аЯрЁБс>ўџ 35ўџџџ2џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС'` №ПъbjbjыШыШ . ‰Ђ‰Ђъ џџџџџџЄЄЄЄЄЄЄЄИ` ` ` ` | И іœ œ œ œ œ œ œ œ        $hlŒГ Єы œ œ ы ы Г ЄЄœ œ Ш Е Е Е ы FЄœ Єœ  Е ы  Е Е ЄЄЕ œ   3/ЃEWЪ` 1 Е  о 0 Е ј; pјЕ јЄЕ иœ 0Ь "Е ю  сœ œ œ Г Г Ћ œ œ œ  ы ы ы ы ИИИ$м„ИИИмИИИЄЄЄЄЄЄџџџџ Christine Grausso Professor Malinowitz Individual and Small Group Writing Instruction October 28, 2009 Chapter 8 & 9 – Sentence Level Corrections and Punctuation The tutoring methods emphasized in Chapters 8 and 9 are basic; asking students to read their work aloud will oftentimes help them to recognize their syntactical and grammatical errors. If a student is unable to recognize her mistakes, a tutor may also ask questions about her process of sentence construction. The tutor might further enlist the student to diagram sentences from her own composition or from another piece of professional writing. Overall, this makes for a tutoring session that will probably discourage and bore the student. The case studies within The Practical Tutor are disinteresting fabrications. There must be more invigorating ways to teach grammar! So here are some questions I pose to everyone: how might professors and tutors inspire students to feel passionate about the mechanics of writing? How might a truly engaging lesson/tutoring session be formulated? I personally do not claim to know the answers to these questions, but I am also not convinced that the authors of The Practical Tutor are extending strong solutions. Chapter 13 – Tutoring Spelling and Vocabulary Out of all of the chapters, I find Chapter 13 to be the most distressing. Microsoft Word corrects spelling errors, so I feel that there is NO EXCUSE for misspelling simple words like “extremely” in a typed composition. LOOK: extreamly, ecsstreamly, eccstremely, extreemly, ekstremely. Oh, hi! What do those red squiggly lines mean? Right—there’s a SPELLING error. It is more acceptable if a student misspells a word because it is a homonym; however, I don’t know how I feel about misspellings based on pronunciations. No one at the college level should be misspelling the word “told.” Mistakes in diction and vocabulary usage are more forgivable, though sometimes less easy to correct. I disagree with the book’s caveat about the use of a thesaurus—it is useful when used in conjunction with a dictionary. Students can look up the synonyms they have selected from a thesaurus and ascertain whether or not they are contextually appropriate for inclusion in a given sentence. All students should be using dictionaries AND thesauruses during their writing processes. Oftentimes students construct sentences without thinking about how their words mesh together. For instance, when we were participating in the Writing Center’s recent Workshop meeting (involving the student from Professor Malinowitz’s undergraduate English class), I noticed the words “vivid freedom” in the sample composition. The student might have been trying to produce a certain effect with her words, but it is likely that she was unsure of the definition of the word “vivid.” While keeping a vocabulary notebook might help this student, I feel that the issue of poor diction can only be resolved in one way: via repeated exposure to unfamiliar words within authentic literature. 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