Blog 7: What writing center philosophy (list of assumptions) do you think Bouquet supports? North 1? North 2?

The philosophies in Bouquet are quite similar with North 1 yet many differences exist with North 2.   In Bouquet, the author has 2 streamlined opposing views which are going back and forth.  One view is student centered or support for student coaches writing papers as North 1 talks about the fix it shops that are abominable to him.  And the other view in Bouquet's piece is where students learn how to write their own papers.  Bouquet goes back and forth between the Writing Center as a method and the writing center as a Place. Bouquet talks about the Grimm having a counter-Hegemonic model where a WC is empowered to have own voices, recognizes own words as powerful and challenges the universities view.  The Hegemonic opposing view in Bouquet sheds light on outside influence, outside institutional empowerment--taking by storm the "coaches ideas".  Most of these ideas we discussed in class, I'm pretty much regurgitating it back as a backdrop to the Writing Center philosophies that exist in Bouquet, North 1, and North 2.

Bouquet
1920's --Writing Center

• Encourage dialogue/ dialectic--just like we do today (North 1 similarity)
• Stanley:  a first director in writing lab in Iowa---encouraged students to be better [independent] writers/ thinkers (North 1 supports)--we try to follow this model here
• Problem:  writing labs --tied with remedial students--(North 1 and 2 both touch upon this theory)
• UNC model:  grammar fix it shop--problem we have today in W/C's where North 1 mentions this point quite extensively, "For whatever reasons writing centers have gotten mostly this kind of press, have been represented--or misrepresented more often as fix-it shop than any other way, and in some fairly influential places." (North 1, p.6)
• Disciplinary measure--was talked about in the Bouquet piece where a Professor would put CC so that the student would go down to the lab/writing center to have errors corrected.  (North 1 called such philosophy abhorrent and North 2 was totally disgusted with 64 errors a University professor pointed out to a student or a "see me" written in bold letters at the top of a student's paper.

Bouquet 1940's Writing Center

• psycho therapeutic approach to writing lab work -Rogeria directive- ask series of Questions to draw out knowledge that already had--we do that today in the Writing Center, they wanted students to feel safe & secure like therapy where close doors would provide that confidential "home" environment.  (North 1 talks about a marriage between writing as a process and student centered writing curricula.) (North 1, p.69)
• In Bouquet, she wants to change views of writing centers from remedial view to secure, therapeutic session where average students can go.  (This philosophy is also found on North 2 where the author explains the ultimate writing center in his mind is where everyone can meet and talk about writing--not only for 250 undergrads or 10 faculty who have a clue as to what the writing center should be really about--where writers are talking about writing with their coaches/other students vice versa, writers feel motivated, and there is a relationship exchange between students and the writing center and instructors.) (North 2, p.88-89)

Bouquet, 1950's

• Structured linguistics--to observe repeatable patterns (As in North 2, this is what every student would hope the writing centers did, but I don't think that's part of the agenda or will be anytime soon.)
• Language writing--teach as content--One on One conferencing (I think this is the point that North 1 is trying to get across that through more coaching, we will have more grasp on the whole process whether if its on the writing process or the beginning process.) "I think the best way to describe a writing center tutor's relationship to composing is to say that a tutor is a holist devoted to a participant-observer methodology." (North 1, p.70)

Bouquet, 1970's

• Philosophies are not neutral just like the North 1 piece where it has one main philosophy on writing centers yet it shifts on what they aren't, finds it abominable what they are saying, and figures out how to make it better--yet then in North 2 re-discovers that he was wrong in North 1 about his theories, and tries to restate the reasons for writing North 1, the notions of writing centers even after the first piece, and what we can do to change it or his wish list of what writing centers still need, still need to work on, and where they are going.

Bouquet, 1980's & Beyond

• To sum up the idea of writing center vs. institution--Bouquet states that we know that the writing center needs more, she responds to North 1 and 2 with this: "that agenda, though, is couched in a decidedly Woolfian interpretation of the value of the writing center, one emphasizing the necessity of room and time and teachable moments."(Bouquet, p.55)  In other words, Bouquet's philosophy says I understand what's needed but get over it and work with what you have--pretty much a passive, laid-back approach to working through the issues in a writing center.

Blog 6 THE ESSAY draft Take 2....I'm getting nervous (Writer's jitters)

 TOPIC:  The different expectations students vs. teachers have with respect to academic integrity issues including plagiarism, cheating, fabrication and academic misconduct.

