Tutor Experience

After completing my first actual tutoring job in the writing center, I'm happy to say that I felt totally prepared for the session. Peer tutoring taught us all of the necessary skills we need to use in the writing center, form the little things like being friendly, to the bigger things like methods of helping certain types of writing. For my tutoring session, I worked with a pair of students on a group paper assignment. One of them was an ESL student, so it was an interesting challenge trying to balance out correcting the grammar with correcting the overall points of the paper. It was a business paper, a topic which I know little about...but I believe I stuck to the specifics we learned in class and did a sufficient job in helping the students out with their paper. I didn't feel as nervous as I thought I would and the session went smoothly overall. Seems like I learned all I needed to from class!

end of semester

I really enjoyed this class this semester, it helped a lot with my writing skills and the Writing Center. I just finished my tutoring session in the writing center and I have to admit it was much easier than I had thought it was going to be. The student I was working with was really engaged and was specific in where she needed help, and she had an interesting paper so that was a bonus too. I'm kind of sad that the semester is over but I am happy that I wont have to read about how to explain the rules of grammar and writing.

Final Story

As I just finished posting my last post I received an email from Dr. Leslie about the short story that I read to you guys in class. He really liked the finished product and thought the begining was much more cohesive and clarified. He also said that the foreshadowing of Mia stealing problems was very insightful--so thanks Ron! And of course, thank you all for listening, I always enjoy reading my work aloud to people who are willing to listen! I really appreciated the advice!

Why I Want To Work at the Writing Center Essay

I just finished my essay about why I want to work at the writing center and am so sad that I will not be able to! As a senior, I will be leaving Siena and unable to join the writing center staff. I regret not being able to take this course earlier--it was always full--because I believe I really would have had a great time being a writing center consultant! Best of luck to all of you who are able to have this great experience next semester!

Research Paper

I'm finishing up my research paper now and I'm happy to say that I found a source that supplied me with tons of solid information. It's from the Writing Lab journal, one a found to be a great source. Before I found this journal, I was having some trouble finding sources and I was mostly basing my paper more on opinion and experience. Now that I have these new sources, my paper flows better and is more factual and I am pleased with the results.

Hopefully this is big enough for everyone to read it, but I was in New York over the weekend and saw this sign.  It was in Times Square and was for Friday’s Restaurant.  The incorrect use of apostrophes reminded me of our class discussion earlier this semester.  Enjoy . . . I guess.

Portfolio

I just finished putting together a large portion of my portfolio and I am amazed at how my writing has improved over the last semester. I went over my work from the beginning of the semester and made drastic improvements. I think the portfolio was a very cool assignment in that we were able look back at our work and improve on it based on the techniques we learned over the semester. Realizing my own mistakes will help me to tutor others.

Lab Practical

So, I am sitting in the study lounge on the 4th floor of Padua and I feel like I have not moved for days. I have been studying for my Final Exam Lab Practical that I take tomorrow at 11. As I began to feel like I couldn't hold any more information about Bio, my mind started to wander and I began to think about my upcoming Writing Center Consultation, where I will be the consultant. I am getting nervous as it approaches, I don't know why though. Maybe the nerves are actually just for this upcoming Practical and all the other papers and projects I need to hand in before finals begin? I feel really prepared after everything we have discussed, read, and practiced in class, but I can't help and feel antsy.

natasha tretheway

This past Friday, I had the chance to sit down and speak with Pulitzer Prize winning poet Natasha Tretheway during lunch in Saga. Being apart of Dr. Turner's American Literature Survey 2 class (and the fact that I am writing my final research paper on her work) I was allowed to sit down over lunch with her and a few students and ask about the publishing process, my paper, etc. The reason why I'm talking about it on this blog, is because we actually talked a little about Janisse Ray (Tretheway is also from Georgia!) I thought it was pretty cool that I could talk so casually with a poet about a meeting that we had with a different poet.

Siena Fest reflection

I agree with everyone, Siena Fest could have been alot better if things had been more laid back. However, as my freshman year winds down, it was just nice to have a few days' break from work and stress. In my opinion, you can't beat warm weather and the company of friends. Sure the rules were incredibly lame, but I also think that Siena Fest was as good as you made it. I felt like the weekend was a success, and I actually feel ready to take on the end of the semester and finals.

Siena Fest

Anyone who wants to feel bad about their Siena Fest..just remember that unlike everyone who got to enjoy the nice weather outside, I was stuck on duty making rounds of Hennepin. Though I do feel bad because last year was so much more fun than this year...but next year should be sooo much better

I feel really bad for you guys that that was your first Sienafest. It really was such a let down. I hope you guys at least got free t-shirts

I was also really excited for SienaFest, but it was a let down.   It wasn’t fair that the rules were so strict.  Looking ahead to this week, now, I am a little nervous for my first consultation in the writing center.  It is going to be a strange experience having another student trust me with their work.  I just hope that I’m able to keep the things that we learned in class in mind during the session.  With this I think it will go alright.

After Siena Fest, Back To Work

All year long I’ve been hearing of how amazing Siena Fest is and that it’s supposed to be the best time of the year. After participating in my first actual one I must say I’m very disappointed. With so much security everywhere and no underclassmen being allowed up to the townhouses my options of activities were fairly limited. But, now that the weekend is over, and classes are quickly approaching, it’s back to work so I can finish the semester off on a positive note.

Catholic Traditions Paper

I am sitting here (when I should be at Sienafest..long story) writing my paper for Catholic Traditions. Of my many term papers I was required to write at the end of this semester, I am finding this the hardest of all. Analyzing a character is easy once you get into the swing of writing, however, I feel as though I am writing about a foreign topic. I am not very religious and some of the teachings I have to write about are very hard to grasp....plus I can't stop thinking about Sienafest and what I'm missing....

