I'll start off with my few paragraphs dedicated to my detailed observation I had with Jenny on Wednesday. Jenny always uses the same cubicle if she can, I've noticed and always sits on the same side but in her set up even tho each person has their own side of the table there is a still a noticeable and useful closeness of consultant and student. Jenny's body language was very positive, she leaned in when listening and used her hands to make points but also sat and listened very carefully, you could see the concentration in her eyes as she gave the student her undivided attention. Jenny asked to see the student's assignment before they really started discussing it so that she had a very firm grasp and understanding of which to better help the student. She read parts of the assignment and made frequent clarifications throughout the entire session to make sure that they were staying focused and on track, which is very important for making the most out of a 30 minute session.
When it came to whoever did more talking, I can recall that it was about even, the student was allowed to vocalize all of her thoughts and concerns without being interrupted by Jenny and until our exercise in class the following day, I didn't realize how much of an acquired skill that is, just sitting and waiting for them to formulate what to say and vocalize it clearly, or at least enough to get the consultant on the same page with them. Since we didn't look at any actual writing in this session, it was more of a brainstorming session for questions for an interview as well as ideas for what and how to observe, both of their agendas stayed fairly in sync and Jenny only made a few suggestions on what to ask and how to look and take note of before the student started generating ideas of her own. And I could say with a fair bit of confidence that she walked away from the session with a much better understanding of her assignment then before she came in. I hope she did it well! And I feel that from her attitude during and after the session she will be a recurrent client, since I believe it was her first, nervous year.
I don't have a ton of notes on the class, but the few I do are pretty little gems that I took away from that night. I usually have quite a few little epiphanies while I'm in class and always try to frantically scribble it all down before it mystically disappears back into the depths of my subconscious. I have a note written down about how when I read the handouts and guide books and what not, I think it all seems so theoretical and up in the clouds happening off in a fantastical and almost perfect dimension where the student always asks the right questions and we always have the right answers. And then I think about what I just read a little bit more or throughout the day or during a sit in or just while I'm sitting somewhere usually not paying attention in the class I'm in at the moment, and realize that its actually quite natural to ask or do or say a lot of what they've compiled into these books if you've ever had any real customer service experience or anything. And that made me feel a lot better because it made something in print seem a lot more do-able in action. Learning to adopt those practices that don't already just happen, when thinking of them as already natural habits will probably make it a lot easier.
I liked the "show don't tell" policy as well as the WC's version of "potential energy" that we discussed. Essentially, besides acting as a model for what a good writer already looks like in many different and wonderfully varying forms, we also help students see the potential they already have. Most that come in, I would almost venture to assume, don't really think they have ANY. But in reality, everyone has LOTS. And our job is just kind of like my old job, where I had to polish and clean things to resurface that potential people had thought something had lost, or may have never known it had. We're just polishing away at them, making them more clear and more bright... its a pretty nice thing to think about being able to do with someone. Making them realize they can ACTUAL do this, and not just do, but do well and get good at. I can't wait to see more of those shining moments. :)
Also game strategies in bite sized chunks was another good thing to really put out in the open, even if that should have been one of those things that should come naturally. Most people can't take anything in large sections, I have to break even the most simple of tasks down even further if a lot of them pile up so that I can actually be efficient and get stuff done. Doing the same for my students is just common sense.
From the readings, I would like to say I liked the hand out a lot because it put a lot of stuff into a small reading but with well detailed and outlined strategies so that it could be a good thing to keep nearby or on hand for light reading to get a better grasp on how to deal with HOCs and LOCs.
Other then that it was a good week, a bit slow in the center and I think I may start coming in more during different hours to try and get some sit in time with someone other then Phil or Jenny. I'm looking forward to our meeting tomorrow, and I'm so very sorry this is late. I know there are no excuses, and there isn't but in my defense, I spent my friday trying to get stuff in order and putting new holes in my face.. I'm not telling you where because you'll notice tomorrow! But it will never happen again, I promise!
