аЯрЁБс>ўџ >@ўџџџ=џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅСq` јПѓ,bjbjqPqP .4::ѓ$џџџџџџЄммммммм№  №lЖ8NNNNNNNыээээээ$"hŠPм‘ NN‘ ‘ ммNN&‹‹‹‘ "мNмNы‹‘ ы‹‹мм‹N, АПАйMЪГ :‹ы<0l‹кэ ”к‹км‹`NV*‹€ М< UNNN NNNl‘ ‘ ‘ ‘ №№№$№№№№№№ммммммџџџџ Steven Rice Eng 646 Prof. Malinowitz Oct. 15, 2009 Essay #1 The Diverting Tutoring Session I enter the Writing Center about ten minutes to 11am and greet those who are there. I let the secretary know my purpose, to observe a tutoring session. She mentions that I should sit in one particular, a “walk-in” session. I agree despite having my doubt. After asking permission to sit in and observe Taylor’s walk-in meeting, he agrees and says “Don’t worry; I’m going to make this students agree with you observing us…just gonna use my power over these students!” I chuckle and prepare myself for, what I now consider one of the most amazing tutoring sessions that has ever taken place in the history of humankind, the writing assembly. We walk pass the first pillar and Taylor makes sure it is fine with Edward that I may espy their walk-in. Edward’s agreeing, smile and disposition, soon make me disregard my previous worries. We now look like the Three Stooges trying to find a place to all sit down. On the opposite end of them room we all sit and Edward swiftly withdraws his material: a draft for his Philosophy course, the assignment sheet and Five Dialogues by Plato. The first two positives I notice is that Edward is prepared and both sit side-by-side. With a completely marked up paper, Edward points to his literary circus and states that e needs work on his “composition and structure”. Taylor promptly looks over his essay, noticing it is rife with miniature paragraphs and responds in technical terminology, saying that “You need a clear thesis that you will cover and you need to collect these paragraphs into concise, larger bodies”; nevertheless, Edward, who is a non-native English speaker, understands. Edward then reads aloud his introduction causing Taylor to contort his face. Taylor carefully questions his originality and Edward admits to “paraphrasing” by mixing his thoughts with the text’s information. I thought this was very subtle of Taylor to ask “Did you quote here?” rather than flat out accuse Edward of plagiarism—still-in-all, I felt he should have mentioned something about giving credit where it is due, despite being a walk-in and not knowing whether or not Edward was fresh meat or a wise-fool). Taylor restates the need of a thesis and shortly moves onto his next point. From there, Taylor voices that Edward needs a stronger and more arguable thesis, rather than solely documenting a factual, focal point. He positions this out from the viewpoint of a reader, indirectly getting him to be “the other self” and to see the main theme for the entire article. Edward then refers back to the assignment and presents his difficulty with the plethora of questions to be answered within his work. To get a better understanding, Taylor asks him how much of the text he was to read, which was only the first three sections, and moves onto saying he needs more support. Here is where dialogue briefly takes over their discussion; and it is at this part Taylor quietly thinks aloud “Maybe my question’s wrong”—although he felt this way, I saw this as an absolutely beautiful reaction, because he told Edward that “this is process and will get us to where we both need to be”. Edward begins to explain yet cannot find the words and Taylor questions the abstract quality of Plato’s writing and to what extent was the overall theme. Edward now rereads his text, allowing time for Taylor to overlook the rest of his paper. Edward has an epiphany and ecstatically proclaims that