First Day of Springs Fest

The first night of Spring Fest, for me at least, was pretty boring. With the town houses completely blocked off and no accessible route to get up there I had nothing to do. Public safety was everywhere, literally everywhere. Even all the places to go off campus weren’t available tonight do to age restrictions. I ended up simply watching The Hangover and calling it an early night. Pretty boring.

I think that this has been the best blog that I've "required" to date.  Almost all of your comments were thoughtful, genuine, and relevant, and I've deeply enjoyed reading your posts.  I am very lucky to be working with such diligent and engaged students (and I often brag about this to colleagues)!

Now that you are so knowledgeable about the WC, I'm interested in hearing about new initiatives and activities that we can work on developing next year.  FYI - We created a blog for the WC (though we haven't used it yet).  Hopefully you'll be up for continuing such conversations . . .

Soon we will all be tutoring in a the real-life Writing Center. At first I was a little nervous about it, but then I realized it's just another learning opportunity and we also have the chance to use the skills we've learned to help someone else out with their paper. I think we all have a strong enough foundation from what we have learned and practiced in class to be successful peer tutors.

Peer Review in Foundations Class

Today in my Foundations class we had our first peer review since I have been in Writing 240. I immediately noticed that I was using tutoring strategies that we have learned in class. I was taking notes, and checking to make sure everything was working to prove the person’s thesis statement. During this I realized tutoring can be somewhat tough. The fact that the person was reading through their essay very quickly did not help, but it was kind of tough to keep track of everything while trying to jot little notes down. I assume like anything, with practice it will get easier, but I am just worried about my first few tutoring sessions and not being a very good tutor. Hopefully when I do my first session it is a little bit easier than this one.

Stereotype

I wonder if that perception of a writing center being just to fix grammar will ever change. It's almost like a stereotype that's hard to break. I think that if teachers preached it more, rather than just saying "go to the writing center and get your paper stamped," then maybe people would have a better understanding. It might also be the fact that people who don't enjoy writing don't really care to know about the writing center, like my friend who just wanted her paper edited and be on her way. I'm not sure if there's even a way to change that because it's her mindset, but the least we can do is each spread the word. Also, I noticed that the two times I've observed the writing center the tutor never explained the writing center. I see how it could be kind of awkward being like "so, did you know the writing center stands for..." but that might solve some of the issue if the tutor explains it somehow.

3rd Writing Center Observation

Today, I had my first experience seeking a tutor at The Writing Center. I had originally believed that it would be beneficial, but was surprised as to how much it helped. My paper was originally almost an entire page too short. After making some corrections based on my tutor's suggestions, my paper ended up being the correct length, and I am much more confident with the material before I entered. I felt very comfortable within the writing center and with the suggestions they offered.

"Fix-Up Shop"

Today my friend completed the first draft of a paper, and told me he was thinking about going to the Writing Center. He asked me what a session was like, and I explained that they will help him organize his thoughts and develop his paper. Of course, I noted that the purpose of the Writing Center is not to serve as a "fix-up shop" for papers. He seemed disappointed, and a little deterred, by this fact. I encouraged him to give it a try, and told him that I could guarantee that he would leave the Writing Center with more confidence in his paper. It troubles me that this is such a common and widespread misconception of Writing Centers.

Writing centers are to fix my grammar

Today while at Saga with my friends the writing center came up in conversation. One friend actually said how she gets annoyed when people of different majors that aren't outwardly good at writing try to tell her what to do. She said she'd rather have her grammar fixed and be on her way. I found this interesting because I wouldn't have thought twice about her comment before taking Peer Tutoring. Now we know better and we have learned that a writing center is not a "fix it up shop" and is meant to not only help one paper, but the student's overall writing abilities. I found it funny that people still have that same notion about going to a writing center, that they just want their grammar fixed. To me it displays the lack of knowledge out there, specifically at Siena, about writing centers. Maybe there needs to be more information put out there. Rather than just saying "go to the writing center," it should be taught in a class, like Foundations, some of the main principles of the Writing Center. The writing center isn't for everyone, but it's better for someone to have an accurate portrayal of it rather than to think it is just a place to go to get a quick fix on a paper.

Being that it is the end of the semester, I am bombarded with work. Granted, my own procrastination is to blame, but that doesn't really help the situation very much. It's a Sunday morning and I am awake much earlier than usual, and although I had the intention to get up early and be a good student and get a jump start on work, such is not the case. I have just about done everything other than start some work. I have even begun to work on a new story that I know will just end up being cliched and unworthy of revision. I think it's because I need to feel relaxed and settled before I start any form of formal writing; I need to be sure that I have eliminated any reason for distraction. I guess it all comes down to our writing processes, we all work differently. It's weird and I am trying to get away from it, but I can't work any other way.

Just as Francesca said, I have also thought a lot this semester about the pressure I will feel while working in the Writing Center. It scares me that I have some control over the grade of another student. I have decided, though, that this will be something that can help me a lot in my tutoring. I will put as much into the consultation as I would into my own paper, simply because I know that the work I am producing will be graded. As the semester winds down, I'm beginning to get excited for working with students when we come back in the fall.

Confusion

Prior to this course, I was unsure of whether or not I even wanted to work in the Writing Center. At the start of the semester, I was a little hesitant about having so much pressure put on me, knowing that a student's grade was at stake. I did not know how much the job of a peer tutor actually entailed, for I always believed it was simply a proofreading and editing job; a job I could definitely do well. This course has taught me so much and I am now confident that I will be able to be a peer tutor in the Writing Center. I still have a few qualms about the fact that a student will be depending on me to help them become a better writer and improve their pieces, but the more practice I get, the more confident I become.