Sunday, September 27, 2009
Friday, September 18, 2009
Journal III
I finally got to sit on some sessions, after three weeks! My first was with Phil on monday, and we had an ENGL 101 personal essay, and I was really almost touched that Phil was doing a good job of making sure that I felt involved in all the decisions and was keeping up with the conversation. Its almost kind of easy to stare off and not really pay attention, or I might have just been super tired. The kid had some good stuff in his essay, I was super surprised actually, and I remember that he was looking to us with such genuine appreciation. I was almost afraid that having two consultants sitting with him would be intimidating but I think he enjoyed it more then anything. We both gave him really good suggestions on how to keep yourself focused and keep the "flow" going. Once the session was over, I felt I had a better grasp of what actually goes on behind those cubiclesque walls.
The next session I sat in on was with another 303-er, we took a walk in that needed a simple read thru for, yet again, "flow". I keep gigglign every time someone comes in and says that, because its like a joke between all of us it seems like that all these students come in and say things like "flow" and what not and really I just want to correct them and suggest something like fluidity or something along those lines. Just not FLOW.
But it went very well, I want to say his name is Ryan? we ended up having him read his paper, tell us how he thinks its should map out and then revising minor sentence issues such as grammar and punctuation. He was an ESL student and I was glad to have that opportunity to get a first hand experience with one of them.
As far as class discussions went yesterday, I think we're probably the most out of control class I've yet to be a part of. I'm so glad that we can circle or clump together and actually hold real discussions, unlike Justin, Rob and Ryan's group that seemed to do nothing but laugh and be loud, but I guess however you discuss is up to the group. It was the first time I've sat next to Ben and he's a cool guy. I love Heather, she's hilarious, and good at grammar. So props to her. I have been thinking a lot about it since class yesterday and I think that I want to start doing consultations at the end of next week or the week after if I get in on a bunch of sit ins over the next week or so.
The reading was helpful, in the Bedford piece I hadn't realized that a lot of what I already do for brainstorming is in there. I can't branch or web, but I do other visual aids to help me stay organized and focus and trim down on filler and unrelated tangents. The scenarios and tips for global and sentence revision were very helpful as well. It makes it easier to imagine having a student with those problems and how you can go about informing them of their weaknesses as well as strengths. I also found out in our groups that I write papers a lot differently then I thought, but then again both of my groupmates are more orientated on fiction writing then academic and research writing.
The only thing I've noticed in my own patterns for this class is that I really need to get on the bandwagon in grammar skills. I can tell when a sentence is wrong, and usually don't have many grammar mistakes in my own writing, other then a sometimes odd way of writing that I've yet to encounter with anyone else, but when someone asks me WHY it sounds wrong, I'm totally in the dark. So I'm taking Martha with me to Portland this weekend and we're gonna spend some quality time together. And a friend of mine thats also going has offered to help me with some things since apparently at only 16 he's much better at it then myself. =/
I'm excited to start another week at the center, and as I've mentioned before, I feel extremely comfortable there and love helping students when I get a chance, even if its just setting up an appointment or answering a very simple question. I really miss having a job, and so far the WC has helped me a lot in curing boredom and restlessness.
I hope your weekend (s) are absolutely fantastic. Its supposed to rain in Portland all weekend, go figure.
The next session I sat in on was with another 303-er, we took a walk in that needed a simple read thru for, yet again, "flow". I keep gigglign every time someone comes in and says that, because its like a joke between all of us it seems like that all these students come in and say things like "flow" and what not and really I just want to correct them and suggest something like fluidity or something along those lines. Just not FLOW.
But it went very well, I want to say his name is Ryan? we ended up having him read his paper, tell us how he thinks its should map out and then revising minor sentence issues such as grammar and punctuation. He was an ESL student and I was glad to have that opportunity to get a first hand experience with one of them.
