Emma

Rubenstein WRD 396 October 14, 2013

Emma, You have set up a strong and heartwarming tutoring philosophy, complete with a beginning, middle, and open-ended conclusion. The story-like style kept me reading and wondering, Whats next? I thought the conceptual understanding and description of your tutoring philosophy were there, so I chose to focus my comments more on sentence structure and fluidity. I also wondered about personal examples of your experience as a peer writing tutor, but I think we can brainstorm these more during our face to face. I made notes on where you could include such as examples, so maybe think about brining those to our appointment! For revisions, I think it would help to focus on condensing your ideas a bit more. There were moments of wordiness I encountered that left your ideas a bit choppy. I highlighted a few instances where I thought you could simply get rid of the extra words, but it could be helpful to read your writing out loud, and find other spots that have extra words. There were also a few sentences that I thought sounded a bit too formal for the purpose of this project. Remember, the tutoring philosophy component of your ePortfolio is going to be public facing, and I think it would be beneficial if the tone were less academic and a more casual. We can discuss this more in our face to face if youd like! Best, Cynthia M.

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.