ESL Tutoring in the Writing Center

1. ESL Tutoring in the Writing Center An Introductory Workshop

2. Purpose • The Writing Center serves a large number of ESL students--over 280 in the 2007-2008 school year. • Though these sessions should ideally function like traditional sessions, the individual needs of ESL students can present challenges for tutors. • Tutoring ESL students requires heightened attention to language use, cultural sensitivity, and knowledge of appropriate resources.

3. Objectives • This workshop seeks to: • Review Writing Center Policies and resources • Discuss the influence of culture on writing • Define the tutor’s role in ESL sessions • Analyze HOCs and LOCs • Prepare tutors for the rewarding task of working with ESL students

4. What does the Writing Center offer for ESL students? • Long-Term Tutoring • Individualized, semester-long programs to meet students’ needs • Scheduling Flexibility • ESL students are able to have more appointments “on the books” than traditional students • Collaboration with composition professors You will work with ESL students!

5. Considering Culture How might cultural background affect tutoring sessions? Writing?

6. Kaplan’s Contrastive Rhetoric Kaplan, Robert B. “Cultural Thought Patterns in Inter-Cultural Education.”Language Learning 16.1-2 (1966): 1-20.

7. Beyond Contrastive Rhetoric • Be aware of cultural differences, but don’t expect them • Students cannot be pigeonholed • A discussion about audience and audience expectation in the US academic system is a good place to start if students are adhering to a culturally based rhetorical pattern.

8. Adding to the Toolbox • US rhetorical style is not necessarily “the right way,” but to be successful in the system, the student must learn to use US style while at MTSU • Think of it as an additional tool in the student’s writing toolbox. • Fox, Helen. Listening to the World: Cultural Issues in Academic Writing. Urbana, Illinois: NCTE, 1994.

9. Plagiarism • Why could this be a cultural issue? • Collectivist vs. Individualist societies • Look for inconsistencies in language use and elicit information about the student’s sources • “Show me where your words are.” • “Can you explain this sentence [or word] to me?” • “How did you think of this idea?” • Explain the importance of citations and the problems with plagiarism. The most important thing is not to be accusatory. • Refer to R&D handouts

10. Plagiarism For Further Reading: Bouman, Kurt. “Raising Questions About Plagiarism.”ESL Writers: A Guide for Writing Center Tutors. Ed. Shanti Bruce and Ben Raforth. Portsmouth, NH: Boynton/Cook, 2004. 105-115.

11. The Tutoring Session:Beginning • Sessions should begin like traditional sessions • Familiarize yourself with: • The student (especially long-term!) • The assignment • The student’s goals or reason for coming to the UWC

12. The Tutoring Session:Read-through • Read paper aloud • The student may be uncomfortable doing this, but give the option • Avoid correcting during read-through as much as possible • Instead, read for HOCs and error patterns to discuss later

13. Higher-order Concerns • Content and Comprehension are most important • Grammar is only a HOC if it interferes with meaning • Look at overall organization: thesis, topic sentences, etc. Barnet, Robert W., and Jacob S. Blumner, eds. The Allyn and Bacon Guide to Writing Center Theory and Practice. Boston: Allyn and Bacon, 2001.

14. Error Patterns • Discuss the patterns you identified during read-though • Opportunity for teaching • Take advantage of handouts • Teach Self-Editing: If the tutor identifies patterns, the student can self-edit at home

15. Lower-order Concerns • Sentence level mistakes come last • Line-by-line editing • Don’t overwhelm the student! • Elicit student participation • Take advantage of the student’s knowledge of English grammar • Don’t be afraid to “give the answer” but make sure the student retains ownership of the paper • Be positive! Point out correct usage

16. Self-Assessing the Session Consider the following questions to identify ways you can be more effective: • Were the student’s goals met? • Did the student leave satisfied with the session? • Did the student schedule another appointment? • Did you recommend long-term tutoring or a longer appointment next time? • What is the student planning on doing after leaving the Writing Center? • Did you provide the student with handouts to take home?

17. Time to practice • Read the two sample essays, and consider the following questions for discussion: • What do you think should be discussed first (HOCs)? Second? Last? • What questions do you want to ask the student? How did you decide? • What information would be helpful for identifying the student’s needs?

18. Writing Center Resources for Tutors and Students • Handouts, Handouts, Handouts! • Website: mtsu.edu/~uwcenter • Grammar books, dictionaries, ESL activity books • Recommend Long-Term Tutoring

19. For Further Reading General ESL Tutoring Resources: Barnet, Robert W., and Jacob S. Blumner, eds. The Allyn and Bacon Guide to Writing Center Theory and Practice. Boston: Allyn and Bacon, 2001. Gillespie, Paula, and Neal Learner. The Allyn and Bacon Guide to Peer Tutoring. 2nd ed. New York: Pearson Longman, 2004. 117-126. Soven, Margot Iris. What the Writing Tutor Needs to Know. Boston: Thomson Wadsworth, 2006. 106-110 Powers, Judith K. “Rethinking Writing Center Conferencing Strategies for the ESL Writer.” Barnet and Blumner 368-375.

20. For Further Reading Plagiarism: Bouman, Kurt. “Raising Questions About Plagiarism.”ESL Writers: A Guide for Writing Center Tutors. Ed. Shanti Bruce and Ben Raforth. Portsmouth, NH: Boynton/Cook, 2004. 105-115. Cultural Issues in Writing: Cooper, Marilyn M. “Really Useful Knowledge: A Cultural Studies Agenda for Writing Centers.” Barnet and Blumner 335-349. Fox, Helen. Listening to the World: Cultural Issues in Academic Writing. Urbana, Illinois: NCTE, 1994.