As far as class discussions went yesterday, I think we're probably the most out of control class I've yet to be a part of. I'm so glad that we can circle or clump together and actually hold real discussions, unlike Justin, Rob and Ryan's group that seemed to do nothing but laugh and be loud, but I guess however you discuss is up to the group. It was the first time I've sat next to Ben and he's a cool guy. I love Heather, she's hilarious, and good at grammar. So props to her. I have been thinking a lot about it since class yesterday and I think that I want to start doing consultations at the end of next week or the week after if I get in on a bunch of sit ins over the next week or so.
The reading was helpful, in the Bedford piece I hadn't realized that a lot of what I already do for brainstorming is in there. I can't branch or web, but I do other visual aids to help me stay organized and focus and trim down on filler and unrelated tangents. The scenarios and tips for global and sentence revision were very helpful as well. It makes it easier to imagine having a student with those problems and how you can go about informing them of their weaknesses as well as strengths. I also found out in our groups that I write papers a lot differently then I thought, but then again both of my groupmates are more orientated on fiction writing then academic and research writing.
The only thing I've noticed in my own patterns for this class is that I really need to get on the bandwagon in grammar skills. I can tell when a sentence is wrong, and usually don't have many grammar mistakes in my own writing, other then a sometimes odd way of writing that I've yet to encounter with anyone else, but when someone asks me WHY it sounds wrong, I'm totally in the dark. So I'm taking Martha with me to Portland this weekend and we're gonna spend some quality time together. And a friend of mine thats also going has offered to help me with some things since apparently at only 16 he's much better at it then myself. =/
I'm excited to start another week at the center, and as I've mentioned before, I feel extremely comfortable there and love helping students when I get a chance, even if its just setting up an appointment or answering a very simple question. I really miss having a job, and so far the WC has helped me a lot in curing boredom and restlessness.
I hope your weekend (s) are absolutely fantastic. Its supposed to rain in Portland all weekend, go figure.
Wednesday, September 16, 2009
Sit Ins
I finally got to sit on some sessions, after three weeks! My first was with Phil on monday, and we had an ENGL 101 personal essay, and I was really almost touched that Phil was doing a good job of making sure that I felt involved in all the decisions and was keeping up with the conversation. Its almost kind of easy to stare off and not really pay attention, or I might have just been super tired. The kid had some good stuff in his essay, I was super surprised actually, and I remember that he was looking to us with such genuine appreciation. I was almost afraid that having two consultants sitting with him would be intimidating but I think he enjoyed it more then anything. We both gave him really good suggestions on how to keep yourself focused and keep the "flow" going. Once the session was over, I felt I had a better grasp of what actually goes on behind those cubiclesque walls.
The next session I sat in on was with another 303-er, we took a walk in that needed a simple read thru for, yet again, "flow". I keep gigglign every time someone comes in and says that, because its like a joke between all of us it seems like that all these students come in and say things like "flow" and what not and really I just want to correct them and suggest something like fluidity or something along those lines. Just not FLOW.
But it went very well, I want to say his name is Ryan? we ended up having him read his paper, tell us how he thinks its should map out and then revising minor sentence issues such as grammar and punctuation. He was an ESL student and I was glad to have that opportunity to get a first hand experience with one of them.
I'm almost looking forward to doing consultations now! It wasn't that bad after all. I just don't know how well I'll do on my own.
The next session I sat in on was with another 303-er, we took a walk in that needed a simple read thru for, yet again, "flow". I keep gigglign every time someone comes in and says that, because its like a joke between all of us it seems like that all these students come in and say things like "flow" and what not and really I just want to correct them and suggest something like fluidity or something along those lines. Just not FLOW.
But it went very well, I want to say his name is Ryan? we ended up having him read his paper, tell us how he thinks its should map out and then revising minor sentence issues such as grammar and punctuation. He was an ESL student and I was glad to have that opportunity to get a first hand experience with one of them.
I'm almost looking forward to doing consultations now! It wasn't that bad after all. I just don't know how well I'll do on my own.
