Blog 17 Analysis of data

Case Study 1:

Participants           Nationality

Tutor:                    USA

Student:                 Hispanic (Ecuadorian)

                               ESL: Undergraduate/ attended High school in US

                                     

Body Language observations and analysis:

T: signals student to sit down by motioning his hand to sit across from his 

Analysis:  by showing S were to sit T is establishment of his authority during WC session

S:  shrugs shoulders “I have started that’s why I’m here.  I need you to explain it to me….”

Analysis: S again asks for guidance, S looks for T to tell her how to do it

S:  In response to being asked to turn off cell phone, S gives surprised look and follows T request

Analysis: S doesn’t question request.  Accepts T authority in WC session by following request without question or remark

T: moves his chair closer to student, S backs up and straightens up in her chair

Analysis: S seems to show being uncomfortable with T closeness

S: moves left hand towards face and scratches forehead

Analysis: doubt/ inability to figure out what to do next giving up authority

S: shakes hand as if hand was asleep

Analysis: cueing T that she needs a break, needs T to determine when they should break

Verbal Responses observations and analysis:

T: begins talking first asking why S has come to WC

Analysis: Asking opening question is very teacher directed giving T dominant authority

S:  “I don’t know where to start”

Analysis: S gives up authority by stating inability to do task

T: reads outline a loud and asks S what she thinks the professor wants

Analysis: very teacher directed

T: suggests S to turn off cell phone

Analysis: seems like T is reprimanding S

T: “now back to this outline”

Analysis: control of what is to be done next, demonstrating control of session

S: reads last direction looks up “ok so how should I start?”

Analysis: looking for guidance from T giving T authority on the topic she is writing

T:  points to first direction, looks directly into eyes of S and asks question

Analysis: T controls the asking of all questions. Eye to eye contact , shows no fear or doubt in his ability as a coach

T: “Why don’t we take a break…”

Analysis:  T decides when it is time for a break.

S:  “Ok, I think this is enough writing”

Analysis: S attempts to determine where the WC session should go next

T: in response to S remark about finishing “let’s look at the rest of the questions”

Analysis:  T redirects S and ignores S request to stop working

T:  “I’m going to let you work…”

Analysis: gives permission to student to work on her own work

Conclusion:

Throughout the WC session the T held the authority.  The student demonstrated though body language and verbal responses that the expert was the T.  The T determined in a sense what needed to be worked on and when the student could work independently.

Blog 16 Observation notes #2

Audience:  Tutors in the Writing Center working with ESL students
Where would the reaserch be most beneficial?  WC newsletter/ WC best practices


Nov. 3, 2010

Time: 5:00pm

Before session began:

Student been seen by tutor several times.  Student is a freshman that has demonstrated difficulties in grammar and overall focusing on topic.

Session:

Tutor: “Hi xxx how are you?’

Student: “Fine”

Both sit facing each other side by side.

-         S: takes off sweater and places it on chair.

-         T: “Did you have a chance to work on what we went over the last time we met?”

-         S: takes notebook out of bookbag and places it on the table

-         T: waits for S to open notebook

-         S:  opens notebook,  she sits

-         S: points to something in the notebook

-         S: “I did the outline and started working on my thesis statement.”

-         S: looks up at tutor turning book so T can see it

-         T: looks at notebook (facial) eyes fixed on writing in notebook, pauses after reading some and moves back in chair

-         S: attention fixed on T response

-         S: seems to sigh quietly as T sits back in chair

-         S: “Did I do something wrong?”

-         T:  “No, of course not” (pauses) continues reading, “Can you read this part for me?”

-         T: point to writing in notebook

-         S:  He helped me with the story.”

-         S:  “My uncle told me the story about a wolf who tricked people.”

-         T: “Do you know the name of the story?”

-         S:  “It’s a folktale, El Lobo”

-         T:  “Can you tell me about the folktale?”

-         S: “ok” (facial look) seemed puzzled

-         S: told a story about a wolf that would trick children into walking with him into the forest.  The children hated their life at home and went with the wolf to have a life of fun with no rules.

-         T:  “Do you know what the moral of the folktale is?”

-         S: “Uh, to listen to your parents and how following rules is important.”

-         T: “Ok, now think about who is going to be reading your essay, your audience?

How can your audience figure out the purpose of the story and the importance it had to the phone call you received?”

-         S: (Facial look) seemed to be thinking (wheels turning in her head)

-         T: “Let’s read the instructions for the essay.”

-         S:  takes out sheet of paper from back of notebook

-         S:  begins to read, “write a well developed essay on an important phone call you received that changed your life.”

-         T: “Let’s look at your outline and focus on what you want the audience to know.”

-         S: looks at outline

-         T: asks S to read outline line by line

-         S:  follows T instruction and begins reading

-         T:  points to writing, “ What are you trying to say here?”

-         S:  “That I didn’t know any cultural stories from my country.”

-         T:  “What country is this folktale from?”

-         S: “Peru”

-         T: “How would your audience know this?”

-         S:  “I should tell them right?”

-         T: (facial) smiled at S

-          T: “If that’s what you feel would help the audience understand the importance of the phone call.”

-         S:  “Yeah, I think that’s what I’ll do.” (looks up at T) “Should I tell the whole folktale too?”

-         T:  “If you think it would help your audience relate back to the important call.”

-         S: begins to draw lines from some areas of her outline to other parts of her outline. S mumbles to herself as she continues writing and crossing out “no not here, other here is better”

-         T: “Why don’t I stop talking and let you continue making changes. Is that ok if you? Do you feel comfortable doing this on your own?”

