Now, I want you to come up with at least one question for each of the readings we have for class, and I'll select some for us to discuss in class as a group. Feel free to ask questions about general concepts, specifics in the articles, and whatever else you want to know more about when it comes to tutoring styles!
For this response, what I'd like to you to do is revisit Monday's readings after you finish going through them, and think about questions you have regarding tutoring styles.
Now, I want you to come up with at least one question for each of the readings we have for class, and I'll select some for us to discuss in class as a group. Feel free to ask questions about general concepts, specifics in the articles, and whatever else you want to know more about when it comes to tutoring styles!
9 Comments
Gram Seelund
2/6/2016 07:21:14 am
Gram Seelund
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Rachel Haas
2/7/2016 09:00:05 am
Revisiting the readings from Monday, I really latched onto the idea of conversation inspiring reflective thought (and subsequently, learning). In “Peer Tutoring and the Conversation of Mankind,” it is said that peer tutoring provides a social context in which students can experience and practice the kinds of conversation that relates to academia. My question for this reading would be, how do you go about guiding such a conversation in a way that is beneficial to the student? How do you identify when the conversation is going off course, and how do you redirect it?
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Gaby Tribou
2/7/2016 01:28:56 pm
For me, one of the most interesting parts of the "Conversation of Mankind" reading was the idea that "if thought is internalized conversation, then writing is internalized conversation re-externalized." A question that I had in response to this reading is: if peer tutoring is about engaging writers in conversation during the writing process to help writers improve their writing, are peer tutors participants in this conversation or facilitators of it?
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Courtney Hansen
2/7/2016 01:39:14 pm
In the Brooks essay they talk about minimalistic style approach to tutoring. I agree with their stance on trying to make the student a better writer, however they are extremely against just editing a student’s paper. They give an example where the student asks the tutor if a certain part in his or her paper is good. Brooks then says that the student is baiting the tutor to just edit the paper. But what if the student is looking for an honest opinion about the paper? And is that unethical to assume that all they want is for us to edit their paper? At what point do we draw the line and answer the students question honestly or do we try and get the students to answer it themselves? I believe that if someone is just looking for an editor that is an opportunity to turn that into a lesson. Each edit is a mistake the student can learn from.
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Olivia Nash
2/7/2016 06:17:57 pm
After reading Corbett's article about tutoring styles, I gained a lot of valuable insight about how to cater to the tutee accordingly. He states that "asking the tutee what stage their draft is in could go a long way toward setting up just how hands on or off a tutor can be..." Although I agree all tutees are different, I'm not sure if the stage of the draft can actually affect what the student prefers in a tutor. Should we focus more on what stage the draft is in or on what the tutee seems to need? It is hard to tell whether to assume they need more hands on help, and to back off if they don't seem to want that.
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Lauryn Vickers
2/7/2016 06:47:40 pm
In the Conversation of Mankind, I was intrigued by the concept of normal discourse. I have long been fascinated by the way in which everyone writes in their "natural voice," and reading this article solidified my thoughts on the phenomena. However, it seems as if Bruffee is suggesting that each person only has one single normal discourse. However, I would disagree. In my opinion, many people are comfortable which "code switching," so they have different "normal discourses" for different social settings. Is it possible for people to have multiple normal discourses?
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Erica Bouza
2/7/2016 07:21:26 pm
IN the Bruffee article there was this quote about the relationship between inner thought and conversation are related both organically and formally yet in this quote i don't understand what that means. "thinking as an overt, public act, involving the purposeful manipulation of objective materials, is probably fundamental to human beings; and thinking as a covert, private act, and without recourse to such materials, a derived, though not unuseful, capability." I don't understand this quote ad how it explains this idea of the organic and formality of thought and speech, how is this quote significant? What does it mean?
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Sophia Johnigean
3/3/2016 02:34:40 pm
After going back over the readings i found a few points that caught my eye. One being that simple conversation can help promote reflection for a student. After observing my tutor, I definitely notice he used this method to help the students that visited him. My question for this would be how does a person know how to steer the conversation in a way that would promote productive reflection?
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Isabel Alexander
4/26/2016 08:39:28 am
I agree with Corbett that a mixture of directive and non-directive tutoring is best. I'm a little confused about how to use non-directive tutoring without seeming condescending.
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