Friday, September 11, 2009
Journal Number Dos
I want to touch on a few points I've noticed in the reading, because I'm starting to see wonderfully colorful and exciting patterns in what Melissa is assigning us and the discussion we're having in class, and outside in the writing center as well. I love seeing the names of author's I've actually read something from, crop up in something else I'm reading. I love love love it. :) It makes me feel all connected and in the loop and what not. I don't feel like I'm grasping into the dark abyss trying to figure out how to connected almost entirely unrelated material that is just handed to me to be read and understood. I don't know why this is such a big deal to me, but I have an inkling that it has something to do with the previous 14 years of public schooling I have participated in that rarely seemed helpful and never connected. I like these connections because its a kind of comfort to see theory and practice intertwine and have what you read and what you observe actually happen in front of you.
I have also noticed a nice pattern in the work we've been doing in this class, the readings and concepts presented all fit together really nicely and smoothly. I wanted to give you kudos, Melissa, for creating such "flow".
Also, when we were looking at your piece on collaboration done via collaboration, a quote in the challenges of collaboration section stuck out, "There is never enough time, collaboration is inconvenient." While I agree with this statement I also think its a little to one-sided, although it never seems like there is enough hours in a day to do anything really, when one is working with a progressive thinking and productive group that doesn't give in to the temptations of group think or group hate, that minuscule amount of time spent together can end up being far more satisfactory then if each separate member of the group were to do the work alone.
I have a lot written down from class last night, and its not entirely smooth as far as going from one point to the next is concerned but I also wanted to mention my experience observing others in the class as well as those I bump into in the Center. I like seeing different people chirp in now and then, because it seems our class is starting to see a trend in who dominates the discussion (Rob, Justin and Bruce (?) I think) I just think of him as awesome tattoo guy or Oxford Comma King.
Our reading that expanded on the idea of writing as a path of discovery as well as a social process has beneficial for me to give writing another facet in which to view it in. I just don't like that there isn't a nice compromise between writing as a social and collaborative activity that ultimately enriches the author's writing in ways that they as just one mind couldn't perceive versus writing as a solitary and exclusive experience known only to the author. I think that both can be true, I am writing this and most of what I write for anything alone, but posting it to a very public social networking website. So the two inevitably mix and I believe that they should be recognized as such. I don't see how you could be so blatantly black and white on such a complex matter. Writing is also recursive as we learned and that the three step process that has been designed to show a much more complicated process, is too elementary but sufficient in showing how a writing can go through prewriting, to writing, back to prewriting to revision on what they've already written and so on and so forth.
I want to end this entry with a point Melissa brought up last night about how one of the aspects of our job as a consultant in the Center is to be an example of that "good" writer that a lot of students hear about but maybe, never see? If they can see us and think, we'll they look normal and seem normal but here they are writing away and doing a good job of it, then it can't be too hard for me to as well. I like the idea that we're almost crusaders in a way, battling to dismantle the fear of writing, or rather the fear and apprehension that they may have toward the unknowns about writing and its processes. I strongly believe so many people dislike writing for the simple reason that they just don't have quite the right grasp as to the tools they need to make it work for them.
I'd also like to comment on an observation I've had since our first initial meeting (almost a month ago now! geez!) and how different it is to be in a class and a community that is considerably more "adult" like in ways that I'm not used to yet. I'm only 19, and sometimes I feel like such a little kid still when I sit in class and don't get a lot of what's going on around me. But the change in scenery and discussion is so nice. I still am having trouble identifying myself as an "adult". And I'm trying to find ways to help myself get over this anxiety, almost that I'm not sufficient. It is slowly starting to disperse as the class continues and as I spend more time in the Center with the veterans and Melissa and Joy.
I also want to say that I feel comfortable at the same time in class, speaking and in the Center, I finally think I found a little corner of the university that feels like home. :)
Have a great weekend! Its supposed to be wonderfully warm.
