“It may be assumed that since second language writers are in college, their language proficiency is no longer an issue… The first and most important step is to acknowledge openly that second language writers are not only learning how to write in a second language, they are learning a second language.  Although these are intertwined in practice, in fact, they are different processes.”

-Jessica Williams, Second Language Writers In The Writing Center 

 

The American educational system is unfair to second language learner students- especially of older generations. The critical time period of which language is the most easily attained within the brain ranges from infancy to 3 to 4 years of age.  From 5-7 years of age, language acquisition is the most difficult and is less successful.  After puberty, the window to learn a language proficiently is nearly closed.  However, it is not impossible to acquire a second language pass this cognitive deadline, just extremely difficult.  As native speakers of English, we use language without thinking about the very intricate components that make up the performance and process of speaking and communicating.  However, second language learners must be constantly aware of placement of their articulators, prosody, etc. as well as pragmatic, syntactic, and morphological rules.  I often think of myself in a similar scenario of those who come to America with little to no knowledge of the English Language.

Currently,   I am studying elementary level Korean.  Although I am apparently on an A level grade standing within the class, my ability to intelligibly communicate and understand the language at a decent rate is just a little above average on an elementary level.  Now, think of this situation and apply it to SLLs in college level writing courses.  Yes, they have passed and met all requirements in order to enter these class levels, but are they really on the college level of language usage and understanding? Both, I as a Korean language learner and the English as second language learner student, have passed the basic required classes for the specific language.  However, if I were to be living in Korean, for example, my life would be extremely difficult.  My ability to communicate with those around me would be hindered, therefore, hindering a comfortable life style.  The difference between myself and the English language learner is that I have a choice, and they do not.  By living in America, the educational system and society dictates to them that because they are in this country,  the only way to properly live and communicate is in English.  That of course is the most challenging and unfair, especially to those who have little to no knowledge of the language.

To work in the Writing Center, it is of more value to be sensitive to these issues and to be aware of the circumstances of SLL students, before focusing on the writing abilities of these students.  As tutors, we must encourage second language learners to embrace their native language, while reiterating to them that learning a second language is very difficult in itself, let alone writing it.  Their efforts and amazing accomplishments do not go unnoticed.

Starting last semester (Spring 2018), the bulk of my sessions were with CESL students. The trend continues this semester, perhaps because more CESL professors are recommending the services of the writing center to students. I find that the CESL students fall into two general categories:

1. those who are better than they think at writing in English
2. those who genuinely struggle with writing because they are unfamiliar with the language

With the first type of student, my priority becomes boosting that student’s confidence. I would point out ideas that were well expressed and  allow the student the opportunity to clarify ideas that might be unclear (versus prompting the student: “Did you mean…?”). I try to end the session with questions that give type 1 students a chance to evaluate themselves: “Do you feel better about your work?” I encourage them with statements like “You’re better than you give yourself credit. With practice, you’ll be even better.” These remarks are either met with appreciative or cynical responses.

Type 2 students require more leading.  I often try to hone in on their experience with English: “How have you heard this said before?” . If an idea is unclear, I provide a range of alternative expressions that the student might choose to use instead. However, if a student readily agrees to any alternative presented to them, I take it as a bad sign. To encourage independence, I give unrelated examples, and then encourage the student to apply that process to their own work. I find that this  works well. At the end of the session, I recommend strategies that might help the student improve their familiarity with English. My favorite recommendation is that the student read simple books in English such as those read by a Level K elementary student. These books improve students’ vocabulary as well as their grammar.

Although have never followed up on whether students implement these recommendations, it would be an interesting activity.  While my sessions with CESL students were frustrating at first, I now find it easier to gauge the situation. It is an enriching experience, both personally and professionally, to interact with these students. My ability to interact across linguistic barriers has improved, and I have developed strategies that I can apply outside of my CESL sessions. At the same time, it is a work in progress and I would love to hear how my fellow consultants support CESL students!

“Throughout history…”

Have you ever seen a student begin an essay with that famous line? I have. Actually I used to start essays that way sometimes in high school. To my mind, it’s not the worst way to begin – it tells me that the writer has an understanding of the shape of an essay. They know that the opening of the intro will be broad, and as they approach the thesis, they zoom in closer and closer. “Throughout history” is quite broad (and overused) but it’s a start.

What’s a better way to begin? The other day I had a student who needed to write about the definition of justice – but before he could define justice, he had to make a pop-culture reference that would somehow tie into the rest of the essay. He was thinking about the movie Captain America, but he didn’t want to just open up with “Captain America is a movie about…” or “In the movie Captain America…” He thought that’d be too boring. So what could he do?