Source 1:  http://www.kean.edu/forms/AcademicIntegrity.pdf
Source 2:  http://www.isetl.org/ijtlhe/pdf/IJTLHE278.pdf

Many issues are being faced in today's universities because the common thread where students as well as professors are not understanding the grave danger in plagerism, cheating or any form of academic misconduct.  "Forty-nine percent of staff and 39% thought that cheating on assessment tasks was common with 'copying a few paragraphs and not citing the source' the most common form." (Source 2) Academic writing is usually in standard, traditional format that any institution or professor is quite accostumed to viewing.  Yet are the students accostumed to writing in that format.  Perceptions on what is expected seems to blur and confuse the minds of students, because every professor expects a different approach to writing while other professors give the freedom for their students to express their thoughts and creativity.  "Differences existed in beliefs about why cheating occured with staff endorsing the view that students lacked an understanding of the rules." (Source 2) Some students understand the rules, they either are too lazy to look up the proper format, have insufficient time, or the majority of the student population just worries about getting good grades that won't affect their GPA so their scholarships, financial aid or other financial assistance like parents won't withdraw the help for the lack of academic ability.  "Students...felt that wanting a better grade and having too many assessment items were strong motivation for cheating." (Source 2)

"Maintaining high standards of academic integrity is the obligation of

all members of the Kean community – students, faculty, and administrators." (Source 1) Academic integrity is what a professors should be teaching its students rather we find some believe its okay to "copy" your classmates ideas and notes and/or study with another student that has the assignment all configured in their brain--and happens to verbalize ideas outloud to her classmate.  Would that be a matter of cheating if they both have the same idea on their papers?  Would that be academic misconduct?  The writing culture at  universities have to reflect its student population, because if not the aim at academic integrity is futile.  "An individual’s work must reflect that person’s own efforts and achievements. Any collaboration of effort by an individual or groups of individuals must be acknowledged.  Failure to acknowledge such contributions constitutes an act of dishonesty and a misrepresentation of the individual’s work." (Source 1)  "Tearoom, corridor, and office discussions propose several reasons for student plagiarism, including failure to understand what is expected or confusion over differing expectations, a response to increasing assessment workload, or in a minority of cases, a deliberate attempt to deceive markers."  (Source 2)

"Plagiarism and cheating (e.g., copying from another student in an exam) are forms of misconduct that have become areas of increasing concern for academics in higher education." (Source 2)

"Howard (1995), like many authors, also noted that plagiarism can be aided or hindered by assessment and teaching practices and there have been substantial efforts made to design 'plagiarism proof' items." (Source 2)



...This is the beginning of more writing, and I'm looking for another source, I know it's silly--and this is not much writing but that's how I write, I do all my research, jot down all the points I want to hightlight, and bounce ideas and fit back and forth all over the paper where I want them to fit.  This is the first time I'm writing an essay without pen and notebook, ahh the feeling is scary but I think I will get over it.

Blog 5 Rough Draft ....OR...Somewhere in the thought ProceSS

Academic writing is usually in standard, traditional format that any institution is quite accostumed to.  Many a times institutions like Kean University have a "way of being", a universal writing culture that they follow for years on end.  Outside sources, like professors, consultants, and guest speakers shed light on policy and procedures--that may or may not influence the current writing culture already at the institution from time to time.  Conferences given by professors and student leadership enforce the "writing culture" or "academic standard" that already exists at Kean.  Then once each student strolls into class, he's faced with a syllabus.  At this particular time, the syllabus stresses of how the professor wants papers or essays to be written, usually having MLA or APA standards as a footnote to stress the importance of a "good paper".  I enjoy reading good papers so I know I should write one also.  Even as an "experienced writer", I run into your common writer's block or brain freeze once in a while; yet combat the symptom with pen and paper or fingers to laptop strategy. 

Topic:  Writing culture vs. (similarities) Writing Center

Writing culture = Academic writing                ----vs-----       Writing Center (Writing Coaches)

• good grades (on paper)                                                   *Motivate
• institutional value                                                           *Practice
• purpose                                                                            *Help (Assist)
• tradition                                                                           *Coach (football analogy)
• gain knowledge                                                                *Gain Experience
• Mission Statement (look up) Kean                                   *Mission Statement (W/C)

RESEARCH
Writing Culture--def. a civilization of people who write academically or professionaly.  (webster's and my definition combined ;0)

http://www.kean.edu/forms/AcademicIntegrity.pdf

"Kean University is committed to nurturing the growth of intellectual

reasoning, academic and professional values, individual ethics and

social responsibility in its students. Kean University provides academically

rigorous undergraduate and graduate programs that adhere to the

twin principles of honesty and academic integrity. These principles are

essential to ensuring and maintaining excellence in the quality of its

academic instructional programs and facilitating the intellectual development

of its students. Therefore, academic dishonesty in any form -

written or non-written, media or technology - seriously compromises

the mission of Kean University to provide quality programs and opportunities

for the optimum development of all students. "

Maintaining high standards of academic integrity is the obligation of

all members of the Kean community – students, faculty, and administrators.