I feel that the book that helped me the most this semester would be "Woe Is I". I really enjoyed reading it because it was the first time grammar seemed fun and interesting in the sarcastic way it was written. I suggested the book to my mom who is a children's librarian and found there is a version for kids as well at teens/adults. The library is now ordering both copies. I also suggested the book to one of my high school english teachers who I have managed to keep in touch with, and she is looking into setting aside part of her budget to buy these books too. I plan to utilize a lot of the reading materials I have read throughout my time thus far at Siena into my own lesson plans when I teach high school english. Especially "Woe Is I" because it is hard to teach kids grammar without hearing the sighs and groans.

Like Craig just wrote, I can't believe we only have a handful of classes left until we're done and go home for the summer. I definitely have a lot of work to do, though, which is always the down side to the end of the semester. I'm starting my paper for this class at the moment, but I am having a difficult time finding journals relating to peer tutoring. There are only a few that apply to higher education that come up when I search "peer tutor high education", but I guess I'll keep up the search and see what I can find.

Major observation differences!

This past week, I went into the Writing Center to do my third Observation report (I decided to skip the second until it got a bit busier.) I was amazed at how different the session seemed coming from a writer's point of view as opposed to a by-stander's. Naturally, the fact that I had a different tutor that I was observing than the first time played a role, but I found it easier to answer the last few questions on our Observation Note sheet. I knew how I had felt during the session clearly, and I could pin-point things that may have rubbed me the wrong way or that I would like to use if and when I become a tutor. I think it was a nice progression from reading about WC's and how to tutor, to observing how one tutors as an on-looker, and then experiencing their tutoring style first-hand.

End of the semester?

This semester has gone by way too fast. I cannot believe we only have a month left, and a few short weeks until Siena Fest. I am happy with the progress I have made this year as a writer. I recently switched my major to English and ever since my workload, when it comes to writing, has considerably increased. This has afforded me the opportunity to work on my writing skills, whether I wanted to or not.

Liz Funk Thoughts...

I was just thinking about how much having Liz Funk present to our class has affected my mindset as a college student and as someone who is soon to graduate. I mean, she wrote a book before she even graduated college and pretty much determined her destiny as a writer by getting things done on her own. It seems that she gets her success from striving for the things she wants. She didn't just sit around and wait for opportunities to come to her. She sculpted her present by showcasing her writing talents and making connections within the field. Personally, entering an uncertain job market in 2011, I'm realizing more and more that I will have to reach out to companies and job prospects and really highlight my talents and best achievements. I think having writing as a minor is definitely a plus in applying to any job. There are few jobs that don't require some kind of writing skills. No one wants an illiterate employee and one who's a good writer is a plus. I'm happy I chose writing as a minor, and that I am taking Peer Tutoring. Writing classes are a plus on a resume, especially if I end up applying to editorial or publishing jobs.

Liz Funk

Liz Funk was a very different person then I expected after researching her online. While I may not enjoy her genre of writing, I did find her comments beneficial. Learning about professional writers and their writing process is very interesting and the more I hear about it, the more I think about how I might enjoy being a writer...one day. Funk made the entire writing process seem easy and almost made it seem like she had not faced a lot of obstacles.

Today's Class

So I wasn't really sure what to expect from Liz Funk's presentation today, especially after hearing Janisse Ray speak. Although I am definitely not looking to get published in the future, her talk was still fascinating. I imagine that it was helpful for those people that are hoping to make a living as writers (it's just too bad that there weren't more aspiring writers there). it was interesting, though, just to see someone who is pretty much our age, who is so successful already. It really inspired me to start figuring out what I want to do, and to get started on it now. She really showed that you can start your career even while you're still in school.

grow up?

Registration is coming up and I find myself be bombarded with the question " what do you want to be?" In the past my answers have ranged from doctor, EMT, psychologist, teacher, writer, or rich person. I am a freshman in college now and have narrowed my answer between writer and something with psychology. After hearing Liz Funk talk today I thought it was very helpful and inspiring to my dream of being an accomplished writer. She gave great advice to us on how to get started and where to look for help. However, I also took note to the fact that being a writer is very difficult way to make a living, especially since it's a warning that it's often given to me. Which is where my interest in psychology comes in. I think the mind is fascinating, I love how it is so abstract and yet still concrete and powerful. It reminds me of poetry. The problem is though, now, is choosing which one I should put first. Writing is such a big part of me so it would be a shame to push it to the side, but I need to be able to make a life for myself and I want to help people. I never really put much thought into the question of what I wanted to be when I grew up but I always had an answer. It's weird, and somewhat scary, having to truly face the inquiry and not having an answer at the tip of my tongue.

Yesterday I spent the better part of my day sitting in the library writing a short story. It was not for a class, it was not for a distraction during class, nor any other academic reason. I had an idea that I have been trying to figure out what to with for a while and I finally just took the time to run with it. It was very satisfying to take some time out to write without having any sort of deadline or a professor staring me down. Usually when I write I am never satisfied and/or I just get frustrated in knowing that no progress will ever be made, and therefore was a waste of my time. However, after reading some of the stuff by Liz Funk and knowing that she is a young, published writer is very encouraging. It gives me some hopes as to eventually, maybe, possibly being a published writer myself. It is also part of the reason why I have decided to stick with my spontaneous short story.

Response To North's Essay

I actually got into this paper, and was pretty passionate about what I was saying, so I'd like to share it.