I have also noticed a nice pattern in the work we've been doing in this class, the readings and concepts presented all fit together really nicely and smoothly. I wanted to give you kudos, Melissa, for creating such "flow".
Also, when we were looking at your piece on collaboration done via collaboration, a quote in the challenges of collaboration section stuck out, "There is never enough time, collaboration is inconvenient." While I agree with this statement I also think its a little to one-sided, although it never seems like there is enough hours in a day to do anything really, when one is working with a progressive thinking and productive group that doesn't give in to the temptations of group think or group hate, that minuscule amount of time spent together can end up being far more satisfactory then if each separate member of the group were to do the work alone.
I have a lot written down from class last night, and its not entirely smooth as far as going from one point to the next is concerned but I also wanted to mention my experience observing others in the class as well as those I bump into in the Center. I like seeing different people chirp in now and then, because it seems our class is starting to see a trend in who dominates the discussion (Rob, Justin and Bruce (?) I think) I just think of him as awesome tattoo guy or Oxford Comma King.
Our reading that expanded on the idea of writing as a path of discovery as well as a social process has beneficial for me to give writing another facet in which to view it in. I just don't like that there isn't a nice compromise between writing as a social and collaborative activity that ultimately enriches the author's writing in ways that they as just one mind couldn't perceive versus writing as a solitary and exclusive experience known only to the author. I think that both can be true, I am writing this and most of what I write for anything alone, but posting it to a very public social networking website. So the two inevitably mix and I believe that they should be recognized as such. I don't see how you could be so blatantly black and white on such a complex matter. Writing is also recursive as we learned and that the three step process that has been designed to show a much more complicated process, is too elementary but sufficient in showing how a writing can go through prewriting, to writing, back to prewriting to revision on what they've already written and so on and so forth.
I want to end this entry with a point Melissa brought up last night about how one of the aspects of our job as a consultant in the Center is to be an example of that "good" writer that a lot of students hear about but maybe, never see? If they can see us and think, we'll they look normal and seem normal but here they are writing away and doing a good job of it, then it can't be too hard for me to as well. I like the idea that we're almost crusaders in a way, battling to dismantle the fear of writing, or rather the fear and apprehension that they may have toward the unknowns about writing and its processes. I strongly believe so many people dislike writing for the simple reason that they just don't have quite the right grasp as to the tools they need to make it work for them.
I'd also like to comment on an observation I've had since our first initial meeting (almost a month ago now! geez!) and how different it is to be in a class and a community that is considerably more "adult" like in ways that I'm not used to yet. I'm only 19, and sometimes I feel like such a little kid still when I sit in class and don't get a lot of what's going on around me. But the change in scenery and discussion is so nice. I still am having trouble identifying myself as an "adult". And I'm trying to find ways to help myself get over this anxiety, almost that I'm not sufficient. It is slowly starting to disperse as the class continues and as I spend more time in the Center with the veterans and Melissa and Joy.
I also want to say that I feel comfortable at the same time in class, speaking and in the Center, I finally think I found a little corner of the university that feels like home. :)
Have a great weekend! Its supposed to be wonderfully warm.
Thursday, September 10, 2009
Pre-journal
I had a lot going on in my mind during class, came home, and then had even more because i got into a giant debate with a 16 year old vegan straightedge anarchist that believes college to be EVIIILLLLLLLLL.
So I've been using my very minuscule amount of mental capacity to defend my position on genuinely loving school and the pursuit of knowledge. That I know, in the end, will be an entire waste because neither one of us is going to change our minds.
ANYWHO.
Today's class RAWKED. I had so much fun and am so happy to have finally realized that I found a niche that I don't mind cuddling right on up into.
