My First Tutoring Session

The first session I think was okay. I was really nervous I didn't know where to start. I was so nervous that my hands were shaking. I didn't want my tutee to notice so I took a deep breath and it helped.  My tutee got all the directions in her paper from the CATW. What she needed help with was connecting the outside source to the article and her paper. Her professor wanted them to put on outside source in their paper so I helped her mostly with that paragraph.She seemed to understand,she actually kind of got excited. She did have some sentences that needed help but I didn't have a chance to because we were really working with connecting the quote. I think I really helped my tutee, even though we just worked on that one paragraph she was happy that I helped her with connecting that quote she wanted to use to the assignment of the CATW.  So I think I did an okay job with the first session, I wonder what's going to happen with the next.

Feedback to responses on the CATW on "Hype"

Overall I believe that this response should get a passing grade. The student did incorporate the things that are needed in order to pass this exam. They have the main ideas of the author which is great, they wrote the summary, and they also choose the one significant idea which I believe it to be "Advertisements are advising people how to live their lives." They had examples that where from outside the article. What I like about this response is that they incorporated a lot of examples, not only from the article but they used outside examples as well. I liked the example that they used in the second paragraph. It is true that the messages that ads are sending out are not valid. I liked the example, but as they explained the example I kind of got confused. I understand what they were trying to say, which is that ads are not valid because they show one side of a subject and then all of a sudden they show the other side of the same subject. The way she worded it just confused me, I had to read it a couple of times to get what the student was saying.


There were also some grammatical errors but not too many of them. Also maybe the student could have used different word choices in certain parts of the essay. For example in the first paragraph instead of saying "She mentions advertisements are being brainwashed into everyone’s brains and no one has come to acknowledge that the commercials being played or visualized are taking over people’s lives." First off this sentence is a run-on sentence. the student can cut this sentence short. Also the student could have said advertisements are brainwashing everyone's minds without realizing that they are in fact being brainwashed .

Tutoring Do's

• Do give honest feed back to the tutee.
• Do try to work on the HOC's of the paper.
• Do encourage the tutee about writing.
• Do ask questions to get the tutee talking about their topic.
• Do work together to try to fix the problem the tutee may have.
• Do try to have more of student-centered tutoring then teacher-centered (unless the tutee really needs this way of tutoring).
• Do have good body language.
• Do have great listening skills.
• Do ask open-ended questions.
• Do make eye contact with the tutee.
• Do have a clear space to work so it won't be distracting.

Tutoring Don'ts

• Don't give false praise to the tutee.
• Don't just focus on correcting all the errors on the paper.
• Don't do the work for the tutee.
• Don't get to personal with the tutee.
• Don't be to critical about the tutee's work.
• Don't try to be an expert. If you don't have they answer or feel like you don't have the answer, don't feel pressured by it.
• Don't respond late to the tutee, then they might not get the help when they needed.
• Don't dominate the talking in the session, let the tutee do most of the talking.
• Don't ask yes or no questions.
• Don't be too attentive or too relaxed because the tutee might take it the wrong way.
• Don't be distracted during tutoring.

How I Feel About Becoming a Writing Tutor.

I feel very nervous about becoming a writing tutor because I feel that I am not that great of a writer. If I feel that way, how am I going to give the confidence to my tutee if I don't have the confidence? I do get good grades on my papers but the hard part for me is the writing process. It's always hard for me to start writing any papers because I never fell organized about my thoughts. Probably the tutee that I'll have will have the same problem and I feel like I won't be able to help them. I also feel that tutoring has a lot of pressure. I feel like I might give the tutee the wrong advice and they will do horribly on their paper. I really don't want to have that situation because then I'll feel so horrible myself. I'm very nervous about tutoring someone that is my peer. I am a shy person and I don't want to mess up the tutoring session because I have nothing to say or I'm too nervous or too shy to say something. I might think that they are a better writer than me and that I won’t be any help to them. I also feel that tutoring will be helpful for me because then I'll be able to get a feel of it and I'll be prepared more for when I become a teacher. I think it will be easier to tutor Elementary school than college students for me because I feel more comfortable with helping out children. Like I said before I don't want to give my tutee the wrong advice and I won’t be helpful to them.

