Natzke 1 Maddie Natzke Instructor Matthew Pearson/Fellow Cynthia M.

WRD 396 13 October 2013 This is how we do it: A Take on Tutoring I feel that powerful and effective tutoring resides in understanding style. The purpose of writing is to be succinct and clear, and one must learn how to orient themselves towards this goal in order to achieve a sense of rationale. When tutoring, one should practice indexing, avoiding the use of generalizations when working with a writer. Its important to acknowledge that each individual is unique; rather than forming a routine tutoring style, a good tutor should be able to adapt and mold their approaches to tailor the needs of a writer. I feel that I should keep this in mind when conversing with a writer, helping to determine where their writing style resides, allowing me to set an effective agenda. I want to start a dialogue in an effective manner, producing a climate of equality. However, I feel that communication should be used to help prioritize the end goal, leaving the collaborative relationship to spawn independently. I want to make my appointments fruitful, but dont want to get enveloped and bogged down in determining the process through which this direction should flow. I want to structure my comments in a fashion that is both leading and directive, helping my reader to experience their own developed aha moments. I want help the writer formulate methods for tackling a paper and not just make them feel that they are a good writer. Rather, I want to add significance and purpose to those

Natzke 2 writing drafts, helping them to understand that they are valuable writers and that there is meaning within their work. When formulating comments, I want to effectively describe, not evaluate. I want to make it clear that I am there to help my writers through their ideas, genuinely valuing what they have to say. I want my writers to know that I am not this superior figure, but rather one to help guide them through their clouded thoughts, helping them to understand that they wont be left alone in their thought process (maybe even play the Friends theme song along the way.) I want to be someone my writers can turn to - someone that establishes a warm and nonjudgmental atmosphere. I want to make it clear to my writers that I value their work, no matter what stage of the writing process their piece resides in or where they believe they fit in among other writers. It is through writing that purpose is formed and language is shaped and developed, and by sharing this with my writers I want to help them develop their own fluid notion of writing. I want to keep in mind the big picture in accordance to writing, striving to make goals while interacting with writers. I feel that it is a radical move to teach people language and structured writing because it allows one who may have been marginalized to access this information, shaping language and discourse. I want to keep in the mind the overt power of praise when meeting with writers and when commenting on drafts. When praising a writer, I want to point out genuine aspects of their paper that really did resonate with me as a reader. There is worth and importance in every text, and I want to instill a sense of hope in a writer who may feel that their work isnt up to par, or cant be transformed into anything significant. By offering process

Natzke 3 praise, I want to bring to attention why I felt that a certain aspect of a writers paper was appealing and effective in context. I feel that this allows shy or anxious writers to open up and see that there is meaning within drafts and that all texts have significance which can be used as starting points to help build stronger works. I want to approach writing and working with students in an empathetic manner. I want to be able to look at a piece from multiple vantage points, trying to move judgments aside. I want to keep this in mind, feeling as though I may want to appropriate a text, becoming very directive during this process. However, I want to let my writers know that I have concern for their work and have experienced similar emotions when taking into account the process of writing. I want to let the writer know that I really desire to hear their ideas and value their beliefs. I want to be able to instill confidence within my writer. I want to be able to effectively set an agenda and help one promptly tackle these tasks. I want my writers to be able to walk out of an appointment and have a clear sense of what they are going to do next and feel that they are capable of doing so. Ultimately, I want to lessen their feelings of doubt and want to foster a sense of confidence among my writers. I also want to keep in mind that I cannot and will not be able to get through to every writer. Not every individual will be receptive and willing to open up to my provided comments. However, I dont want this to affect my means of tutoring. I still have so much room to grow as a writer and tutor, but shouldnt let this set back my process of development. Rather, I want to keep in mind that others will value what I have to say, and will want to collaboratively work with me, allowing me to strengthen my voice, as well as help someone define theirs.

Natzke 4 I feel like I need to work on being more direct when forming certain comments. I feel that my fear of appropriation might hinder the ways in which I approach the fashioning of my notes. I do not want to beat around the bush, sugar coating the tone and method in which I use to speak to a writer, for this will only weaken my clarity. Sometimes there are times in which it is effective to be direct, and I shouldnt be afraid to use this tactic. I dont feel that one should use this method of commenting throughout a draft, but instead should use it as a means to be clear and to the point, rather than using flowery language to soften the blow of a recurring pattern found within a draft.