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sketchbook #10

Writing Across Borders

Students have to write in a different academic style, consider American expectations while not being familiar in the English language.

Oregon State University - Examining Cultural Differences in Writing

Contrast of rhetoric, different rhetoric in different cultures.

Differences of Rhetoric:

America: introduce the main point in the beginning

Ecuador: circle around the main point, main point at the end

Organizational Preference- shapes reader expectations

Vietnam: No extra information outside of class

America: Include additional information

Columbia: its rude to be straight to the point

America: straight to the point

Format, Sentence Structure, Grammar, Citations

Turkey: visual appeal of "..." , over explain to be more poetic

America: Short & to the point, 12 size font, double spaced

China: Does not cite or reference, it's okay to share a rough idea of what a different author said as your own

America: Cite and reference

What I learned:

I learned that it is important to recognize these backgrounds because this can serve as a guideline to how to provide feedback to a tutee so that they can improve their 'American writing'. It's also to important to understand what the tutee does well and encourage their writing which came from a cultural background in order to still maintain identity. It's also important to recognize that because of these differences, every ESL student is different and comes with different skillsets so it's more important to prioritize growth instead of focusing on a paper ready to be graded.

Some of my concerns:

I'm concerned of how to give feedback to an ESL tutee because sometimes giving feedback on things that were already taught and learned is frustrating and sometimes can feel demeaning.

From the video I heard that it's better to prioritize quality rather than small errors such as grammar.

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Sketchbook #8

May 5, 2025

Mock session with Syd.

What did you do?

I gave feedback on mostly sentence structure,

Observation by Cristal:

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sketchbook #13

At least 4 sketchbook prototypes

2 newspaper columns

2 visualization

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Proposal Transcript

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Sketchbook #7 02/28

02/28/2025

Tutor: Ramy Hafez

Session: 30 minutes Extended to 1 hour

Course: SPED 345

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Sketchbook #6 02/28

Isabela, Junior

Jazlyn: What is the most enjoyable part of being an SA?

Bela: "Meeting new students, it's really fun and working with her coworkers, everyone is so nice."

Jazlyn: What is the most challenging part of being an SA?

Bela: "Using VoiceThreads because it's the most tedious."

Jazlyn: What role do SA's have in the WMC?

Bela: "Greeting people, scheduling people, keeping things on track."

Jazlyn: How can tutors better support you?

Bela: "I think tutors do a great job at supporting us, there isn't anything specific."

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sketchbook #5 02/14

3 questions for my mentor Kevin

What was the biggest challenge about being an EMT?

How do you approach students without feeling like a professor?

How do you combat the fear of not being prepared or ready to tutor?

Responses from Carlos

Following the course before going in, trying to get them to come in to the WMC

Be friendly, chill. Don't take be too serious.

Ask a lot a lot of questions, they connect the dots themselves.

Carlos was an EMT for English 105 with Nancy Park, ESRM 303, 365, Physics, mechatronics. Overall, his experience was good, some students only come in because their professor enticed them, different students have different needs.

Advice for ENGL 105:

Be very friendly, don't be a professor be an intermediate. They'll be more encouraged to come in.

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sketchbook #4 02/05

Jazlyn's Demand Grid

Journals for Elementary Writers

Journals for Diversity Representation

Journals for Multilingual Students

https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1933&context=wcj

Llama,

Jazlyn Rodriguez

Blaze

0 notes

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sketchbook #3 02/03

WMC In-Class Tutors

In class tutors is an 'in between' between a student and professor. In class tutors are more responsible with interacting with the student. We're free to bond and connect with students and it also gives us a secret pathway to see how students actually view the content and how they're viewing the class in general. We can be a safety net for students who need help but don't go our of their way to reach out to any resources.

At CSU Channel Islands we have renamed "in-class tutors" to "first year- embedded multiliteracy tutors," (FY-EMT) by switching the title, the tutor gets more freedom to experience the class hence 'embedded' instead of being a professor assistant. As a FY-EMT I do believe that there's more of a necessity to engage and provoke participation in class. I hope to spark meaningful conversation and to build trust with the students as I learn along the way towards being a tutor.

From WPA framework for success post secondary writing

Habits of Mind:

Curiosity - inquiry, researching, investigating

Openness - consider your own perspective & other perspectives, practice different ways of gathering and presenting

Engagement - investment, connecting prior knowledge

Creativity - take risks, represent in a variety of ways, evaluate effects & consequences

Persistence - commitment, reflecting, exploring and refining

Responsibility - taking ownership, recognize their niche in learning, share & absorb

Flexibility - adapting, using convention (formal, informal, organization, style, so on)

Metacognition - reflect, refine, improve

I particularly enjoyed reading the beginning section of this article. These habits aren't necessarily steps on how to be a better writer, but they are tips to grow as a writer and to maintain writing skills, critical thinking skills and analysis skills. These are key components of writing. I find that writing is a reflective process because along the way you as a reader are absorbing the words you say and applying what you learned into real life or it is engrained somewhere in your subconscious. With writing and reading there is always a relationship somewhere in the world, this is why I believe that writing is a transformative media for people, not only does it grow the mind, it also gives a sense of individuality.

From my EMT mentor, I would love to learn confidence and their approach to writing or guiding writing. I've had trouble with writing throughout my lifetime and I noticed it was because I didn't have a strategy. Over high school and college, I have improved my approach and thought process when it comes to writing assignments but my confidence could use some improvement so I plan to take the responsibility aspect of the article I read and apply it for myself.

Llama,

Jazlyn Rodriguez

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sketchbook #2 1/31

Tips on Being a WMC Tutor

Being a WMC tutor does not mean guaranteeing a good grade, producing a ‘perfect’ paper, or doing the student’s work for them. It is not our job to ensure a passing grade, it’s our job to change their attitude and hopefully help the student gain a better understanding about the paper or assignment. Being a WMC Tutor means helping student’s communication and conciseness, guiding their thinking, organizing thoughts, being patient and encouraging them. Getting 'a sense of the student’ means observing how they’re approaching the paper or assignment, this means that as a tutor our job is to encourage and emphasize what they’re doing well and focus on expanding the areas that make the paper’s main point shine through. A tip is to use the rubric if the professor provides any. This is exactly what I need to be doing once I am able to tutor students.

Stephen North & Richard Leah

Reading these 2 articles made me realize how misrepresented writing centers are. These tutors didn’t take the misrepresentation lightly because this deters students away from utilizing the center. These articles were meant to defend the purpose for a writing center as writers do need feedback and support in order to grow.

Llama,

Jazlyn Rodriguez

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My WMC Sketchbook Spring 2025

Hey, it’s Jaz. For this spring 2025, I will be posting on here my journey towards being a writing tutor! This seems pretty fun. :p Llama, Jazlyn Rodriguez