Faculty and administrators are aware of and sensitive to the pressures

exerted by students’ peers and family, work environment, the academic

process, and society in general. The temptation to ignore academic

integrity in favor of potentially higher grades can be overwhelming.

In order to help students to avoid this temptation, faculty and administrators

of Kean University are committed to creating an environment in

which academic integrity is supported and academic dishonesty is not

tolerated.

--- My inserted words:   Cheating, Plagiarism, Fabrication, Academic Misconduct
 Probation or suspension from the


--- Research to be continued...

As I browsed through the website referenced above, findings were that Kean University has many sanctions (def. punitive measure against [webster's dictionary]) any shape or form of cheating, plagiarism, fabrication, and/or academic misconduct.  Kean University has strict policies in strict violations of the academia programs.  It is in direct result to protect the university image and reputation as well as its students whom abide in the confines of the university's campuses. 

Recommended Sanction:

University for one semester with a notation of “disciplinary suspension”

placed in a student’s internal academic file and a failing grade in

the course.

Blog 4: Rhetorical Analysis of Writing Culture @ Kean University

Writing Culture at Kean University as seen on campus differs between groups of people.  The nonchalant  younger crowd takes it in stride and with constant text lingo back-n-forth take assignments lightly, hand in their papers and produce overall good grades.  The mid thirties generation, like myself, is carrying dictionaries, thesaurus, and laptops to overcome the hurdle of modern technology that every other student at Kean is already accustomed to.  The over 40 generation has writing down to a science and their only worry or stresses is juggling family and student life.  This is my perception.  I could be genuinely wrong of course, but on the other hand, so far this is all I've observed from being on campus.

What I've seen from professors, faculty, and staff at Kean University is that they value the MLA handbook and that a student knows how to use it in their writing.  The MLA handbook is pretty much like a bible for writers.  The English department seems like they value a well spoken, well versed, educated student.  It was funny how in my other English class we were discussing grammatical mistakes which people constantly make.  For example, when one would call another person on campus, the proper greeting when you ask if it's the person on the other side of the telephone, they should respond, "Hello, It is I"  instead of  "Hello, it is me."  I had no idea the second response was incorrect until last night when an English professor pointed it out.  As a class we asked if "Hello, it is she/he" grammatically correct--and Professor responded absolutely correct.  I was impressed. So I would say among other faculty and staff the writing etique is at a definite high, yet amongst the students we're up there but we have to learn much more. 

Another point that was brought in class, that made me wonder was when people speak--and as you all know, it drives me absolutely crazy (as you've seen in my other blogs).  And I was glad to hear from other people in my class that the feeling was mutual.  Classmates were talking about cringing when hearing "Yous going to the cafeteria" or "Where yas be at?"  I know it's a youth culture, but I've seen people write this way, and as future educators or professionals--I don't think this writing etique should exist.  Again that's my opinion.  Yet I feel that when you are in an interview what you say should reflect who you are and your writing definitely reflects that already--why not combine the two and land the job of your dreams.

Blog 3: Kean University Writing Couture

Since this is my first semester at Kean University, I actually did not have a clue about the assignment even as Dr. Chandler was explaining it.  But here it goes...

Well, from what I've seen on almost every syllabus in my classes and the talk around campus, every professor values good writing and proper speaking.  I truly agree with them, because after all that is what an education gives you--the know how to write properly and the way to speak correctly.  It's not just about grades or merely going to college.  It's about getting educated.  It may seem like something in a textbook, but I am a surviving first person to go to college in my family and still trying to make it true-life story.

