>ўџ /1ўџџџ.џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС'` №ПmbjbjыШыШ .‰Ђ‰Ђm џџџџџџЄЄЄЄЄЄЄЄИ    Д Иx іЬЬЬЬЬЬЬЬїљљљљљљ$n hж Œ ЄЬЬ ЄЄЬЬ2 ЃЃЃЄЬЄЬїЃїЃЃЄЄЃЬР Ў›DЉKЪ 1 ЃїH 0x Ѓb ;Rb ЃЃb ЄЗ@Ь0ќ"Ѓ:сЬЬЬ  ЬЬЬx ИИИФ|$ИИИ|ИИИЄЄЄЄЄЄџџџџ Christine Grausso Professor Malinowitz Individual and Small Group Writing Instruction October 14, 2009 Chapters 4, 5 & 6 – The Practical Tutor I am personally disinclined to follow the advice of teachers who present strategies for editing (or “shuttling”) and do not make use of those same strategies in composing their own texts. Chapters four and five should appear in reverse order; the discussion of developing “concepts” (or thesis statements and arguments) should precede a discussion of “shuttling,” as it is of greater importance and should probably come first in the writing process. I also feel that the authors of this book have failed to realize that there are time restrictions on every tutoring session. At one point, the authors mention that it is perfectly acceptable to allow the student some time to vent via freewriting. I do not believe that this is an appropriate use of tutoring time. Students need to be more self-focusing, and should not allow their emotions to interfere with completing their assignments. I am not trying to come off as a heartless, frigid person—but I do not care if my student dislikes her professor. I also do not care if my student is disinterested in the subject she is studying. I expect University students to possess a certain level of sophistication and to be capable of applying themselves, even under unpleasant circumstances. Nevertheless, I am not saying that the text is bankrupt of valuable methods for tutoring. I gleaned some useful ideas from the reading, which I will employ when working in the Writing Center. Glossing (as well as the use of index cards) may help my student to better organize the different sections of her paper. As an aside, I’d like to mention that many students struggle in areas that have not been analyzed by the authors of The Practical Tutor. From reading sample papers written by both Undergraduate and Graduate students (outside of the English programs), I have observed that the student population seems to experience frequent blunders in diction, tense, passive voice, et cetera. I have also encountered other highly distracting mechanical errors in student writing. It is unconscionable that teachers (K-12) have “promoted” (or “passed”) students who lack basic writing skills; these students are ill-equipped to handle the challenges of college level courses! 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