I want to touch on a few points I've noticed in the reading, because I'm starting to see wonderfully colorful and exciting patterns in what Melissa is assigning us and the discussion we're having in class, and outside in the writing center as well. I love seeing the names of author's I've actually read something from, crop up in something else I'm reading. I love love love it. :) It makes me feel all connected and in the loop and what not. I don't feel like I'm grasping into the dark abyss trying to figure out how to connected almost entirely unrelated material that is just handed to me to be read and understood. I don't know why this is such a big deal to me, but I have an inkling that it has something to do with the previous 14 years of public schooling I have participated in that rarely seemed helpful and never connected.
Anyway, Its super late and I'll get back to this tomorrow when my brain can function.
So I've been using my very minuscule amount of mental capacity to defend my position on genuinely loving school and the pursuit of knowledge. That I know, in the end, will be an entire waste because neither one of us is going to change our minds.
ANYWHO.
Today's class RAWKED. I had so much fun and am so happy to have finally realized that I found a niche that I don't mind cuddling right on up into.
I want to touch on a few points I've noticed in the reading, because I'm starting to see wonderfully colorful and exciting patterns in what Melissa is assigning us and the discussion we're having in class, and outside in the writing center as well. I love seeing the names of author's I've actually read something from, crop up in something else I'm reading. I love love love it. :) It makes me feel all connected and in the loop and what not. I don't feel like I'm grasping into the dark abyss trying to figure out how to connected almost entirely unrelated material that is just handed to me to be read and understood. I don't know why this is such a big deal to me, but I have an inkling that it has something to do with the previous 14 years of public schooling I have participated in that rarely seemed helpful and never connected.
Anyway, Its super late and I'll get back to this tomorrow when my brain can function.
Thursday, September 3, 2009
Journal #1
I am going to apologize in advance if this particular entry isn't the most shining example of my experience over the past couple of weeks. I just spent the past hour trying to get AWAY from the insanity that is the football game outside and was forced out of my house by partially drunk roommates taking shots to awful country and mainstream radio music. I have no sanctuary at the moment other then my beloved library and for that I am eternally grateful.
Onward with my official record of experience: I had a lot of questions today that I knew asking would be equivalent to pointless. Some of them go as such, "Fundamental problems of education in high school to college... deficiency in high school is not address and turns into obstacles in college, why aren't these simple issues addressed? How do you make an even ground or playing field, so to speak, for general education to use as a foundation to build on without being a complete socialist? Ideals can be dangerous when gripped so readily, whole-heartedly and desperately. Passion leads to real difference. But how long can you do it? Be passionate? You need your one success. How practical is it to be idealistically passionate, optimistic and essentially naive? Where's the balance of optimism and cynicism (or realist, skeptic)?"
I know some of those aren't exactly questions but they were my mental monologue from our class discussion tonight. And answering those questions would take hours of debate and research and endless revision and some simply can not be answered at all. So I come to a very hard decision for myself to resign to the fate that, as a prospective teacher, out to make a DIFFERENCE, and change the way things work, at some point, in some way, I have to realize that my ideals are sometimes more dangerous then the potential harm the current system is creating. That said, I had some good connections I made with our readings over the past two weeks
Out of all five of our readings, Bruffee's "Conversation of Mankind" struck the strongest cord with me. I am almost in love with his idea of our thoughts, writing and conversation and how they are all inexplicably connected via ourselves and others. When I read that last night, I sat and thought about everything and in relation to his statements and realized that I had subconsciously known what he was saying for a long time and it was starting to come out little by little but that particular article really brought it all out, all at once. As much as North's first article on the "Idea of a Writing Center" really makes a kind of manifesto and call to arms, I thought that what Bruffee had to say was a lot more meaningful and applicable and not so unrealistically idealistic.
I appreciated North's effort as well in his second article, even knowing that most of the WC community disregarded it and still put his first on its honorary pedestal. I thought I had some good discussion questions, but I had a hard time thinking of something compelling that wasn't just an observation. Forming an actual question with an actual question mark proved to be the hardest task for me this week. The reading and my very limited experience in the Center so far hadn't hit a particular chord with me that would prompt deep questions. I really enjoyed the reading, as well as my time in the Center and am becoming all the more excited to work in the Center, but as of yet, no real burning questions that aren't annoying vague and philosophical in nature. I dropped that damn class to get away from the irritating dissatisfaction of never getting a straight answer only to find that I could only form such observations myself.
