Blog 15: Annotated Bibliography

 Entry:

Geller, Anne Ellen, Michele Eodice, Frankie Condon, Ebook Corportation. "Everyday Writing Center: A Community Of Practice". Logan: Utah State University Press. 2006.

Overview:

Discussion of disturbances in the writing center and how to effectively use them for your advantage

Use:

The distractions I noticed in the writing center and how the students/coaches responded to them nonverbally.

Entry:

Philippot, Pierre, Ebooks Corporation. "Nonverbal Behavior in Clinical Studies". New York: Oxford University Press. 2003.

Overview:

Examines nonverbal communication during regular clinical sessions, specific clinical conditions, and negative life events.

Use:

Communication of stress to coach (due dates, professor expectations, etc.) and how it effects the session.

Entry:
Amigone, Grace Ritz. “Writing Lab Tutors: Hidden Messages that 

Matter.” 2.2 (1982): 24-30. 

Overview:

Examines nonverbal communication during tutorials.

Use:

Comparing with some of the nonverbal communication I observed in the writing center.

Blog 13: Notes on Session Three

Coach C
Student C

everything on google docs.
coach C started off joking with student C while he searched for it.
student C is a finance major
read story - creative writing
coach moved closer to student
body language - relaxed for both student c and coach c

coach C stopped student to ask him to red more passionately
student C is feeling sick but did his best (coach C offered him tea)

student paused to answer phone call from his mom (who works at Kean)
   -coach C asked what she teaches, student C said she's in administration

coach C corrected grammatical errors as he went along.
coach C asked questions where appropriate
student C cleared throat often (possible due to being sick or nerves - he hit on me at the start of the session)
coach C had a laid back approach, almost as if they were having a conversation as friends
coach C had student explain certain part of the story so she could understand it better.
student C needed help coming up with a conclusion -writing a short story set on an island in a new world at an unrealistic time.
bith coach C and student C are freshmen.
coach C spoke to another coach while student was editing paper.
then, both student and coach went on a massive tangent.

Blog 12: Notes on Session Two

Coach B
Student B

Problem: student B (grad level history) needs to improve writing.
 had assignment sheet, coach B asked student B for a summary of her paper.
picked a side because it's an argumentative paper.
read through paper, coach B moved closer to student.

coach B is in revolving chair spinning side to side and moves a lot.
asked a lot of questions (questions much of student B's wording)
student B came into center with a loaded backpack and didn't take her stuff out until asked to do so by coach B
coach B offered solutions to student B's grammatical errors and sentence structure.
student B seemed defensive of her paper (perhaps slightly offended by coach B's approach)
Coach B had student write on her own paper while reading through it.
Coach B approached his critique of the paper in a very blunt way.
student B was very soft spoken while coach B was more vocal and animated
coach B suggested tossing the paper and starting over.
student B does not have to rewrite paper (professor isn't accepting it)
began working on another paper she could revise
needs to indent at beginning of paragraphs.
student B begins reading
  -coach b: what is civil religion?
  -student B does not know
student b does not know how to paraphrase
coach b kept saying her did not know what student b needed help with. student b didn't seem to understand what she needed help with either.
student B needs to do more research
new appointment after meeting with professors.

Blog 11: Notes on Session One

Student A
Coach A

Problem: narrowing down paper (7 to 5 pages)
  student A is at a grad level

coach A had student read paper aloud paragraph by paragraph
student A asked a lot of questions: possibly due to level in college or perhaps personality
coach A made a joke and laughed.
   -students demeanor relaxed visibly

worked on a lot of grammatical errors and rewording of paper
when correcting, student A clenched jaw often (specifically when coach was speaking)

at table sitting next to each other (same level) facing window (lots of people walking by. I'm surprised neither was distracted) room is brightly lit which seems to stimulate interaction and mood of both students and coaches. room was relatively noisy due to other sessions and conversations among staff. it didn't seem to bother student A or coach A.

student A made own correction on paper while she read
coach A made a suggestion that student A did not agree with, coach A backed down instead of pushing her opinion

spoke about reorganization four pages into paper

student is wearing uggs, sweatpants, and a hoodie with hair in ponytail (relaxed comfy clothes and hair)
student A made plenty of eye contact when coach A was speaking at end of session
coach A left developing the paper in student A's hand

Blog 14: Ideas For Project

Blog 10: Note Taking Practices

Blog 9: Writing Center Philosophy

   The Writing Center at any given college should be a place where students can go to improve the quality of their writing, regardless of academic level. It should also be where they learn the skills necessary to go about improving their writing, instead of a place where someone corrects their mistakes.

       Regarding the administration structure of a writing center, it would be beneficial to everyone involved if it had a hierarchal structure. There would be a clear chain of responsibility and command, allowing for the center to be run smoothly and much more efficiently.

       For the writing center coach, it is important to give the student the best help possible. There are two extremes: the minimalist and the therapist. The minimalist has almost no involvement in the students work. This coach takes the “hands off” approach and rarely provides answers. The therapist has extreme involvement in the students work so as to practically write the paper for the student. It is important for the writing center that that the coaches fall somewhere in the middle gauging each student’s level of need and providing the necessary help.