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Admin 10/21/13 11:30 PM Comment [1]: Hi Emma! Thanks for sharing your work with me. I started with a summary note, and throughout your project, I provided marginal comments on content, and my overall understanding. -C
Examining the Writer Behind the Writing: Emma Rubensteins UCWbL Philosophy
Though my time at the UCWbL thus far has been brief, it has completely
radicalized,
complicated,
and
expanded
my
view
of
the
role
of
the
peer-writing
tutor.
Through
class
readings,
class
discussions,
and
through
first
hand
experience
with
writers
my
attitudes
toward
writers
and
their
work
have
completely
shifted.
When
I
began
working
for
the
UCWbL,
I
had
a
certain
notion
in
my
head
of
what
my
role
as
a
tutor
was
and
what
I
would
be
expected
to
do.
I
have
always
struggled
with
change,
so
when
this
notion
was
shattered,
I
was
shaken
up
but
in
the
best
and
most
valuable
way
possible.
I
have
become
a
better
listener
and
responder
because
of
these
alterations
in
my
view
of
tutoring.
In
the
past,
when
friends
have
asked
me
to
look
at
papers,
my
approach
Admin 10/21/13 11:32 PM
Comment [2]: It
would
be
interesting
to
hear
you
expand
on
how
your
views
have
changed.
Why
are
they
so
radical
now
as
compared
to
before?
Admin 10/21/13 11:37 PM Comment [3]: If you read this sentence out loud, it sounds a bit awkward because your subject and verb do not match up. You have two options: 1.Add a comma after writers. 2.Change attitudes to a singular noun, and then change the verb have accordingly. Admin 10/21/13 11:37 PM Comment [4]: I really want to know why you feel this way! It is very intriguing and definitely connects to your intro sentence.
was narrow and calculated. I scoured their work for grammatical errors and regard for antiquated rules that I believed to be correct. After reading the work of John Bean, though, my approach to providing feedback has completely shifted. He provides a hierarchy of questions to address when examining drafts, which describes both higher order concerns and lower order concerns, and details that the former should be addressed before the latter. This global approach has dramatically altered the way that I look at a writers work. It enables me to acknowledge a certain fluidity of writers and what they have written. Instead of imposing the rules that were often imposed on me, I am beginning to see each separate paper as a separate entity that comes with its own set of rules and its own context. As I tutor, above all else, I want to provide the writers that I encounter with a
Admin 10/21/13 11:38 PM Comment [5]: My
heart!
My
emotions!
My
emotions!
:)
Admin 10/21/13 11:40 PM
Comment [6]: The
phrasing
here
is
a
bit
awkward,
and
makes
me
think
that
the
reader
is
a
gadget,
but
I
think
you
are
implying
that
it
is
a
person,
and
that
person
is
you.
I
think
you
can
start
the
sentence
differently,
maybe
with
Above
all
else,
and
then
go
from
there.
reader of their work. Feedback is helpful, but instilling writers with a sense that
their work is valuable is incomparable. I want writers to know that I care about their work instead of their grade. This goes hand in hand with providing writers with a sense of ownership of their work, as well. Many writers that I interact with ask what I think of their paper as they push it in my direction. I want to embody in my physicality and verbality that I am there for them and their work, but that their paper is theirs and theirs alone. This sense of propriety is absolutely invaluable and it is something that the UCWbL has taught me the importance of. I am struggling with this balance between fluidity and regulation, though.
The
hierarchy
that
John
Bean
establishes
enables
flexibility
and
this
seems
contradictory
to
me,
though
its
implementation
is
working
well
in
practice.
How
can
there
be
a
specific
template
that
instills
individuality?
Another
balance
that
I
am
struggling
with
is
finding
a
middle
ground
in
the
Admin 10/21/13 11:42 PM Comment [7]: This
is
an
instance
where
I
was
confused
by
the
style
and
word
choice.
What
exactly
do
you
mean
by
fluidity
and
regulation?
These
seem
like
vague
terms.
Why
is
John
Beans
hierarchy
contradictory?
Can
you
include
a
personal
experience
or
something
that
you
have
witnessed
here?
I
think
that
could
allow
more
room
for
explanation.
Admin 10/21/13 11:43 PM Comment [8]: Truly
insightful
question,
although
I
think
the
word
choice
made
it
difficult
for
me
as
a
reader
to
understand
what
you
were
asking/wondering.
kind of feedback that I provide. While I do not want to appropriate a writers work, I do not want to hedge my comments either. To remedy this struggle, I have found that extreme text-specificity has been helping me immensely. It provides writers with the knowledge that their work is truly being paid attention to, and also offers them the kind of feedback that will transform the way they look at writing, rather than prompt changes that are simply intended to reach the result of a good grade. Genuine questions have also provided another useful tool to strike a balance
between direct and kind. Reflections have caused many of my writers to reexamine their work on their own accord, rather than because they are being forced to. Questions are both text-specific and fluid, providing the writer with an invaluable sense of respect.
Admin 10/21/13 11:46 PM Comment [9]: Im a bit confused as to why you are referring to the terms, Reflections, and Questions as if they are proper nouns rather than just things. It makes it seem as if you had no part in the writers growth and that is simply not true. Who is asking them the genuine questions that are inspiring reflections? Who has taken the time to craft text-specific comments for the writer? You! Because youre awesome! This would also be an effective spot to insert personal examples.
In the past I feel that I have paid regard to writing rather than writers.
Though
these
two
things
are
linked
inextricably,
the
UCWbL
has
taught
me
that
differentiating
between
the
two
is
essential
to
effective
tutoring.
In
her
work,
Nancy
Sommers
plumbs
the
depths
of
detrimental
responses
to
student
writing.
Her
work
opened
my
eyes
to
the
reality
that
exists
beyond
the
red
pen.
Teachers
often
comment
on
papers
not
to
inspire
revision,
but
in
order
to
justify
the
grade
that
they
have
given
the
student.
As
a
tutor,
I
want
to
insert
myself
in
the
middle
of
this
process.
Students
have
become
accustomed
to
a
set
of
comments
on
their
papers
that
they
could
practically
replicate
in
their
sleep.
These
comments
are
generic,
one- dimensional,
and,
eventually,
they
all
blend
together
as
one
overwhelming
entity.
As
a
tutor
I
want
to
embody
a
belief
that
all
writers
and
their
writing
have
the
potential
to
progress.
Through
specific
commentary
and
praise
I
want
to
show
writers
that
revision
is
a
powerful
thing
that
does
not
have
to
induce
stress
and
doubt.
I
am
a
firm
believer
in
the
fact
that
writing
instills
power
and
I
feel
honored
Admin 10/21/13 11:51 PM
Comment [10]: I
know
that
its
going
to
sound
very
repetitive,
but
try
to
use
peer
writing
tutor,
instead
of
just
tutor
throughout,
mainly
for
consistency,
but
also
because
it
is
a
more
accurate
description
of
the
work
we
do
at
the
UCWbL.
And
also
because
you
started
your
tutoring
philosophy
using
peer
writing
tutor,
but
then
didnt
use
it
again.
that I get to insert myself somewhere in this process for another writer. The relationship between tutor and tutee surpasses the goal of editing a paper; it is a mutual relationship that builds communication, growth, and a desire to explore ones potential.
Admin 10/21/13 11:51 PM Comment [11]: I may or may not have shed a tear of twenty when I read this. Truly powerful statement.