What happens in the writing center

Instead of teaching college classes, for the fifth year of my fellowship, my assignment is to work in a college writing center. I have long told my students to take their papers to the writing center for help, without having actually gone myself. Now, I help students with their class essays in any subject, or sometimes I help them with graduate school application materials.

Working at the writing center gives me a new window into students’ perspectives on writing. Students tend to vent or otherwise open up to writing tutors—they feel safe with us. Every day, I listen to students who are trying their very hardest to succeed in school, but they are stretched incredibly thin and pulled in many different directions. The students I tutor are, almost always, not just going to school; they are working, they have children, they are immigrants who travel back to their home countries regularly. Students are also often facing immense barriers to their success: they are suffering from illnesses; they are broke; they are being evicted. Their teacher wants them to write a paper, though, so they are at the writing center asking for help.

So when I am scrolling through Twitter to take a break between tutoring students, and I come across a tweet like this…

…it’s hard not to get immediately incensed, on a personal level.

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Ear Training fantasies

One of my longest-standing research interests is in ear training pedagogy. Conventional wisdom says that the point of ear training class is not to train students’ ears in the classroom, exactly—everyone realizes that the majority of work must be done outside of class (though it’s hard to convince students that this is a good use of their limited time when ear training is a 1-credit-hour course)—rather the point is instead to give students methods for practicing. But what also takes up a large portion of class time is assessment. This assessment comes in the form of solo singing in front of their peers, and dictation tests. Both of these assessment activities are not ideal, as most pedagogues will admit. So then why do they persist?

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