The Tutoring Book - California State University, Sacramento

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only to the fact that she hadn’t been reading, but also to the fact that the language she communicated in was different from the written language and the academic discourse that she was being introduced to in school. In some ways, Ella’s problems with writing closely resemble those that we might find with students who are learning to speak and write English as their second language. However, an ESL student can go to a supermarket or listen to the radio and this will accelerate their language acquisition. A hearing-impaired student does not have that option. Similarly, Matt has developed a written language that serves the purpose of quickly communicating with individuals who are able to hear. He has developed a sort of short hand and this is the language with which he is most familiar. This unique language becomes problematic when Matt enters into academic discourse. Matt communicates with brief notes that describe very basic needs or concerns. When he writes for academic subjects, High Order Concerns are rarely an issue with Matt, as he understands conceptually exactly why he writes any given assignment and has no trouble with organization or the progression of his ideas. However, sometimes the shorthand that he uses to communicate will slip into his papers and reports. I’ve had to be careful to ask him to explain everything that is not entirely clear to me in his written work. Matt’s repeat issues are related to verb tense, articles and prepositions. Explaining these issues to the hearing-impaired student is tricky. When working with a student who speaks and hears, the tutor can explain the decision to use “a” over “an” through auditory examples. “A” precedes a word that begins with a consonant, while “an” typically precedes a vowel or a vowel sound. You might say, “I got an A on that paper” and this makes sense and can be broken down in writing, but to say, “I got an F on a paper” is more difficult to explain to a student who cannot hear that, although “F” is a consonant, when spoken it sounds like “eff”, demanding the indefinite article “an”, for audio-centric reasons. When working with hearing-impaired students, especially on LOCs, you should throw out the idea that we are never to write on student papers. I’m not suggesting that you start editing, but once you have worked on HOCs, you should feel free to be creative when helping hearing-impaired students with Later Order Concerns. For instance, when Matt and I work together, I will often write him a note stating, “I’m going to show you where something is missing. In this round, it will either be an article or a preposition.” Then I will draw an arrow between two words and he will fill in the word that he thinks should be in that space. We will go through the paper a couple of times, once for articles and prepositions, and sometimes for verb-tense issues or other grammatical errors. I always tell him ahead of time what errors he should look for, and this has proven to be an effective method with Matt. Tutoring hearing-impaired students has drawn my attention to the fact that the academic culture does not always effectively accommodate the needs of all students. Much of this is because the hearingimpaired learn on their own how to communicate with the hearing population. The hearing-impaired student learns to rely on his or her own communication methods long before they ever reach the university. Most students enter the academic environment without any prior exposure to the conventions of academic discourse. However, the hearing-impaired student is at a greater disadvantage when they enter the university. Many of us begin to pick up new language and conventions through dialogue with other students and professors. Such conversations occur naturally when we are able to hear and speak. One basic way to help a hearing-impaired student is to encourage him or her to read and to read a lot. Books, blogs, journals, magazines and fellow-student papers will expose the student to conventions that will bolster their understanding of patterns in academic writing that they might not otherwise be exposed to. But, probably the best advice that I can suggest is to encourage the student to work with you as regularly and as often as possible because writers and tutors both perform better when they trust and understand one another. Works Cited Weaver, Margaret E. “Transcending ‘Conversing”: A Deaf Student in the Writing Center.” JAC: A Journal of Composition Theory. 16.2 (1996): 241-51. Rpt. in The St. Martin's Sourcebook for 66
Writing Tutors. Boston: Bedford/St. Martin's, 2008. Print. This is an excellent reference article for a tutor who is tutoring a hearing impaired student. Weaver explores many of the differences between tutoring hearing and non-hearing students. The article also offers a bibliography to which the interested tutor may wish to refer. 67
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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
Page 15 and 16: helped me see that. As a result, ex
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Page 19 and 20: No Draft? No Problem! 19 Kathleen U
Page 21 and 22: 10-4, Little Buddy: Two Way Convos
Page 23 and 24: her paper, I noticed she hadn’t a
Page 25 and 26: mentors and sounding boards for the
Page 27 and 28: �On this page, the top link leads
Page 29 and 30: Purdue OWL (http://owl.english.purd
Page 31 and 32: • Argument • Writing about Lite
Page 33 and 34: The WAC Clearinghouse (http://wac.c
Page 35 and 36: “This exercise, popularized by Pe
Page 37 and 38: active problem solving and critical
Page 39 and 40: Directive or Not? Adapting an Appro
Page 41 and 42: essay meet the page limit is no lon
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Page 45 and 46: was to trust her own knowledge and
Page 47 and 48: Step 2: Learning to Praise Equally
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Page 51 and 52: Despite the fact that their struggl
Page 53 and 54: Your Safari Guide to Tutoring Advan
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Page 73 and 74: Tips for Tutoring Reading 73 Kathry
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Page 99 and 100: My Personal Experience with Tutorin
Page 101 and 102: Worldview: the Continent, Asia and
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Page 113 and 114: 113 Niccole Scrogins Fall 2008 Afri
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writer had trouble understanding yo
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Like other immigrant groups and Nat
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121 Katie Johnson Fall 2004 The Wri
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One of my writers was told that in
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It Is Ok. I Am an Expert. 125 Gordo
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The Value of Writing Center Tutors
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expectation of their disciplines mo
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Tutoring for the Grade: Finding the
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The Writing Center and the WPJ 133
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available. Students need to make su
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Essay #1 (60 minutes/90 minutes for
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“Learning to write is a complex p
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Analyzing Rhetorical Situations in
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word choice and the attitude that r
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Social Constructivism in Action 145
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Social Constructivist Strategies fo
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The Writing Center as a Bridge: A P
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Situated Acts of Writing and Tutori
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Kastman Breuch, Lee-Ann M. “Post
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