I am beginning to realize the potential affect I can have on those who use our services and I'm also beginning to understand how much I'm going to LEARN through this experience. And that is why I chose to try and be a part of it, I wanted to learn all o this and its putting me in some pretty deep states of contemplation because I am in dire confusion about my current academic path. I am realizing I hold a much stronger passion for writing and the amazing feats it can accomplish within an individual and how I can facilitate that amazing change to occur with just the right circumstances and knowledge versus my art degree.
My question to myself at the moment has come down to which way I want to make a possible, hopeful difference in people's lives. It was scary how much I realized tonight how dangerous my ideals with what I want to personally accomplish are, as they were when North made his manifesto to the WC community over 20 years ago.
I have so much to think about, so much to figure out and so much to look forward over the next semester and those following it no matter which path I decide upon, writing or art.
So far, I'm having a blast!
Onward with my official record of experience: I had a lot of questions today that I knew asking would be equivalent to pointless. Some of them go as such, "Fundamental problems of education in high school to college... deficiency in high school is not address and turns into obstacles in college, why aren't these simple issues addressed? How do you make an even ground or playing field, so to speak, for general education to use as a foundation to build on without being a complete socialist? Ideals can be dangerous when gripped so readily, whole-heartedly and desperately. Passion leads to real difference. But how long can you do it? Be passionate? You need your one success. How practical is it to be idealistically passionate, optimistic and essentially naive? Where's the balance of optimism and cynicism (or realist, skeptic)?"
I know some of those aren't exactly questions but they were my mental monologue from our class discussion tonight. And answering those questions would take hours of debate and research and endless revision and some simply can not be answered at all. So I come to a very hard decision for myself to resign to the fate that, as a prospective teacher, out to make a DIFFERENCE, and change the way things work, at some point, in some way, I have to realize that my ideals are sometimes more dangerous then the potential harm the current system is creating. That said, I had some good connections I made with our readings over the past two weeks
Out of all five of our readings, Bruffee's "Conversation of Mankind" struck the strongest cord with me. I am almost in love with his idea of our thoughts, writing and conversation and how they are all inexplicably connected via ourselves and others. When I read that last night, I sat and thought about everything and in relation to his statements and realized that I had subconsciously known what he was saying for a long time and it was starting to come out little by little but that particular article really brought it all out, all at once. As much as North's first article on the "Idea of a Writing Center" really makes a kind of manifesto and call to arms, I thought that what Bruffee had to say was a lot more meaningful and applicable and not so unrealistically idealistic.
I appreciated North's effort as well in his second article, even knowing that most of the WC community disregarded it and still put his first on its honorary pedestal. I thought I had some good discussion questions, but I had a hard time thinking of something compelling that wasn't just an observation. Forming an actual question with an actual question mark proved to be the hardest task for me this week. The reading and my very limited experience in the Center so far hadn't hit a particular chord with me that would prompt deep questions. I really enjoyed the reading, as well as my time in the Center and am becoming all the more excited to work in the Center, but as of yet, no real burning questions that aren't annoying vague and philosophical in nature. I dropped that damn class to get away from the irritating dissatisfaction of never getting a straight answer only to find that I could only form such observations myself.
I am beginning to realize the potential affect I can have on those who use our services and I'm also beginning to understand how much I'm going to LEARN through this experience. And that is why I chose to try and be a part of it, I wanted to learn all o this and its putting me in some pretty deep states of contemplation because I am in dire confusion about my current academic path. I am realizing I hold a much stronger passion for writing and the amazing feats it can accomplish within an individual and how I can facilitate that amazing change to occur with just the right circumstances and knowledge versus my art degree.
