Monday, November 30, 2015

AR4: Meddling and Being Meddlesome


In this article, Pexton states: "We continue to try different formats, schedules, and days of the week to increase participation. Ultimately, we would like to expand beyond composition students; it is important to find ways to invite all first-years into the Writing Center, no matter what the writing project. If the invitation means some slight meddling, then Captain Kirk was right: it is simply what we have to do. In order to affect the best outcome, sometimes the best strategy is to interfere. " This article discusses the need to meddle at times, and the fact that it can (potentially)
improve our services and how we serve; Pexton discusses why meddling is important and what it means for the writing center and consultants. Reflect on your impressions of this article and what you can take away from it. Be detailed.

Remember to include the following in your COMPLETE PARAGRAPH response:

  • Your impressions of the article (likes/dislikes/agree/disagree)
  • How does it connect to writing centers at large?
  • How can it be applied to the MHS Writing Center?

Monday, November 9, 2015

AR3: "Minimalist Tutoring"

One of the common fears that teachers voice when discussing whether or not a student should utilize the writing center revolves around the idea of ownership and the "intrusiveness" of writing center consultations-- they fear that the consultant will end up feeding a client too many ideas, and it's no longer the clients work. They can be concerned that the consultant will write all over the paper, making changes, eliminating errors, and erasing the writer from the piece all together. While we know this isn't the case, so people believe that writing centers should take steps to reduce the potential of this happening. This article discusses the hows and whys of being a minimalist tutor; Jeff Brooks discusses why minimalist tutoring is important and what it means for the writing center and consultants. Reflect on your impressions of this article and what you can take away from it. Be detailed.

Remember to include the following in your COMPLETE PARAGRAPH response:

  • Your impressions of the article (likes/dislikes/agree/disagree)
  • How does it connect to writing centers at large?
  • How can it be applied to the MHS Writing Center?

Sunday, November 1, 2015

AR2: "Why Writers Need Tutors"


For some students and teachers, there is a belief that some writers don't need tutors/consultants. There is a clear need for guidance in those that struggle or require remediation, but don't all writers need tutors that help them talk through ideas and provide a filter and real life audience before a piece of writing is complete. In this article, Mickey Harris discusses why writers need tutors, and what this means for the writing center. Reflect on your impressions of this article and what you can take away from it. Be detailed.

Remember to include the following in your COMPLETE PARAGRAPH response:

  • Your impressions of the article (likes/dislikes/agree/disagree)
  • How does it connect to writing centers at large?
  • How can it be applied to the MHS Writing Center?

Wednesday, September 16, 2015

AR1: "Teach Writing as a Process, Not a Product"

In the traditional classroom, importance is often placed on the product a student creates. While some attention may be paid to the process, the bulk of the grade, the discussion, and the significance is invested in the final product. However, Donald Murray disagrees with this practice in "Teach Writing as a Process, Not a Product;" he believes the importance lies in the process of writing. What have your experiences been with the idea of process versus product? Reflect on your impressions of this article and what you can take away from it. Be detailed.


Remember to include the following in your COMPLETE PARAGRAPH response:

  • Your impressions of the article (likes/dislikes/agree/disagree)
  • How does it connect to writing centers at large?
  • How can it be applied to the MHS Writing Center?

Monday, May 18, 2015

Article 12 - "Tutoring Style, Tutoring Ethics: The Continuing Relevance of the Directive/Nondirective Instructional Debate"


This week's article by Steven Corbett discusses directive and non directive tutoring as a continuum rather than a debate with distinct sides.  What are your opinions on this idea?  Do you believe that directive tutoring and non directing tutoring strategies are usually not used together, or do they sometimes blend within a consultation?  Which approach do you find most effective at the high school level?  Support your opinion with evidence from the article and your experience as a consultant.  

Remember to include the following in your COMPLETE PARAGRAPH RESPONSE:
  • Your impressions of the article (likes/dislikes/agree/disagree)
  • How does it connect to writing centers at large?
  • How can it be applied to the MHS Writing Center?

Monday, May 4, 2015


Article 11 - "Words, Images, Sounds: Writing Centers as Multiliteracy Centers"

In the article, Sheridan raises the question of whether consultants should help students with traditional texts or embrace the new age of multilteracy that writing seems to be heading towards. What do you think? Should consultants be expected to have considerable knowledge about several modes of literacy, such as website creation, photography editing, or traditional document design? Do you think that this is necessary for a high school setting?  Is it realistic? Support your opinions with evidence from the article and your experiences consulting. 

Remember to include the following in your COMPLETE PARAGRAPH RESPONSE:
  • Your impressions of the article (likes/dislikes/agree/disagree)
  • How does it connect to writing centers at large?
  • How can it be applied to the MHS Writing Center?


Tuesday, April 14, 2015

Collaboration Between Writing Centers

Both short articles discuss the idea of collaboration between high schools and universities as a means of “celebrating a culture of writing” within the local community (Tinker 89).  In our outreach program, we are working towards achieving a similar goal with students in middle school.  Reflect on the similarities and difference you see between high school/university collaboration and high school/middle school collaboration. Which collaboration do you think would ultimately find greater success?  Why? Which collaboration is more important?  