Sondra Perl's Felt Sense

Sondra Perl’s Felt Sense

           

Sondra Perl is an English professor at Lehman College. She has written six books in which they are based on writing. She is also the founder of the New York City Writing Project.  She has contributed many ideas in the field of theorizing the writing process. The most important idea Perl has contributed is the felt sense.

According to Eric Kaufman the felt sense is a “technique of acknowledging the importance of the body and the self of the writer.” The felt sense is a technique that writers can use to help better themselves. As writers write about a certain topic, they have different feelings about what they are writing. They take those feelings they have and they are transferring it on paper. “We respond to certain topics in certain ways, and learning to accept and embrace this unique felt sense is crucial to the composing process” (Kaufman). What Kaufman is saying is that we shouldn’t ignore the felt sense. Writers should learn to accept it because it’s a major concept to becoming a better writer.  

            Perl accredits Eugene Geundlin who created and describes the felt sense as “the soft underbelly of thought . . . a kind of bodily awareness that . . . can be used as a tool . . . a bodily awareness that . . . It is felt in the body, yet it has meanings. It is body and mind before they are split apart” (Perl 31). The felt sense is important to writing because you shouldn’t put your feelings aside from your writing; use those feelings to help the paper. The body and mind are working together when thinking about the topic. Then they become separated as the paper is written. It is a tool that writers can use the felt sense can help them understand more about what they are writing.

            The felt sense is a writer’s guide into their mind and body. It guides writers through the process they take when writing. The felt sense is the “internal criterion writers seem to use to guide them when they are planning, drafting, and revising” (Perl 31). The felt sense can be vague, but when a writer understands they’re felt sense they can feel it in their body and they will have a reaction. This reaction can help writers with their planning, drafting, and revising. Once the writer has their felt sense, it allows them to move forward and get through the ideas and concepts they have in front of them.

            Though the felt sense is vague Perl says that “We get new leverage in our writing if we realize that there is always something there “in mind” before we have words for it” (38). What Perl is saying is that we never have to say that we don’t know what to write. We all do know what to write, it’s all in our minds. We just have to dig deep in to our minds to make it into words. We have to focus and concentrate on our writing to understand the thoughts we have in our minds. "Felt sense" is what Eugene Gendlin has named this internal awareness that we call on” (Perl 39). We all need to learn to call on to this “internal awareness” and once we master this, we can express it on paper.

            In order for us to learn how to call on the felt sense, Perl has come up with a process that can help. “The crucial operation in the Perl process is when you pause and attend to that felt sense” (39). In this process you need to pause and ask yourself specific questions to help get out what you want to say. For an example one of the questions that are on the Perl process is what’s my feeling for what I’m getting at? Then you ask yourself follow up question, have I said it to make sure that you’ve said what you wanted to say.

            Another important part of the Perl process is when you answer no to the questions you asked yourself. This tends to help you move closer to what you want to write. When saying no to your questions, “you tend to experience a click or shift that moves you closer to knowing…In short, pausing, checking, and saying "No" usually lead you to better words” (Perl 39). When doing this part of the Perl process, it helps you progress in your writing. It makes it easier for you to eliminate words that you don’t need.

            The most important idea that Perl has contributed to the field of theorizing the writing process is the felt sense. The felt sense deals with you mind and body. It makes you dig deep within yourself to bring up what you want to say. The Perl process is the important process to help you call on the felt sense.

Works Cited

Kaufman, Eric. “On Felt Sense: Sondra Perl’s Composing Guidelines.” Web. 8 Dec. 2008. http://languageandthinking.bard.edu/2010/12/on-felt-sense-sondra-perl%E2%80%99s-composing-guidelines/

Perl, Sondra. “Understanding Composing.” College Composition and Communication, Vol. 31, No. 4. (Dec., 1980), pp. 363-369.

 Perl, Sondra. “Composing Guidelines.” Web.1987.