My question to myself at the moment has come down to which way I want to make a possible, hopeful difference in people's lives. It was scary how much I realized tonight how dangerous my ideals with what I want to personally accomplish are, as they were when North made his manifesto to the WC community over 20 years ago.
I have so much to think about, so much to figure out and so much to look forward over the next semester and those following it no matter which path I decide upon, writing or art.
So far, I'm having a blast!
Wednesday, September 2, 2009
2nd Day, 1st Presentation
My second day in the center went very smoothly. I wasn't there for that long but Melissa did inform me that there would be an in-class presentation later on that I could sit in on if I felt up to it. I agreed, and returned to the center after a short lunch.
The presentation was interesting. I hadn't thought to entertain even half of the questions that the students asked. It was an English 101 class, and I can relate to what they must have been feeling their second semester in a college english class. What they neglect to tell you in high school is that there is a drastic difference in the set up, workload and material covered in college english classes versus high school.
In high school, we always focused on the reading side of english and the writing came later. It wasn't until my junior and senior years that about half of the focus was on the actual act of writing. And if you weren't in an AP level class or some other substitute for the general english course, you didn't develop much if at all as a writer.
The students today in the presentation really opened up my eyes to how different people progress and approach themselves as writers. As I said today, I have always been put in that "gifted" group when it came to anything language and comprehension related. I have a hard time sympathizing with other writers about their difficulties because I've never really been in a lot of the same positions as them. I have always had the fortunate luck of writing always coming easily and I usually have a constant string of dialogue going on in my head that I edit and revise and try to retain if I can't scrawl it down right away. I'm always thinking of writing and composing and how to say this and that. And why this, how that, what that, blah blah blah.
Its tiring being in my brain to say the least. But today gave me something new to contemplate, its given me the idea of difficulties writing and structuring and brainstorming that I hadn't ever really given thought. I am starting to lose nervousness about being in the center consulting, and starting to get excited to start seeing what I encounter.
I'm glad I took the time today to go and sit in and even mildly participate in on the presentation, I know that the set up we had today wasn't the norm as far as presentations go, but I liked what I saw and would love to do them later on next semester. I think it would be super fun to try and get people used to the idea that writing is something they can't avoid, will have to learn to do and do well and possibly even create a passion for.
STOKED!
My "official" journal entry should be the next entry.
The presentation was interesting. I hadn't thought to entertain even half of the questions that the students asked. It was an English 101 class, and I can relate to what they must have been feeling their second semester in a college english class. What they neglect to tell you in high school is that there is a drastic difference in the set up, workload and material covered in college english classes versus high school.
In high school, we always focused on the reading side of english and the writing came later. It wasn't until my junior and senior years that about half of the focus was on the actual act of writing. And if you weren't in an AP level class or some other substitute for the general english course, you didn't develop much if at all as a writer.
The students today in the presentation really opened up my eyes to how different people progress and approach themselves as writers. As I said today, I have always been put in that "gifted" group when it came to anything language and comprehension related. I have a hard time sympathizing with other writers about their difficulties because I've never really been in a lot of the same positions as them. I have always had the fortunate luck of writing always coming easily and I usually have a constant string of dialogue going on in my head that I edit and revise and try to retain if I can't scrawl it down right away. I'm always thinking of writing and composing and how to say this and that. And why this, how that, what that, blah blah blah.
Its tiring being in my brain to say the least. But today gave me something new to contemplate, its given me the idea of difficulties writing and structuring and brainstorming that I hadn't ever really given thought. I am starting to lose nervousness about being in the center consulting, and starting to get excited to start seeing what I encounter.
I'm glad I took the time today to go and sit in and even mildly participate in on the presentation, I know that the set up we had today wasn't the norm as far as presentations go, but I liked what I saw and would love to do them later on next semester. I think it would be super fun to try and get people used to the idea that writing is something they can't avoid, will have to learn to do and do well and possibly even create a passion for.
STOKED!
My "official" journal entry should be the next entry.
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