Andrew Fleming

WRIT240—Professor Liptak

Response Paper “Idea of a Writing Center” by Stephen North

Stephen M. North’s “The Idea of a Writing Center” was a very enlightening read for me. I think the primary reason I found it so compelling was the fact that it dismissed many misconceptions I had about writing centers and their purposes. I was always under the impression that writing centers were supposed to serve as a place to get your papers “corrected”. North clearly becomes infuriated anytime he hears of a writing center being equated to this sort of “fix-up” shop for writers. Rather, North asks, even implores, his audience to view writing centers as “an institutional response to all writers’ need for a personal auditor—a teacher, a classmate, a roommate, an editor—who would not only listen but draw them out, ask them questions they would not think to ask themselves.”

After reading this essay, I wholeheartedly agree with North’s philosophy about writing centers. In my eyes, it is not a writing center’s job to simply pick papers apart with red pens, and then call the next innocent student in for the “slaughter”. This approach often leaves writers disheartened and unmotivated, and it fails to promote growth. Instead, it simply defines the “rules and regulations” of writing, and points out a writer’s failures to adhere the curriculum.

Rather, I, like North, feel that writing centers should assist writers in their personal writing processes. By having a tutor ask questions, the writer may find new direction and inspiration. Also, this method allows for writers to feel more engaged in their personal writing and editing process. It is a far more constructive approach to writing as a process, and encourages writers to utilize writing centers through positive inducement, rather than negative inducement.

However, even this approach has its flaws. These flaws can be attributed to what I feel is a “totalitarian” mentality that is not restricted just to English, but is interdisciplinary. That is, that even in the “open-minded” environment one finds in a writing center, the ideas and thoughts generated in an effort to foster a writer’s work will be dominated by the “rules and regulations” of institutional English. For example, a writer may bring an essay assignment to a tutor at the writing center. While that tutor may help the writer under the conventions of North’s “new writing center” philosophy, the assistance they provide that writer will be adhering to guidelines that will satisfy the requirements of a given curriculum. It is my belief that, inevitably, most tutors will give advice that will improve a writer’s chances of receiving a “good grade”, whether they are conscious of it or not.

While I completely agree with North’s philosophy of how a writing center should work, I am skeptical that this philosophy can ever be implemented in its purest form. Nevertheless, “The Idea of a Writing Center” provided me with useful insight that positively enhanced my personal view of writing centers. It is my hope that English and writing centers, can progress beyond the institutional confines of what defines a paper as “good or bad”, and embrace a philosophy that appeals to enhancing creativity and personality in writing.

WRIT240

As the semester has progressed, I have noticed that this class has payed many dividends to my overall writing. WRIT240 has caused me to begin examining my own writing process more carefully, and I often find myself questioning old habits and techniques. I have begun to pay more attention to my pre-writing process, and I feel that it has become more involved and technical than ever before. I now actually write down ideas before starting a paper, and I think about a paper for a few days before I even begin writing it. This class has caused me to become more introspective with my writing than I have ever been before, and I hope that I continue to grow and develop as a writer as the semester goes on.

Reading in class yesterday...

I am so excited that I got to read everyone my piece for my independent study. I thought your feedback was great, and I'm already working in the parts suggested. It meant a lot to me to have such positive responses from the class, and it really was a confidence booster to sending the writing out.
I was really nervous that it was not good enough to be sent out, however, I think that reading it to my peers was very helpful in realizing my potential! I may be rejected a few times from the big publishing companies, but it was nice to have a group of people willing to listen. I hope that with your edits my paper will improve and stand a better chance at being published!
Thanks again!

Writing Center

I made it to the writing center for my second observation. For the most part the session went very similar to the other session I observed. I was a little disappointed because I was hoping to learn new skills from the tutuor, but in truth the session was a little boring. The student came in with an assignment for foundations that asked her to explain a religion. She chose the Episcopalian religion, and the paper became less and less interesting as the tutor read on. It was strictly a fact based paper, so she needed help with organization and flow. The paper sounded more like a book report than an essay; I'm not sure if she wasn't following directions (she didn't have her assignment paper with her) or if her Foundations teacher was just looking for a list of facts about Episcopalians.
Either way, it was a very short session because there was little to correct on the paper. During my last session, I observed Mike; he was able to make helpful suggestions about the writer's analysis and word choice, however, with the type of paper the writer brought in for this session, I don't believe there was really much advice to give.
The tutor explained how not to repeat certain adjectives and nouns, but other than that, there was little else to the session. Other than the issues my tutor covered with the student, I wasn't able to think of anything else that should have been touched upon. The student kept explaining that the numerous points she had in the paper needed to be covered in the three pages, so there was little room for expansion; it seemed the student had expanded every way possible without going over her page limit. It was a strange paper to edit, because, other than mistakes in grammar and word choice, there was little structure to the paper because it was so fact based.
I was wondering if the Writing Center gets a lot of papers like this. I assume that there is always something to correct on a persons paper, as there was with this one, however, with such little information to work with and absolutely no analysis, I could see how this type of setting would be difficult for a tutor.

Liz Funk

The fact that Liz Funk is our age and publishing material already, including a book, is pretty crazy/impressive. While I have come to terms with the fact that I will probably never get published, I enjoy learning about the writing process none-the-less. I find the lives of authors to be very interesting as it is something that I would like to do, but do not think will ever happen.

Liz Funk

As I looked through Liz Funk's articles, blogs, and her novel Supergirls Speak Out, I came to the realization that she is my age and already successful. I perused a couple pages of her novel on amazon.com and I was instantly drawn in. I think I will probably either buy the book or spend a day in Borders reading and sipping on Starbucks. I look forward to her coming to our class and asking her questions all about her success, why she wrote novels like this for girls, and if she feels she missed out on anything in being so successful at a young age.