Remember to include the following in your COMPLETE PARAGRAPH RESPONSE: 

Your impressions of the article (likes/dislikes/agree/disagree)
How does it connect to writing centers at large?
How can it be applied to the MHS Writing Center?

Saturday, March 28, 2015

MLWs Effective Closure Links

Post any helpful links you found for creating effective lesson closures in the comments below. Please include a brief description of what we will find if we follow the link. For instance:


The site from Grandview School District in WA is a helpful wikispace that provides resources for engaging closure ideas, with descriptions of each. (She includes 40 closure ideas.)

https://edc448uri.wikispaces.com/file/view/40_ways_to_leave_a_lesson.pdf

MLWs Engaging Activities Links

Post any helpful links you found for creating engaging lesson activities in the comments below. Please include a brief description of what we will find if we follow the link. For instance:


The teacher site is a helpful resource that provides information on the components of engaging activities in lessons, how to construct them, and ideas for categories of activities.

https://ciforschools.files.wordpress.com/2013/01/effective-engaging-lessons-by-anne-martin.pdf

MLWs Effective Starts Links

Post any helpful links you found for creating effective lesson starters in the comments below. Please include a brief description of what we will find if we follow the link. For instance:



The site letsgetengaged is a helpful wikispace that provides resources for starter ideas, as well as providing breakdown of the components of a lesson starter.

https://letsgetengaged.wikispaces.com/Engaging+Lesson+Beginnings+and+Ends

Saturday, March 21, 2015

Third Space Outreach

In "Expanding the Third Space," the authors discuss the following idea:

In “Collaborative Learning and the Conversation of Mankind,” Kenneth Bruffee (1984) writes, “To think well as individuals we must learn to think well collectively – that is, we must learn to converse well. The first steps to learning to think better, therefore, are learning to converse better and learning to establish and maintain the sorts of social context, the sorts of community life, that foster the sorts of conversation members of the community value” (640). At the most basic level, what we hope for in our outreach work is that our efforts will foster those sorts of conversations.

In our current outreach work, and that which we have planned, how do we accomplish this task? What can we do differently and why? How can we improve our outreach to have a greater impact?

Remember to include the following in your COMPLETE PARAGRAPH RESPONSE:
  • Your impressions of the article (likes/dislikes/agree/disagree)
  • How does it connect to writing centers at large?
  • How can it be applied to the MHS Writing Center?

Sunday, March 8, 2015

Meddling with Writing

React to the article's message and the tactics used to increase first-year student use of the writing center. Also, discuss ideas for how we might apply those tactics for our center and what else we might do.

Remember to include the following in your COMPLETE PARAGRAPH RESPONSE:


  • Your impressions of the article (likes/dislikes/agree/disagree)
  • How does it connect to writing centers at large?
  • How can it be applied to the MHS Writing Center?

Tuesday, February 17, 2015

Fractured Fairy Tale Choices

In your response, brainstorm ideas for how each individual might fracture his/her fairy tale. 

Jake- The Boy Who Cried Wolf
Riley- Cinderella
Morgan- Red Riding Hood
Kelly- The Little Mermaid
Alaina- Red Riding Hood
Savina- Cinderella
Gabriella- Rapunzel
Michelle- Sleeping Beauty
Mickael- Peter Pan
Shania- Rapunzel
Amithyst- Robin Hood
Matt- The Boy Who Cried Wolf
Lauren- Ma Lien and the Magic Brush/Old Black Witch
Jacob- Tales of Sun Wukong

Monday, February 16, 2015

Thursday, February 12, 2015

Outreach or Out of Touch?

According to Pittman and Hayden:


"Writing centers (WCs) [should] undertake community outreach initiatives. Benefits accrue to the WCs and their host institutions, as well as to individuals and groups that avail themselves of the outreach. Extending their mission to include the host community raises the profile of WCs, improves their effectiveness with their student clients, delivers positive outcomes for community participants, develops the professionalism of WC staff, and offers WCs opportunities for pedagogical research."

Do you agree with this point of view? What types of outreach initiatives would benefit our community? How would you change our outreach? Discuss how you believe this would impact our school and community.

Thursday, January 29, 2015

The Multimedia Writing Center

Based on the article, what are three major take-aways that you find important? How can they be applied to our writing center? Be specific, consider this is an area that we are looking to expand service into.

Remember to include the following in your COMPLETE PARAGRAPH RESPONSE:

  • Your impressions of the article (likes/dislikes/agree/disagree)
  • How does it connect to writing centers at large?
  • How can it be applied to the MHS Writing Center?

Monday, January 26, 2015

CIP Teacher Interview Questions

Before we actually request information from teachers for our Classroom Inquiry Project (CIP), let's first brainstorm things we might need to ask. Come up with at least 3 questions. Feel free to provide critical commentary on the questions your peers post.