The Tutoring Book - California State University, Sacramento

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For Future Reading Reid, J. (1997). Which non-native speaker? Differences between international students and U.S. residents (language minority) students. New Directions for Teaching and Learning, (70), 17-27. Reid, J. (1997). “Eye” learners and “ear” learners: Identifying the language needs of international student and U.S. resident writers. In. P. Byrd & J. Reid (Ed.), Grammar in the Composition Classroom: Essays on Teaching ESL for College-Bound Students (3-16). Boston: Heinle ELT. 100
Worldview: the Continent, Asia and a Testimony from India Niccole Scrogins 101 Tatyana Moran Hyang-Sook Park Manpreet Devi Niccole Scrogins Fall 2008 Contrastive rhetoric, pioneered by Kaplan in the 60’s, was one of the most holistic approaches for working with second language writing during the time. Contrastive rhetoric examines the differences in modes of writing between cultures. Perhaps the most beneficial result of Kaplan’s exploration of contrastive rhetoric is found in the hearts of sympathetic readers like tutors and teachers in the academy. But before we can become sympathetic readers, we must become aware of what makes writing different from one culture to the next. If you were born and educated solely in the States like me, you may be oblivious to the vast differences in writing styles across the world. Understanding some of these differences may help you identify others in your ESL tutee’s writing. You might find yourself doing a little contrastive analysis with your multilingual writers. Hopefully, and most importantly, you might begin to understand the challenges that multilingual writers face when attempting to compose written text in a language and culture wildly different from their own, opening an ocean of knowledge and creative tools to use when working with the wonderfully diverse population of writers who frequent the University Writing Center. Below, three ESL writer/tutors share their experience and expertise. Tutoring Continental Student Writers Tatyana Moran Western cultures are often viewed as individualistic and hence supportive of direct, assertive, and explicit verbal styles. However, this is a broad generalization that can be damaging while working with multilingual students. Because of such generalizations, the writing styles of European students might be mistakenly viewed as closely related to the American, white, middle-class writing modes and, therefore, not deserving of special approach. In the present article, I will argue that Anglo-American and Continental writing traditions are in fact distinctly different and that the writing center should be a contact zone where understanding of the differences between American and Continental academic writing could be negotiated. The Continent refers to continental Europe, explicitly excluding the United Kingdom as an island. Interestingly, this geographical division has resulted in two different writing traditions. Studies show that continental scholarship of Central and Eastern Europe, including Russia, was developed through direct contact with German thinking and intellectual style. There are two different writing traditions within the Western culture: Anglo-American and Continental (Clyne, 1989; Duszak, 1997; Rienecker & Jörgensen, 2003). Based on these findings, I will refer to the writing style of the students from continental Europe as “continental” style. On the Continent, where was been born and educated, universities do not endorse the teaching of academic writing. The underlying rationale for this position is that content is married to form and good writing is married to good thinking and all these are so tied together that instruction which separates these marriages may be a fruitless endeavor. The idea of good writing as a gift, as an innate intellectual or artistic talent which is, in its nature, unteachable, dominates continental attitudes toward academic writing. In schools, exercises in creative writing replace the English drill in step-by-step instruction in the production of argumentative texts. For instance, the teacher may read aloud the best student’s paper but would never comment on what makes it good; thus, the ability to produce good writing is viewed as an art to be mastered through observation and practice.
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The Tutoring Book Fall 2011 Edition
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�� Diverse Students and Cont
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Helpful Strategies 5 Savannah Corti
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Draw Upon Other Tutors Experiences
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and that even the sessions that did
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What is one thing you wish you had
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eceiving tutoring. But don’t let
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helped me see that. As a result, ex
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One Time Wonders: 30 Minutes to an
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No Draft? No Problem! 19 Kathleen U
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10-4, Little Buddy: Two Way Convos
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her paper, I noticed she hadn’t a
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mentors and sounding boards for the
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�On this page, the top link leads
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Purdue OWL (http://owl.english.purd
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• Argument • Writing about Lite
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The WAC Clearinghouse (http://wac.c
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“This exercise, popularized by Pe
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active problem solving and critical
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Directive or Not? Adapting an Appro
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essay meet the page limit is no lon
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particular solution, you are still
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was to trust her own knowledge and
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Step 2: Learning to Praise Equally
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Page 51 and 52: Despite the fact that their struggl
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Page 55 and 56: esources for help. And don’t be a
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Page 61 and 62: thinking about it and without reali
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Page 67 and 68: Writing Tutors. Boston: Bedford/St.
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Page 71 and 72: try reassuring them that writing is
Page 73 and 74: Tips for Tutoring Reading 73 Kathry
Page 75 and 76: each paragraph, and transitional se
Page 77 and 78: Theory to Practice At our writing c
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Page 109 and 110: developed in the American Academic
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Page 113 and 114: 113 Niccole Scrogins Fall 2008 Afri
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Page 119 and 120: Like other immigrant groups and Nat
Page 121 and 122: 121 Katie Johnson Fall 2004 The Wri
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Page 127 and 128: The Value of Writing Center Tutors
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Page 135 and 136: available. Students need to make su
Page 137 and 138: Essay #1 (60 minutes/90 minutes for
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Page 141 and 142: Analyzing Rhetorical Situations in
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Situated Acts of Writing and Tutori
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Kastman Breuch, Lee-Ann M. “Post
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The Tutoring Book - California State University, Sacramento

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