Late Comment on Janisse Ray

I really enjoyed hearing Janisse Ray speak, a week ago? Two weeks ago? The past few weeks have been a blur of assignments and midterms, finishing one only to start the next right away. I really enjoyed hearing what she had to say and I feel as if she was very honest when it came to her writing and her experiences. I have to admit that I am a little jealous of her travels when she was younger and I too plan on teaching abroad upon graduation. The fact that she said her writing is sometimes very bad is encouraging. Sometimes I write and have to erase an entire page because I feel as if it is not good. The fact that a published writer faces the same problems is encouraging.

Indecision

As I sit here at my desk on this dreadfully bleak Sunday afternoon, I'm indecisive about which piece I am going to bring in for Tuesday's class. Currently, I am only in the beginning stages of writing a few final papers (ie. coming up with topics!) and feel that it would be more beneficial to bring in a piece that already has some structure. This decision has led to me thumbing through a few of my poems that I had planned on submitting to the Pendragon, looking for something to have my reader work with me on. If only I could narrow it down...

Liptak finally contributes

I wrote and saved this a few weeks ago, and forgot to finish it up.  So here it is:  We're about a third of the way through the course, and I have to say that I've really enjoyed it thus far.  Most of the students seem to feel comfortable with sharing their opinions and experiences, and for the majority of time I feel as if they're all attentive (with the exception of some texting going on - ahem!) and prepared.  It is such a pleasure working with such engaged students . . .

I've been reading and commenting on the first set of papers that were submitted early last week.  I'm trying something new this semester, and I'm a little nervous.  Not because I lack confidence in the results, but rather because I'm not sure how it's going to be received by the class.  I am going to refrain from giving the students a grade on such "high stakes" writing assignments, and at the end of the semester, I will ask the students to resubmit the originals (with my comments and feedback) along with significant revisions, and then I will assign a grade accordingly.  In essence, the students will be asked to submit a portfolio, which will receive one grade.  

Hopefully along with my narrative comments, the students should have some ideas about revising their essays.  I am hoping that such an evaluation system will encourage students to focus more on revisiting and improving their pieces, rather than on their grades.  Yes, there ultimately will be a grade - it's hard to escape that - but for now, I hope that some pressure is relieved and that this will positively benefit the students' writing by giving them more freedom to take risks . . .

On my end, this is actually quite a bit more work.  It already takes me approximately 45 to 60 minutes to read and respond to one draft.  Because I'm not giving a grade, I feel as if my narrative feedback has to be extensive . . . Maybe individual conferences will be more practical the next time around.  We'll see.

I hope that some of the students comment on this post, for I'd like to get feedback on my proposed evaluation system. 

    

I am very frustrated.  I submitted a proposal for a competitive conference - the main national writing conference in the country - and it was accepted.  Accepted last September.  The conference is next week.  Yes, I've had all of this time to work on it, but with work, kids, finalizing my dissertation that I'm defending in April, and have I told you that I own a restaurant?, I've been swamped.  I also cannot find any info on my topic - I mean very, very, very little.  This has led me to procrastinate, and thus I'm going into this feeling very underprepared.  It's tough when you can't find "experts" to back up your thoughts.  I also am not sure if I have an innovative approach to solving the problem that I pose in my proposal.  While I have a very loose draft, I need to have it complete by Sunday so that I can polish on Monday and Tuesday.  Aarggghhh!   

Today I was able to finally make it to the Writing Center. Going into my observation I was not sure what to expect. It was really a good experience for me to see a tutor in action. So far I have only read about what writing centers are like and what goes on in them, but for me it was really cool to sit inside and get a feel for things. The relaxed setting and good attitudes of everyone there made it not just a comfortable environment for me, but more importantly for the writer. I picked up some great tips watching a tutor in action, and I look forward to my next visit to Siena's writing center.

I loved hearing Janisse Ray speak about her passion for writing in our last class. I've never met a published author, and it was so interesting for me to hear her speak about her editing and publishing process. As a senior, I am looking for some direction in life and trying to figure out what I'm going to do out of college, so I was so excited to hear her answer the publishing questions. I write a lot of short fiction and I never know what to do with the pieces I am really proud of. I'd love to be published one day, but it seems so out of reach. Janisse Ray really helped me understand that I can be a published writer, and most importantly, informed me about the processes of sending writing to publishers.

class today

Hearing from a published author was quite interesting. I have been to many seminars and lectures with major authors both in high school and in college, but never on this intimate level where an author came to a small class and did a discussion. I enjoyed hearing about her passion for the environment, and I feel that when you are so passionate about something it just makes your writing that much better on the subject. I would have like to heard some of her letters that she wrote to major corporations just to see how she expresses herself in an argumentative manner, but I can respect that those are personal manners that she may not want to share.

writing process

I realized that when I write I am all over the place. Finding the "center" that we always talk about in class is something that I can easily do with an academic paper because I have a definite thesis, but when it comes to creative writing I seem to lose focus. Does a creative piece necessarily need a definite focus? I am not sure if I agree entirely that creative pieces need to have an in your face type of focus- I think that as long as the writer expresses the point they are trying to get across then that is what is the most important.. maybe I am just missing the concept of finding a "center" or maybe I already do that and I, myself, just cannot see it.

writing process

As I am putting on the finishing touches to my writing process essay I find myself feeling strange as I analyze my own "technique." I never really thought about the different ways in which I approach and write my essays for school. It's kind of weird. This self-assessment of my different and random writing procedures shows me that I should probably develop a more concrete writing process for when I am assigned formal essays. Then again, if something works, why question it?