Hmm, I said. I decided to tell him about the way I often begin stories. Using the opening of a story I wrote a long time ago, I recited:

“The bucket swung wildly as I ran through the streets of Egypt in the dead of the night. All around me I could feel souls being extinguished like candles in a breeze. And I could feel that breeze too – the horrible wind of death drawing ever close to me. I dared not look back…”

I’d opened the story in an exciting moment, and wrote the rest of the story in the form of flashbacks. An essay, even though not a story, can be opened that way too, I told him. He could take an exciting scene from Captain America – maybe start it off with “‘Run for your lives!’ screamed Captain America,” or something like that (I’ve never watched it). Let the scene unfold a little – show, not tell – and then the rest of the essay connects back to that opening scene. “This scene in Captain America tells us that justice is…” for example.

He thought that was an interesting way to begin, and that he’d try it.

What are some of your ways of helping students write catchy intros?

Not sure for how long this will be our logo… But it’ll do for now.

Welcome new and returning staff members!

A number of major procedural changes promises to make life interesting here at the Center.  Chief among them is the capability for students to schedule their own appointments–either in half hour or one hour slots. We feel that by  affording students this option, those that come to us with shorter written assignments can be served effectively without using up an entire hour, freeing up more available appointments.

in addition, we will employ an iPad at the front desk so that students can log themselves in and allow you more time to work with them on their actual writing. While you will still need to write up the session notes and log them out, we think you’ll agree that this will lessen some of the tedium of record-keeping. (I reserve that privilege for myself!)

From now on, all consultants will attend to “written comments” (formerly e-tutoring) uploaded to TutorTrac and assigned to whomever the student chooses. This way, your response to the submission is built into your scheduled hours as an “appointment,” and those requiring more than, say, a 30-minute slot can be addressed at a later time. (Students are notified during the uploading process that a response may take up to 72 hours depending on volume and/or length of submission.)

We will discuss other changes during our initial semester meeting(s). Our hope is that by streamlining our intake and response procedures, we will make the real task of helping our students more efficient and our sessions with them more fruitful.

Here’s to an exciting Fall semester!

One of the most challenging aspects of directing a Writing Center is deciding how to start off the academic year. Should I redecorate? Find a banner and/or a poster that captures our ethos? Or, should I instead focus on our staff? When working in a large, public institution, I think we have to direct our limited resources towards our staff…

I like to imagine that everyone in our Center (the seasoned writing consultant and the recently hired writing consultant) will not only get along but also work collaboratively to deliver the best possible service to students. And in the process, develop a deeper, intimate awareness about what it means to write. However, in a setting such as a Writing Center, especially when there is a steady stream of students and other day-to-day issues, it’s hard to really control and/or dictate this process. Consultants might be working on their own writing projects, might have homework to complete, or they simply might be tired from tutoring and want some time to themselves before their next appointments.

The challenge becomes managing the different personalities that comprise our staff, respecting each staff member’s experiences while at the same time, challenging everyone to develop their practice for their own  reasons.

So, thinking about Fall 2018 (and Spring 2019!), I want our Writing Consultants to work on…

• Norming our practices (making sure we are all, for the most part, going about “tutoring” in roughly the same way. We are the Queens College Writing Center, all students that come here (or here about us) should know what they are going to get.

 

• Making sure we are prepared to tutor (and that we are prepared to ask questions when we are unsure). This is hard. As a writing consultant, there is an expectation that you are an “expert” on writing so asking questions might not seem right…

 

• Finding ways to challenge ourselves and build our practice (tutoring is an iterative practice: we have to develop our practice alongside our students and within the discourse of Writing Center practice). I’ve heard many directors say that they tell their staff, “You have to do this because you love it… because you aren’t going to get rich tutoring!” I agree. It’s imperative to find ways to fit Writing Center work into your life somehow…

 

• Preparing ourselves for the mental exhaustion of tutoring (perhaps we have to make sure we have an hour before or after tutoring? or perhaps, we have to make sure that we take our breaks this semester?) One of the things I’ve seen in our Center is how some writing consultants are willing to sacrifice their bodies and their minds to help students. While I appreciate the effort, I also believe self-care is a crucial aspect of Writing Center work. Consultants need to be reminded that their well-being is tantamount.

These are just some ideas… What else do you think we should be working on as we start a new year?