wrd 396 tutoring philosophy

7/27/2019 Wrd 396 Tutoring Philosophy

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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 ofwriting 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 whenworking 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 feelthat they are a good writer. Rather, I want to add significance and purpose to those


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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 makeit 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 goalswhile 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 whencommenting 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


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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 tobe 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 setan 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 everywriter. 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.


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I feel like I need to work on being more direct when forming certain comments. I feel thatmy 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.

wrd 396 tutoring philosophy

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