Class Today

So today, I had to share one of my papers as a peer review. I normally hate this, because I feel really self-conscious about my writing, and usually everyone just gives me a "good job, make it longer," in passing. Having everyone review my paper and give their opinion was surprisingly helpful, since a lot of the suggestions are things that I wouldn't have thought of myself. I never really saw the value of having someone else look over my paper, but now I think I understand a lot more how the writer can be too close to the paper to see what another person would.

Writing Process

As I am sitting down and thinking about what to write for our next paper--wait, stop the press. I'm actually thinking about what I'm going to write? That's a first!

One thing WRIT240 has begun to show me is the importance of the pre-writing stage. I've never been one to voluntarily write rough drafts, make outlines, or mind map. Rather, I usually sit down at my computer the night before an assignment is due, and make it up as I go. However, as we have edited each others papers so far, I have started to realize that a little pre-writing goes a long way.

Cupelo Lit. Bio- Words

I don’t remember when I first started reading, just that I always was told that it was important. I do remember sitting on the couch with my mom and my little sister, Caroline, as I struggled to pronounce the words that meant nothing to me. Needless to say, Caroline learned how to read before I did. I remember being more interested in the colorful pastel pictures than the actual story that I didn’t really understand. I had no idea that the words I glanced over would become a huge part of who I am.

Since those early days on the couch with my mom I have become an avid reader. I can still remember the rhyme in one of my favorite children’s book entitled Forever For Always. I enjoy reading a wide variety of genres and have that typical obsessive-compulsive tendency to be physically unable to put down a book until I finish. I read the seventh Harry Potter book in one day, with an hour to spare, and won a dollar for beating my older sister, Emily. I loved Victor Hugo’s Les Miserables and was devastated when my dad told me that the over a thousand-page book I had read was only the abridged version. To this day, George Orwell’s 1984 and Harper Lee’s To Kill a Mockingbird are my two favorite books; followed closely by J.D Salinger’s Catcher in the Rye. I am terrible at writing formal essays, but when assigned to do so on these books, they were the easiest A’s I have ever received. To me, books are just like movie scripts. The writer provides the set, misleading plot, the twisted characters, the action and imagery; all you have to do is close your eyes. Most movies are based off books anyways. Ever notice how similar the movie V for Vendetta is to 1984?

I don’t think that there is such a thing as an original idea. Emily used to keep a journal filled with movie lines, song lyrics and quotes said by famous people in history. I used to stow away into her room and read through the notebook full of the

same clichés that were simply said in a different style surrounded by varying adjectives. I didn’t even care that I was going to get in trouble for sneaking into Emily’s room. I couldn’t help myself. I loved that there were so many different ways to express ones self, so many words at my disposal that carry such weight. I find that this weight is like a catapult, once we cut the rope the shear power is released and even though we may not see where the boulder lands, damaged may have still been caused. Sometimes, we don’t think, but a simple thank you can make all the change a person’s life. Eventually, Emily started locking her door as to stop me from stealing her books, but I foiled her plan by learning how to pick her lock using a clothes hanger. Fed up with my annoying intrusions, Emily told me to stop reading her notebook and to just try writing on my own. I wrote a poem about memories entitled “Memories.” I knew that it was a subject that was very overdone, but I figured the real writers, who are older than me, already took all the good ideas. It was then that I concluded that there is no way I can come up with an original idea, my only choice is to put my own spin on an old theme. Just like all the people Emily had quoted in her journal. After nervously watching Emily decipher my poor handwriting I was told to never stop writing. Which is why, now, when I get in trouble for writing in class I simply respond that I am only doing what I was instructed all those years ago.

When I first started writing, the style that truly captivated me was poetry. I saw poetry as the best way to transform a common idea, and make it into something different by surrounding it with detailed imagery and elaborate metaphors for my readers to discern. When we started to learn about the components of poetry in school, my enthusiasm was usually matched by groans made by my peers. They saw poetry as something that is written to make readers’ brains hurt. I saw it as the most intriguing puzzle ever! It does not, as stereotypically thought, require a rhyme scheme; there are hidden symbols knitted into the piece; the form in which the poem is presented adds all the more to the visual aspect of the overall poem; the metaphors and similes are proof of the writer’s pure creativity and ability to see things in a different light. The connotation of each word must be balanced before

even being considered, as its power can determine the direction the piece will take after being interpreted by the reader. You are only given a few lines to write in, but so much can be done. Even a voice can be heard. In my eighteen years of reading, I had found that in each book I read, the speaker has an audible voice throughout the entire work just by the words he chooses to say. That’s what appeals to me most, the writer’s ability to express his or her voice through the words that he or she writes.

I easily classify myself as someone who is quite quiet, so my voice is not something that bounces off people’s ear drums that often. I understand that public speaking is a common Achilles heel, but it’s more so for me than anyone I know. My fingers will writhe in my hands, my pulse flares into a dangerous range as my legs begin to bounce under the table as I attempt to release the nervous energy and my head is kept down. I just find that words come to me easier when I’m forming them with ink. When I’m writing I can make the conversation go in any direction I choose. I can get my point across with no one interrupting me. When I am writing, I know am guaranteed to be heard, even if it’s just by the sheets of paper in my notebook. With so much going through my head, sometimes I just have to get things out. Whether it comes to you after much contemplation or during a daydream. Even if it means getting in trouble for writing during class, it would seem that my love for writing as a cathartic release is more appropriately described as an addiction like that of a alcoholic. It’s bittersweet in that I love the feeling of an accomplished piece but it burns as I realize that there is so much editing to be done and I am left itching to exercise my wrist again.