the general writ is about “The Good Life” and it is there they transition to another form of the editing method. Taylor now spotlights on the “gist” of each paragraph. One paragraph inclines the morality of “The Good Life” making him reiterate the need for every topic to be placed in the introduction and that Edward needed to reorganize particular sentences and entire paragraphs—this was very crucial since Edward also wanted to work on grammar. Regardless, Taylor warns him that global and sentence-level revision is more important than editing and proofreading procedures—moreover, he declares that there is not enough time to cover all four formulas. Edward again reflects back to the task and asks if questions should be responded to as written; Taylor rebuts that though it is important to answer them that he needs to do so in one lucid essay. He also keeps good rapport with Edward by agreeing philosophy is tricky and presents his personal troubles when in Undergrad. It is at this point Edward is now completely enthralled by Taylor’s advice and flips to the fourth page of his paper. Now Edward consistently inquires about his professor’s comments. Taylor points out that the professor made specific commentary about structural disorganization and irrelevance of certain paragraphs since Edward wrote his essay in a chronological response to the list of questions. He has random turns coming toward the last page and Taylor stresses the need for a “smooth transition”. He also coaches Edward saying that complete paragraphs are not irrelevant but that he needs to keep the assignment in mind. This sort of tutoring continues onto the next, and final, page. Taylor urges Edward to remove whatever is not supporting the ideology of “The Good life” and explains how he can do so. Every so often, Taylor makes sure he is clear to him and affirms “You are halfway there, just remember your goal. Philosophy is about having an unbiased opinion because you need to present facts with proof without having an imbalance from too much of your voice”. Taylor supports this by finding a paragraph doing just that. Looking at a weaker paragraph, he hubs over it as a reader and puts things in perspective by questions “What does this mean? Why is that here?” After this, they move full speed ahead! During the last seven minutes they center their attention on grammar, sentence structuring and paragraph mapping. Edward rapidly points to each section he wants to hear Taylor’s final words of wisdom. The second paragraph struggles with grammatical issues; the second page boasts its awkward and vague statements; the third page contained a paragraph that needs being fused with the conclusion: Taylor announces how to correct and/or at least minimize each of these dilemmas. All this time, neither of them writes anything down; I assume Edward must have a photographic memory with film (including black and white and colored rolls as well)! Here is where the tutoring session slows down. Taylor could have recommended  HYPERLINK "http://www.grammarbook.com" www.grammarbook.com and/or briefly covered some basic material that Edward may use on his personal time in strengthening his mechanical skills. Despite that, he definitely mentions that breaking up long sentences easily eliminates errors in syntax and the concept of rearranging paragraphs to clear up and fortify his article. Finally, they come to an ending and Taylor wishes him the best of luck. Based on the texts The Bedford Guide for Writing Tutors and The Practical Tutor, Taylor uses several tips to assist Edward during their session. He quickly: gets acquainted with Edward; identifies the nature of his writing problems; remains quiet and listens for responses when