Field Report #3
Field Report #3:
Pre-Tutoring Questions:
1. How did the tutor encourage the student to participate more actively in the tutoring session?
2. Did the student seem to have any specific questions or concerns regarding their paper, or did they want a more general look at their paper?
3. What did the student seem to feel their priority should be vs. what did the tutor seem to feel their priority should be?
Observation Report:
The tutor began the session by asking the student what their assignment was and what they wished to address about their rough draft. The tutor then read the student's paper aloud, making notes on it as he went after asking permission to write on the student's paper. As he read, the tutor asked for clarification on certain points of the student's paper and suggested other points that could be made. The tutor also mentioned that the student should try reading their own work aloud sometimes and to approach things from a reader's perspective. This is very similar to the techniques mentioned in Bunn's "How to Read Like a Writer" article, particularly the part about getting into an alternate mindset while working on something (only this time it's Writing Like a Reader). Next the tutor identified the specific points of the student's paper, and what each one added to the essay. The tutor and the student also went over what the strong and weak points of the student's essay were. The tutor also suggested going to the student's professor for help with future papers. Next the tutor and the student revised the essay's paragraph structure, and the tutor made sure to ask "Do you agree with that?" when suggesting major changes, noting that the student was free to accept or reject any advice given by the tutor. Next the tutor went over several points in various sentences that could be considered unclear, and gave suggestions on how to made them more evident. The tutor also advised the student to make sure all of the points mentioned in the final summary of the paper had also been previously mentioned in the body of the essay. Finally, the tutor and the student went over all of the student's transitions between paragraphs, making sure they were all logically placed. The tutor closed by telling the student that she was welcome to make another appointment in the future, or to go to her professor for help.
In this session, the tutor encouraged the student to participate more actively by asking deliberately leading questions, such as "Can you tell what this sentence is saying?" and "What points are you trying to make in this paragraph?", which helped the student to be more open and to share more information, which resulted in the student learning more on their own, rather than just listening to the tutor yammer at them.
The student did not seem to have any specific questions or concerns about their paper when they first brought it in—instead simply asking for a general evaluation of their paper—but as the session went on, the student begin to ask more specific questions, often asking how they could make the meaning of a sentence more clear or how they could make their main point more evident throughout the paper.
The student seemed to feel that they should primarily focus on revising their sentence structure and paragraph structure, and the tutor also focused on these points, while providing additional feedback on how the student could incorporate more information into their thesis and provide better and deeper analysis in their body paragraphs.
Pre-Tutoring Questions:
1. How did the tutor encourage the student to participate more actively in the tutoring session?
2. Did the student seem to have any specific questions or concerns regarding their paper, or did they want a more general look at their paper?
3. What did the student seem to feel their priority should be vs. what did the tutor seem to feel their priority should be?
Observation Report:
The tutor began the session by asking the student what their assignment was and what they wished to address about their rough draft. The tutor then read the student's paper aloud, making notes on it as he went after asking permission to write on the student's paper. As he read, the tutor asked for clarification on certain points of the student's paper and suggested other points that could be made. The tutor also mentioned that the student should try reading their own work aloud sometimes and to approach things from a reader's perspective. This is very similar to the techniques mentioned in Bunn's "How to Read Like a Writer" article, particularly the part about getting into an alternate mindset while working on something (only this time it's Writing Like a Reader). Next the tutor identified the specific points of the student's paper, and what each one added to the essay. The tutor and the student also went over what the strong and weak points of the student's essay were. The tutor also suggested going to the student's professor for help with future papers. Next the tutor and the student revised the essay's paragraph structure, and the tutor made sure to ask "Do you agree with that?" when suggesting major changes, noting that the student was free to accept or reject any advice given by the tutor. Next the tutor went over several points in various sentences that could be considered unclear, and gave suggestions on how to made them more evident. The tutor also advised the student to make sure all of the points mentioned in the final summary of the paper had also been previously mentioned in the body of the essay. Finally, the tutor and the student went over all of the student's transitions between paragraphs, making sure they were all logically placed. The tutor closed by telling the student that she was welcome to make another appointment in the future, or to go to her professor for help.
In this session, the tutor encouraged the student to participate more actively by asking deliberately leading questions, such as "Can you tell what this sentence is saying?" and "What points are you trying to make in this paragraph?", which helped the student to be more open and to share more information, which resulted in the student learning more on their own, rather than just listening to the tutor yammer at them.
The student did not seem to have any specific questions or concerns about their paper when they first brought it in—instead simply asking for a general evaluation of their paper—but as the session went on, the student begin to ask more specific questions, often asking how they could make the meaning of a sentence more clear or how they could make their main point more evident throughout the paper.
The student seemed to feel that they should primarily focus on revising their sentence structure and paragraph structure, and the tutor also focused on these points, while providing additional feedback on how the student could incorporate more information into their thesis and provide better and deeper analysis in their body paragraphs.
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