Last year in my creative writing class, I was able to spin my wrist in other directions than just poetry. I was taught different types of poetry such as villanelles, sonnets and slam poetry. We focused on sound imagery and form. We also tried our hands at one-act plays and short stories. We also kept a journal in which we wrote freeform in each class. I loved it all. I didn’t even care that I had to present every piece I wrote. I didn’t care because it gave me a chance to speak. To show people that I’m not just some kid who wastes class time writing in a spiral green notebook.

My one-act play entitled “She Said Yes…” was in the top six in a competition we were forced to submit to, and my villanelle won honorable mention in a contest. My

teacher, Mr. Benware, and my friends constantly told me that I have talent, but it fell upon deaf ears. I do not like to boast about my pieces because whatever complimentary attributes they are given, I know I am not yet a writer. I still have so much to learn, and I know that being at Siena College is going to get me one step closer to that admirable title. My grammar is still not exemplary and my mom still complains about my poor handwriting. This however is not going to put a damper on my writing. I like to think that my ideas and twists on normalcy are something worth reading. I like to think that my perspective is worth reading and discussing. I do not have a special delegated ballpoint pen, nor do I have a really cool retro quill that’s reserved for writing in some special secret notebook. I do however have numerous pens and a pencil in my backpack ready to be used. There is something about holding a pen in my hand when I write the letters that form the words in my head. There’s a kind of old-fashioned satisfaction that adds to the experience that just makes my scribbles worth etching.

Now that I am at Siena, it has become more difficult to find time to write, especially by hand. So, I have begun writing a journal type of document on my laptop that is filled of my observations, memories and random thoughts. The document is entitled Contemplations of an Emo Kid: “the so-called problems of an angst-ridden teenager from middle-class nowhere.” I am fully aware that I am not emo, however, I just like the title and I think that emo is a funny word because it reminds me of the word emu, and emus are funny. This type of thought process is the epitome of my random writing style and evidence of my tendency to lose focus in essays, but everyone has their strengths and weaknesses.

My weakness is formal essays. Like most people, I am terrible at writing formal essays. I find them restricting in their structure, and confusing. It’s more like expanding on a checklist. You must ensure that you hit certain points with enough information to support what you say. There is little to no room for your own personal style, let alone your voice. Recently, I have begun free writing before I

delve into my essay so as to get my thoughts in order, and this process has helped me improve my amateur essay skills. I am often frustrated that there is an imbalance between my ability to write formally and creatively. Life can’t give you everything though. Some people are good at focused essays; some people have short attention spans.

Life has given me an adoration of writing though. That obsessive-compulsive tendency I have for reading has transformed into an obsession of writing. A skill in which I plan to enhance as I continue learning from professors in college, the books I read, and the critique of my peers. So, let me apologize in advance if I write during a class, presentation, or while you are speaking. Please understand that I am merely following Emily’s order to never stop writing. Who am I do deny such a request?

Exemplary Parents and Inferior Teachers

When I was young, my parents often reminded me that I should not worry about other people’s opinions, unless they were trying to help me. This meant that I should not care if someone did not like the form of my jump shot in basketball, my pitching wind-up in baseball, or even my style of writing. When I found success in something doing it my own way, then there was no reason to change it. Not everything has to be done the conventional way, I was taught. If this support had been matched by more of my teachers growing up, then I would have entered Siena College as a far more confident reader and writer. The truth is that my teachers in middle and high school, perhaps the most crucial years for a student, did not help me improve my skills through instruction and positive criticism, but shed a negative light on each that has set me back in the long run. This was until I graduated from high school and made it into college. Taking college classes and being taught by professors who value the progress made by their students has brought literacy back into my daily life.

The home environment in which I grew up should have, in retrospect, guaranteed me a future as someone with a great understanding and love of the English language. My father graduated from college with a degree in English, and my mother did the same a few years later. Neither of them went on to careers that were primarily focused in reading or writing, but they truly loved the English language. I asked my parents just a few years ago if they had hoped that my brother and I would share this interest with them; both said yes. I had to know that this would be the answer—at least I should have. My mom is a stickler for proper grammar. She consistently critiques letters, emails, and general conversation. More of a Patricia O’Connor type, my mom never speaks out to be hurtful, but is just an honest and helpful person who enjoys the English language in the way it was intended. As a young kid my mom taught me how to properly carry on a conversation. Listening to me speak, one would never hear mistakes like, “me and Chris are leaving,” or “I’m doing good.” Errors like these have set off an alarm within me since I was very young, before I even knew why, thanks only to my mother. My dad was never the type to correct me, yet he expressed his desire for me to share his passion for English in his own way.

Every night before bed my dad asked if I wanted to listen to him read a book. To be honest, I do not remember when this tradition started, but I do know that it went on a very long time. The Hardy Boys and The Happy Hollisters were our two favorite series. Sometime during these years began my love of reading, or at least hearing my dad read to me. My dad loved to share one story in particular from when I was in preschool. We were going to have a “father-son” day. My request, out of anything in the world, was to go for a hike and find a spot to read. The day was perfect; a clear blue sky without a cloud in sight, the rushing water of the Susquehanna River smashing against the rocks beside us, and the distinct smell of the air after a long rain when the sun comes out and shines. We sat on the damp, moss covered rock of my choice, and read. At some point during the story, my dad noticed that I was not looking at either him or the book, so he asked me what was going on in the story. I went on to give, as he told it, a ten minute summary of the last few chapters of the book up until his last few words. This, in my mind, must have been around the time I started to love literature. I began feeling not only the satisfaction gained from a good book, but the undeniable pleasure of parents’ true approval. Everyone knows that their parents love them, but there is something different about the look they give you when you truly impress them.

