Name author, title of article in quotations
All subsequent references using last names
First sentnece, make a general statement of the over-all focus of the article
Summarize the basic information in the paper shortly, but then go into one specific area
ANALYZE ESSAY
Example using structure
Identify essays, author in the first sentence
Analyze style
State conclusion in the opening paragraph
(For North, show that while North's essays come to different conclusions and seem very different, in fact, when you
analyze the style, they have the same structure.)
In the body, identify parts and relationships (one then the other).
Final paragraph restates the conclusions
BREAK INTO PARTS
EXAMINE RELATIONSHIP BETWEEN THE PARTS
STATE HOW THE ESSAY WORKS
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Critical analysis = examines assumptions
Literary analysis = examine plot, theme, etc
You can analyze anything in an essay, really.
EXAMPLES:
(1)
tutor/student relationship
writing centers/administration
tutors/teachers
(2)
how writing centers are misunderstood
ways they are misunderstood
BICYCLE EXAMPLE:
The parts of the bike: Handle bars, the chains, the gears, the wheels, the seat
The relationship: The handlebars connect to the body of the bike, allowing you to steer the wheels, which connects to the chain, which makes the bike move.
How the bike works:
You pedal the bike to make it go forward and steer.
IMPORTANT:
Must remember an analysis must be relevant to overall focus of essay
COMMON PROBLEMS:
Didn't know the definition of analysis
Which type of analysis
Trying to narrow down to one focus (applying definition of analysis to essay ((what are parts in an essay? relationships? what do they do?)))
Encouraging students to trust themselves (go with your hunches)
Finding evidence to support your theory
COMMON ISSUES WITH GENERAL TUTORINGS:
Second language issues
Reading issues/strategies
Genre/convention issues (the teacher is looking for information in specific areas)
(common essays: summarizing, responding, analyzing, arguments/persuation, research essay)
NOTE TAKING DURING SESSIONS - NOTES
You are not responsible for their progression - they are. Your job is to be a sounding board. Your responsibility is to explain how writing works. There are some conventions that you just have to outright tell them.
First thing: must make sure the student is okay with you taking notes (as the observer), also do not write down their names due to the NIH training
Things to notice to analyze:
Student reaction (body language, what they say, what they apply) - what counts as evidence of these reactions - head nodding, moves closer, frowns, etc
What the tutor does, says, etc.
Note how often the tutor speaks, etc. What methods brought out more effective responses.
Notice comfortability - enviornement, prescence/affect of other people, etc.
How much off-topic conversation came up (some is necessary, too much can wreck a session)
Their gestures, tone of voice (pitch, speed, roughness, volume)
Your notes will be all physical and audible observations, the kind of things you can count - you're just putting down facts, what has ACTUALLY happened.
Happy/sad/good session/frustration - that kind of stuff goes in your impressions/interpretation at the end.
ASSIGNMENTS DUE FOR MONDAY:
Blog 7 - Although you didn't have an experience, write about the most important features are of effective tutoring - domain knowledge, personal manner, etc, and what would you like to work on improving in your session - also, what more do you want from Dr. Chandler?
Revise North (and for some of us, revise Lunsford summary/response).
Tutoring Different People - gay purple book
Minimalist Tutoring pg 219 - big annoying book
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