I value a good education, and it really drives me crazy when a person has some college yet speaks like a third grader.  It may be just me.  But I feel we should be educated to the fullest extent.  Make our investments, time, and hard work actually mean something and have something to show for it.  I have two brothers who are comfortable in middle class society and have decent paychecks along with nice careers, but I wasn't content with middle-class, I want to travel, be comfortable, not worry about paycheck to paycheck living and own some property; and attend charity events from time to time while donating money to a good cause.  Again that's me.  It always throws me for a loop that when I speak to my brothers, they tell me not to use big words.  I always laugh and say I'm talking normal--but then I remember all the English classes I've had to endure; those fancy smancy words pop through my vocabulary every once in a while.  That pep talk with them keeps me motivated, grounded, and knowing that a good education is to be valued.

A good education seems what Kean University is all about.  Since I walked through those doors in CAS to apply last year, every single person I came into contact with spoke eloquently and efficiently.  I was floored and impressed.  I looked at my husband and said, "I want to go here and be as educated as them."  So I feel that the Kean University Writing Culture is about academics, good writing etique, and for us as students to get as much practice as we can.  It's not a cliche that "Practice makes perfect", and for many writing and education majors, I think it's about time that someone made college students do work.  I'm really trying to keep up with all the essay writing, papers, blog writing (lol), and reading overhaul that I have to do.  But because of the writing culture at Kean, I know I will become a better student, better teacher, and a better Professional in my life/career. 

Looking up writing culture at Kean website was not too helpful.  The journalist in me wanted to do more research, but having worked on this on given time.  I will do my research later and add it to the final copy before Dr. Chandler gets to read it (I hope).  I'm almost afraid to write out of context or even not to structure my sentences.  That's all I know, and all I've done, to free write on the internet and/or something for class makes me jitter, since I know I will get graded and/or my peers/professor will see what mistakes I make.

 This is a sample of a syllabus that came up when I typed "writing cultures" here at Kean.edu.

Class Activities

Writing and reading assignments, class discussions, compositional coaching, written commentary, conferences, email correspondence, peer collaboration and review, interactive and other software, audio-visual presentations, lectures, web-site visits, tutorials, blogging, publishing, library and internet research, internet chat-room discussions, interventions, and competitions.


Expect to spend approximately 12-15 hours per week outside of class to complete all assignments.

This last sentence threw me for a loop, wow, 12-15 hours, I would have had learning fatigue if I were in this class.  But my other classes have 2-5 papers in each class to write, not including essays, reports, mid-term and final take homes/essays and reading.  I think I may have my share to do as well.  So I would say that the writing culture here at Kean University is pretty much academically inclined.  Many people have laptops and their mobile devices, along with facebook yet use each to their advantage not only toconnect with friends but as a gateway to enhance their education.  It's quite different from other colleges and universities I've attended because after class the usual talk was about what party they were attending, not what you're professor talked about.  Cafeteria talks are about paper topics, what's due, or how much homework your professor assigned you.  And here at Kean University, you feel a studying ambiance and a real learning environment--the real Kean University writing couture.

Blog 2: My Writing Process

When I write for School------------

Most of the time when I have a writing assignment, I totally clam up like you've seen in my first blog, lol.  But writing for a class is totally a different ballgame than writing for myself.  For school, I've always thought that one has to be prim and proper.  Crossing your t's and doting your i's, with good proper grammar and making sure every period, comma, and semi-colon are properly used.  I usually start off writing in a notebook--I buy dozens of 1 subject notebooks, and will grab a blank notebook to do all my papers' "rough draft" writing in that notebook.  I look it over twice, make corrections, and then move on to my computer.  While I'm typing it out, that's when I read aloud, correct mistakes and check spelling errors.  Then I save it, and if it has to be handed in---then I print it.  If I have some time, then I will sleep on it, and come back to it with a fresh perspective and a cup of coffee.  Then walla it's done!!  Before I actually write the masterpiece, I think it all in my head, that when I sit down in front of my one-subject notebook, my pen starts to write 100 miles per hour.  I write faster than I type, that is why these blog assignments have been the greatest challenge yet!  I just got a laptop computer, so I think my writing for school will take another turn just yet.  I'm hoping it comes out when I sit in front of the laptop, just like right now...and everything will flow. But in the years past, that's how I've achieved my writing and improved my skills.


When I write for myself.....