Going to school should have obviously strengthened my reading and writing skills, and this is what happened in elementary school. I can remember reading out loud for the first time to my classmates in Mrs. Sosa’s first grade class, my first report in third grade—the reason why I am still an authority on leopard seals, and being one of two people to read an essay aloud to the entire student body in sixth grade entitled “My Seven Years at Center Street Elementary.” The most important part of these years was that I had teachers who saw potential in me, like my parents had, and pushed me to succeed. I continued to love this feeling of being recognized, just like my parents had made me feel at home. This was something that I became accustomed to and did not think that anything would ever change when I moved up to Oneonta Middle School. Nothing played out the way I expected.

I was a strong reader and a confident writer moving on to OMS. Ms. Drago’s favorite quote in sixth grade was, “middle school will prepare you for the crucial four years of high school.” This is not what happened. I had average grades in elementary school, so in middle school was placed into the regular classes. Surely these teachers were expected by their superiors to provide the best education possible to the students in all of their classes, but it is clear looking back now that they did not. I did not understand why they did not share the enthusiasm of my parents and earlier teachers. They did not have the confidence that those before had in me, and left me lacking the advantages of positive criticism or worthwhile approval. Seventh and eighth grade consisted of the students messing around constantly while teachers let it happen. Looking back on these days I regret so much that I did not take the initiative outside of school to read or practice any form of writing. I was definitely not doing what my parents had hoped I would. If only my teachers shared the same feelings. I believe today that the expectations of my teachers were being fulfilled because they did not expect anything more from me than the mediocre work that I handed in and the rude attitude that I displayed. This may sound harsh, so I offer another possibility; maybe the teachers felt that they were doing their jobs, and this was all that I was capable of. The latter would seem highly unlikely, though, if anyone were to sit in on an Oneonta Middle School classroom. On to high school I went, headed on a backward path toward illiteracy.

My first year in high school things actually began to turn around. My Englsih teacher was a friend of my parents, and like them, she loved the language we speak. Mrs. Hardison showed interest in me, and made me feel like someone with a future beyond high school. When I was there she let me know when I did things well, and this made me want to do more. When I made mistakes, she was there to fix them and guide me in the right direction. In this year, I was doing what my parents hoped of me. It seems mostly trivial to talk about ninth grade because over the next three I managed to forget what I had learned due to bad teachers and lack of interest on my part. The downward spiral in literacy soon began.

There was really no reason why I should have such negative memories of these academic years. I could have made more of them outside of school, or even worked hard enough in my classes to be placed in advanced ones. The simple fact is that without the motivation I knew from home provided by my teacher I do not perform at a high level. Not only were my grades at a level far lower than what I was capable of, but I also began to look negatively at school. It is obvious that most kids “hate” high school, or at least say they do, and I think this is something that comes with the age. The difference in my case was that my teachers seemed to be right there with me, even fueling my negative feelings. Countless times I heard phrases like, “Is it Friday yet?” or “Do I have to teach today?” One positive influence from a teacher in the next few years could have changed my outlook on my education entirely. Instead of focusing on school, I just tried to have fun.

I have so many memories of the last three years of high school, and most of them do not take place in an educational setting. I had a lot of fun but did not learn what I should have. I can remember goofing around in the library when I could have been reading, roaming the hallways laughing and joking with friends when I should have been in class, and finally, when everything culminated in being awarded the “Worst Case of Senioritis” for our senior class. I was carefree and fun, and this I do not regret. All of the fun I was having should have been mixed with some form of education.

At some point during these three years I should have seriously thought about what my parents were thinking. While they always expressed their opinions, they never wanted to judge my behavior and upset me, so I never really considered the disappointment they must have felt in my slacking off. I stress the words “seriously” and “really” because I know that in the back of my mind I did feel bad about my behavior. I was caught up in the moment. I felt too cool to look back and remember the little boy I was who loved to read books and speak like an adult. Somewhere I should have brought back these things. My English classes were not the venue.

To help illustrate my English classes over the three years, here are a few examples: in tenth grade our teacher took a well-deserved year off to stay at home with her newborn child, so we had a different substitute for each half of the year. The first was a long-time substitute who did not see the value in outside reading, so read To Kill a Mockingbird and Julius Caesar out loud to the class. She was replaced mid-year by a woman who had just graduated from college and had close to no experience with 10^th graders; she swore at the class late in the fourth quarter of the year and was not welcomed back. In eleventh grade my teacher often lost things that he planned on assigning us, most likely because all were handwritten and photocopied, and gave each student fullcredit. In my senior year, and I must preface this is my favorite English class experience, my teacher simply gave me an A+ as a final average because it was the easy thing to do. I never understood this, but why would I complain?

Last semester was my first experience away at college, and I could not have been happier with the change in my instructors’ attitudes toward learning. My introductory writing class gave me the chance to express myself in writing for the first time in college. The response I received for my work was what I had desired for so long: the feeling gained when someone takes an interest in me and respects my work, something that I had not felt from anyone besides my parents and select teachers. The fact that I am not easily motivated when a teacher does not show interest is not a fair excuse for some of my actions, or inactions, in the past, but today I no longer face this problem. Now I am in an environment with professors who work hard to teach their students all that they should be learning. This, along with a newly gained maturity that lets me actually sit back and contemplate what my mom would think, pushes me to work to my potential. My parents’ hopes for me are coming true, even though it took far longer than expected. Literacy in my everyday life is more prevalent than ever, and there is no reason why this could change.