The Tutoring Book - California State University, Sacramento

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Zhong, Lan. Culture Root and Academic Writing: Factors That Influence Chinese International Students’ Academic Writing at Universities in North America. University of Windsor. Accessed online 11/13/2008. 112
113 Niccole Scrogins Fall 2008 African American Vernacular English and the Larger-Than-Academics Problem: Social, Economic, and Educational Immobility and the Loss of Identity There seems to be a growing awareness of the potential importance of our ever-changing textual world and its effects on young writers, especially speakers of African American Vernacular English (AAVE) whose nonstandard interaction with Standard American English (SAE) writing continues to obstruct their academic and economic success. Many of these students are not only disadvantaged socially and economically, but they also struggle educationally. Many of the obstacles they encounter are similar to those of multilingual students who struggle with cultural and linguistic interference when learning SAE for academic purposes, all the while trying to maintain their personal identities through their organic languages and cultures. While SAE is institutionally preferred or standardized in academic writing, there may be a need to accept a certain amount of AAVE writing characteristics in order to help AAVE speaking students transition into SAE writing. It should not be our goal as tutors to extinguish the use of AAVE all together. Instead, we should attempt to help these students become aware of the differences and give them the tools to use both appropriately in any given context. Perhaps the adroit ability to move between these varied discourses can then be marveled similar to that of a multilingual individual’s ability to code switch. If you have ever heard a bilingual speaker, say of Spanish and English, utter a sentence that is made up of vocabulary from both languages, then you have witnessed the phenomenon of code switching. This often happens to individuals who speak more than one language and who are no longer translating vocabulary from their native language to the second language in order to speak. Essentially, code switching occurs when a multilingual speaker thinks in more than one language at a time. This is an important skill to teach AAVE speaking students if we want to see them succeed in the academy. More crucially, speakers of AAVE who do not acquire standardized writing practices are left little room for socioeconomic advancement. These socioeconomic and vertical mobility disadvantages haunt many speakers of AAVE culturally, academically, and vocationally. However, as a word of caution to avoid racially stereotyping African Americans, it is imperative to remember that not all African Americans are speakers of AAVE, some speakers of AAVE are of other ethnicities, and being a speaker of AAVE is not necessarily an indication of an AAVE writer. Stratification can be particularly immobilizing for the successful career advancement of speakers of AAVE with a less than stellar socioeconomic status. AAVE prevents many capable job candidates from either getting a job for which they are qualified or being promoted to do jobs they may have otherwise earned if their use of AAVE was not stigmatized. The stratification of SAE above other varied dialects of English has created a social stratification of speakers of those dialects, especially AAVE, which affects individuals’ lives in many contexts, including their careers. Walker asserts, “A possibility must be stressed that, with becoming standard, there is one less barrier to entrance into the mainstream of society. For example, a job interviewer will not be able to use English as an excuse for not considering a black person for a job” (1977, p. 42). Donlan also recognizes the effect social stratification has on successful mobility and argues “that America’s schools must provide the instruction necessary to free the growing number of disadvantaged from a hapless future of continued poverty and frustration” (1974, p. 261). But I think Joan Baratz’s succinct words, as quoted in Fasold & Shuy, resonate the genuine issue: “In refusing to teach standard English to these [students] we cut off even further their possibility of entering the mainstream of American life” (1970, p.26). Although this is much more general and in response to the issue of neglecting to address AAVE features and teach SAE, the issue is not who should be responsible for the acquisition of SAE, but merely that it is fundamental for the mobile, social, and cultural success of a large demographic of society. Essentially, there is much more at stake for these students than grades or passing a class. When tutoring speakers of AAVE, it is necessary to maintain a keen sensitivity to what more these students have to lose.
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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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• Hand gestures. Students who are
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Despite the fact that their struggl
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Your Safari Guide to Tutoring Advan
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esources for help. And don’t be a
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the instructor is saying, but she q
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Dyslexia in the Writing Center 59 A
Page 61 and 62: thinking about it and without reali
Page 63 and 64: Conceptual Learners: Students who a
Page 65 and 66: Tutoring Hearing-Impaired Students
Page 67 and 68: Writing Tutors. Boston: Bedford/St.
Page 69 and 70: Story 3: I brought up the subject o
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
Page 79 and 80: After each paragraph I asked her to
Page 81 and 82: Reading Out Loud: An Effective Stra
Page 83 and 84: discussion throughout the reading b
Page 85 and 86: Are There Proof-reading Traps Regar
Page 87 and 88: Labels and Misleading Assumptions:
Page 89 and 90: A Spare Tire, Not a Windshield 89 D
Page 91 and 92: experience on the tutoring road. I
Page 93 and 94: While I have had many successful tu
Page 95 and 96: that he was forced to learn five la
Page 97 and 98: work with students who seem to spea
Page 99 and 100: My Personal Experience with Tutorin
Page 101 and 102: Worldview: the Continent, Asia and
Page 103 and 104: ) In case they believe to be excell
Page 105 and 106: grammar. After free-writing, a tuto
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Page 109 and 110: developed in the American Academic
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Page 115 and 116: they are unaware of the social impl
Page 117 and 118: writer had trouble understanding yo
Page 119 and 120: Like other immigrant groups and Nat
Page 121 and 122: 121 Katie Johnson Fall 2004 The Wri
Page 123 and 124: One of my writers was told that in
Page 125 and 126: It Is Ok. I Am an Expert. 125 Gordo
Page 127 and 128: The Value of Writing Center Tutors
Page 129 and 130: expectation of their disciplines mo
Page 131 and 132: Tutoring for the Grade: Finding the
Page 133 and 134: The Writing Center and the WPJ 133
Page 135 and 136: available. Students need to make su
Page 137 and 138: Essay #1 (60 minutes/90 minutes for
Page 139 and 140: “Learning to write is a complex p
Page 141 and 142: Analyzing Rhetorical Situations in
Page 143 and 144: word choice and the attitude that r
Page 145 and 146: Social Constructivism in Action 145
Page 147 and 148: Social Constructivist Strategies fo
Page 149 and 150: The Writing Center as a Bridge: A P
Page 151 and 152: Situated Acts of Writing and Tutori
Page 153: Kastman Breuch, Lee-Ann M. “Post
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The Tutoring Book - California State University, Sacramento

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