I've kept journals since I was in the fourth grade.  My fourth grade teacher who then became my fifth grade teacher was truly an inspiration for me.  She taught us the importance of journals, and how journals play an important role in your life.  For me journals have recorded my victories, my mishaps, my loses, my sad days and my history.  The journals became an outlet for my emotions and the chaos that was going on around me as I grew up from a rebelious teenager to an accomplished individual.  I've written poems, short essays, and other works from my journals.  It's also been an outlet to free write and not worry about puctuation or proper grammar.  My journals are pretty much like e-mail, very informal.  I love to write for myself and I haven't done it in a while since I got married last year.  My husband has been that outlet for my emotions, and I usually bounce back ideas from him.  It's great to have, but I'm glad I took this class because I can get back to writing and the passion I use to have for it.  I'm about to cry...that's how passionate writing was to me...and still is obviously.  I have an associate's in journalism, and when I realized Benito was the Senior Editor for the campus newspaper, it brought back a bunch of memories when I was Senior Editor for the The Torch, Bergen Community College Newspaper.  And everywhere I turned today, the campus paper was there...that's great, someone is doing a great job.  Those memories were good memories--and that's the time I wrote for fun.  It's been a long time since I've enjoyed my writing.  Writing has become much like school work.  I feel everytime I turn, every class needs an essay.  And I spent my free time, thinking about what should be in that essay or when such assignment is due.  But I'm glad I came to this course, it's pumped my heart to think about me and my writing again.  Maybe I will start that journal for myself afterall.  Maybe.

How does this benefit others in "Coaching"



I think in the process of writing for school we can lead other students to write proper for assignments and also to help them write free-hand for their pre-writing processes.  We can get them thinking about their thoughts, their passions, aspirations, and how it can tie into their assignments.  Many people run into a writer's block every once in a while.  And us knowing what that feels like first hand would give us an opportunity to coach others through that mental block and get them to express their thoughts on paper or on a laptop, like I'm doing now.  We can also share our experiences on writing and re-live the experiences we've had all over again, yet do something productive to teach and learn from the tutoring sessions.  I've always thought tutoring was for the smartest people on the planet or you had to have a Ph.D. in a certain subject matter.  But now I see that it's just theory and practice, and maybe, just maybe I too can tutor in a few months.  I'm waiting to turn that page in my book, and I can't wait to journal it.

Blog 1 ...What I learned from Chapters 1-3

Here it finally is...09-13-2010 ...I actually wrote my notes on paper as I was reading (i'm still old school)...but I may add notes here & there as I type from my notes/reading.  So yes it may still be work in progress.  I pulled out the important points that jumped out at me, and will elaborate at the ending after reading my notes again & again--just because this is a way that I learn book/textbook material and keep it logged into my brain. 

READING NOTES, McAndrew & Reignstad
 Tutoring Writing: A Practical Guide for Conferences

Chapter 1, p.1
Theories underpinning Tutoring Writing:  "The theory of tutoring suggests a powerful way to help a writer grow in skill and confidence and also supplies tutors with direction in their practice since these theories have direct implications for the practice of tutoring."

5 Major Theoretical Strands Tutoring

• Social Constructionist Theory
• Reader Response Literary Theories
• Theories of Talk and Writing
• Collaborative Learning
• Feminism

#1 Social Constructionism (SCT) Theory:

-influental across many disciplines
central tenets             research methology

-In composition theory, SCT introduced by:

1. Kenneth Brufee (composition studies)
2. Mikial Bakhtin (Literary theory)
3. Lev Vygotsky (Psycholinguistics)

SCT --language is "social--a phenom. of societies
-created by societies
-serving societies

Language = Social Level                                                            ex. WRITER

1. among its users                                                             -writing alone
2. connecting self w/ others                                              - still connected
3. thru web                                                                          -thinks:    what has read
4. net of shared ideas                                                                          what has heard

                                                                                                     -thinks:    what was said
                                                                                                                    what was previously written
{Always part of society} = {Language}

Reading notes, con't, Chapter 1, p. 1-2

"[A writer] is always a part of society, just as language itself is, so writing is primarily a social act."

Humans construct:

• meaning
• communication
• knowledge              {their world & themselves

PERSONAL understanding ---->>>>>>> others share >>>>> LANGUAGE---reading/listening--to us!

{{ Dialogue}}}}Dialogue...Dialogue = Language

"From this 'other people' or social orientation comes the power and the necessity of dialogue as the source of language, knowledge, and culture." p.2

Vygotsky (1978):  "Language and learning occur through interaction with society."

• Actual Development Level (language & literacy) **can work w/o assistance
• Level of Potencial Development **could work w/ help of teachcer or peer coachin

"So, for Vygotsky, 'Human learning presupposes a specific social nature and a process by which children grow into the intellectual loife of those around them."

My Viewpoint:  This is true because if children, youth, and/or adults are brought up in a negative environment and do not find a place of solace like an educational institution or a positive role model, they will become as inate or productive as their society around them.