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in his life, in a fictional narrative. I panicked; I didnt know how the format of a book or let alone
what to look for! I had to adapt quickly and switch to research mode. I recalled a lot of the
concepts I learned in class: organization, the main point, the rhetorical aspects of a document,
and letting the writer be in control of the writing. He said he wanted to change the crime rate, so
his audience was the general adult public.
Kini is an ESL learner, and he taught himself how to write, so it was difficult to read and
understand his book, this is when I learned to be patient. The story was everywhere: it lacked
sentence coherence and it was almost impossible to find the point of the story. At times, I
became frustrated because I could not understand his writing, but I learned to see from his
perspective. His writing may be clear to him in his mind, but to a reader, its not the same. I
explained to Kini that considering the audience is as important as writing the story itself and that
organization is key to a good flowing book. When I explained the concepts to Kini, I relearned them. We were both benefitting.
At the beginning of our work, he would want me to focus on grammar, so I also had to
explain LOCs and HOCs to him and I had him write examples of both; and by doing that, he
understood. I learned that Kini is a kinesthetic learner. He learns most effectively by doing. At
this point, in class I learned about teaching students how to self-edit. So I went back to the basics
with Kini. Because his writing had subject-verb disagreement, errors in pronoun use, verb use,
and he struggled with conjugating the to be verb, I explained each to him. We began from
square one, and then practiced applying it to his writing.
Soon enough, after reading a passage out loud, he caught a mistake. He couldnt correct
it, but he at least noticed it, which I consider a significant improvement. I would ask him if
certain passages strayed from the main plot: if so, he wanted to delete it, if not, he wanted to
make sure it was written how he imagined in his head. The purpose of teaching him to self edit
was to help him help himself. In one of our sessions, he said hes glad theres people like me
because he cant do this himself. Immediately, I restored to self-editing because I want to
empower him. I want him to know that he has control of his writing and voice. I want the
learning to be life-long.
I have learned that I have much to learn. There are times where I think I have learned a
concept well, but this notion is usually thwarted when I to apply it, which reinforces my learning.
There are a variety of writers with whom I have yet to work and scenarios I have yet to
experience: plagiarism and an adamant writer. I am expecting to fail and fail again, and also
succeed, but I know I will pursue this service learning for as long as I can.