necessary; clarifies textual information and the professor’s annotations; role-plays to allow analytical thinking; engages in much needed discussion, dialogue and asks vital questions also for personal understanding; presents “the other self” for further explanation; focuses on signal words and main themes within the task and assigned text; and, as well, promotes the significance of disregarding digressions and salvaging the desired material. On a more basic note, Taylor: speedily makes Edward student comfortable and maintains good rapport throughout their meeting; urges global and sentence-level revision before editing and proofreading, though he helps him with all four methods of correcting; cautiously points out the necessity for originality without boldly condemning him and evenly moves between being an ally, coach, commentator, collaborator, the writing expert and counselor. Personally, there were some obvious things that could have been done to make it better. For instance, Taylor could have used fundamental stuff like scrap paper and lead pencils to write down reoccurring problems like not having a thesis, how to form a solid one, creating topics around it and supporting the proposal and sustaining themes throughout the writ, especially since Edward had no real trouble in understanding the work—as a matter-of-fact, Edward understood philosophy better than Taylor did when he was in undergrad. This is the major point Edward needed to focus on because his work, though fluent, quite comprehendible and supportive of the reading material, was very much disorganized. Along with this scrap paper and lead pencil, Taylor could have graphed concepts that Edward could tangibly see what he presented and used that during personal time to reinforce the essay’s arguments, even when coming to the actual thoughts of the writing—to see where Edward went off on tangents and/or placed too much of the text’s proposals in his essay, so that he could remove whatever was unnecessary. Despite these few things that would have made the session nearly immaculate, this was by far one of the best tutoring sessions I have ever observed! @^Ь к ˆ – :œžЁЂІЇЊЋ-12fm `!Ў!Џ!з!и!й!ь!э!##€#Є#Љ#М#(K*Ц*ѓ*Ќ,ђ,ѓ,ќѕќёэшэфрмрмрмрмридидмаЬФЬЙФАФЬаЋЇЂЇЬžЬžЇ— h.yOhо,hB‚ h.yO6h.yO hhW?6hЩ! h.4N0Jjh.4NUjh.4NUh.4NhhW?h Anh<<hІѕh.)hхnј hЅbЁ6hЅbЁh_\ hТ1(56hТ1(*ѓ,їdрgdв=Fѓ,§,1hАа/ Ар=!А"А# $ %ААаАа аеDаЩъyљКЮŒ‚ЊKЉ www.grammarbook.comрЩъyљКЮŒ‚ЊKЉ 8http://www.grammarbook.com/†œ@@ёџ@ NormalCJ_HaJmH sH tH DA@ђџЁD Default Paragraph FontRiѓџГR  Table Normalі4ж l4жaі (kєџС(No List6U@Ђё6 .4N Hyperlink >*B*phџѓ$4џџџџѕ$˜0€€ѓ,ѓ,ѓ,Ўиьѓ$Xџ€џџ7_$ Ю`$\єаa$,Ы#b$ьЪ#c$œаd$Tбe$\Qгf$бg$4юаh$ ­аi$Lj$Dk$<2зl$Мяm$мІn$ Їбo$œЅбp$дHq$ltr$s$маt$œЉu$4Мv$TБ#w$ЄА#x$lЏy$DОz$фМ{$Є|$œБ}$LВ~$ьА$”Н€$М„$ЬЌ#‚$Єжаƒ$ЌАв„$єеа…$ќВ†$џ#‡$dў#ˆ$Д§#‰$§#Š$”ћ#‹$,ДвŒ$|Гв$ЬВвŽ$Вв$”1г$Dм‘$ .з’$ЄS“$@ѕ$3333`ЗС#lw‡‘„   • ;!C!H!R!В"Ж"(#0#m#v#ђ$ѕ$ѕ$хо,Т1(.)<<hW?в=F.4N.yO An_\B‚˜j‚РЅbЁ4цьІѕхnјџ@€;;Ф'N……;;ѓ$p@џџUnknownџџџџџџџџџџџџG‡z €џTimes New Roman5€Symbol3& ‡z €џArial"qˆ№аh6|к†6|к†тvтvб№ ДД24ђ$ђ$2ƒ№KX)№џ?фџџџџџџџџџџџџџџџџџџџџџТ1(2џџ Steven RiceRiceRiceўџр…ŸђљOhЋ‘+'Гй0t˜ЌИШдрє  0 < HT\dlф Steven RiceRice Normal.dotRice2Microsoft Office Word@@dОžйMЪ@dОžйMЪтўџеЭеœ.“—+,љЎDеЭеœ.“—+,љЎ<ј hp€ˆ˜  ЈАИ Р ифRicevђ$ц  Steven Rice TitleИ 8@ _PID_HLINKSфApb8http://www.grammarbook.com/ј ўџџџ !"ўџџџ$%&'()*+,ўџџџ./01234ўџџџ6789:;<ўџџџ§џџџ?ўџџџўџџџўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџRoot Entryџџџџџџџџ РFp?йАйMЪA€Data џџџџџџџџџџџџ1Tableџџџџ#кWordDocumentџџџџ.4SummaryInformation(џџџџџџџџџџџџ-DocumentSummaryInformation8џџџџџџџџ5CompObjџџџџџџџџџџџџqџџџџџџџџџџџџўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџўџ џџџџ РFMicrosoft Office Word Document MSWordDocWord.Document.8є9Вq