-         S: “Is our time up?” S sits back in chair

-         T: “No, but I want to let your ideas flow freely without me interrupting you.”

-         S: “Oh Ok, Can I stay here and do it?”

-         T: “Sure”

-         S: leans forward again and continues writing.

-         T: “Let me know if you get stuck on something?”

-         T: remains attentive to S throughout the remaining time of writing session

-         S: continues writing

Writing sessions ends some time later.  T looks at S work and encourages her to keep working on it for the next time which would be Monday.

What observation I found interesting:

Body language:

T: eyes fixed on S writing

T: reads and then sits back in chair

S: attention fixed on T responses

S: sits back in chair waiting for T reaction to reading

S: (facial) seems surprised at T request to tell folktale

S: (facial) seems to have a puzzled look after T asked questions about the folktale

Verbal responses:

T: tone of voice seemed (teacher style voice) throughout session

T: “Can you read this part to me”

S: “Uh, …to listen to parents”

T: “Let’s read the instruction…”

T: “Let’s look at outline…”

T:  “How would audience know this..”

Blog 16 Chapter 1 of Research

                                                                 Chapter 1

                                                          Introduction

Importance of study:

            The acquisition of language is a social process that includes comprehension, verbal ability and writing.  The mastering of these areas relies greatly on the relationship established between the instructor and the learner.  In order for writing tutors to assist college students in enhancing their writing skills, techniques and strategies should be developed that are individualized for each client.  In the case of ESL students, observing their personal cues such as body language, verbal responses and cultural attitudes towards writing during WC sessions can help established a foundation for future tutoring sessions.  In the following study, ESL students will be observed during a regular writing center session and the latter cues will be documented.  These cues will be analyzed and the data will be evaluated to determine if these cues effect the establishment of authority during a writing session. 

Statement of the problem:

The purpose of the study is to determine if body language, verbal responses and/or cultural attitudes of ESL students toward writing have an impact on the establishment of authority during a tutoring writing session.

Hypothesis:

The establishment of authority during a tutoring writing session is determined by body language, verbal responses and cultural attitudes cues of ESL students.  

Research Questions:

The following questions are address in this study:

1.       Did body language from ESL students impact the authority established during the tutoring writing session?

2.      Did verbal responses from ESL students impact the authority established during the tutoring writing session?

3.      Did cultural attitudes toward writing from ESL students impact the authority established during the tutoring writing session?

Definition of terms:

1.       Rhetoric

2.      Cross cultural

3.      Contrastive rhetoric

4.      Cultural presuppositions

Limitation of Study:

Problems encountered in the study:

1.       The study reflects the results of  ____ observations and cannot be used to make a general observation.

2.     

WC observation

Nov. 3, 2010

Time: 4:00pm

Before session began:

-          Tutor has never seen this student before.  It’s the first time this student attends the WC.

Writing session:

-          A student walks in (dressed in jeans, sweater, thin jacket scarf and carrying oversize purse and carrying notebook in hand.

-         Tutor introduces himself to her. “Hi my name is xxxx.”  Student introduces herself “Hi I’m xxxx.”

-         Tutor signals student to sit down by motioning his hand to the seat that is across from his.

-         Student takes places purse on ground, takes cell phone out of pocket and lays it on the table along with her notebook.

-         Tutor sits and begins talking first.  He asks student why she has come to the WC.

-         Students points to her notebook and says, “My professor wants me to write my teaching philosophy and I don’t know where to start”.

-         Tutor pauses for a moment and waits for student to open her notebook.

-         As student opens her notebook and searches for papers in her notebook she mumbles to herself.  (I can’t make out what she said because I was seated near both of them but not that close.

-         Tutor asks to see what she has done so far.

-         Student shrugs her shoulders and says, “I haven't started that’s why I’m here.”  I need you to explain to me how it should look like.  My professor gave us this outline but I don’t know to start.”

-         Tutor takes outline and reads directions out loud to student.  He pauses after each direction and asks the student what she thinks the professor wants here.

-         Student seems puzzled at this request.  She gives short quick answers.  She actually answers the question by repeating the question the tutor just read.

-         The student gets a text and looks over to her phone. 

-         Tutor suggests that she turns off her phone so they could work much better.

-         A student gives him a surprised look and proceeds to turn off phone.  After she turns it off she puts it back in her jean pocket.

-         Tutor remarks:  “now back to this outline” this time he turns paper so both he and the student can see it and asks her to read it for him.

-         Tutor moves his chair closer to students.  Student backs up a bit and straightens up in her chair.

-         After she reads the last direction she looks up and says “ok so how should I start?” 

-         Tutor asks points to first direction on outline and looks directly into her eyes and asks:  “Why do you want to be a teacher”

-         Student:  “I like working with children”

-         T: “What qualities do you have to be a good teacher?  What are your beliefs/ ideas about teaching?”

-         S:  paused and moves left hand towards face and scratches her forehead

-         S:  “I’m good at math……I am flexible and very patient…..I have two cousins I babysit all the time and they love me”

-         T:  “Ok why don’t you write some of those ideas down in your notebook”

-         S:  Takes a pencil out of her purse and begins to jot down some notes.

-         T:  “What are some of things you have discussed in your education classes?”

-         S:  “We’ve talked about Good Practices that we should follow with the students.”

-         T:  “Good practices?”

-         S:  “Yea those are rules of teaching”

-         T:  “Can you tell me about them?”

-         S: begins to tell T about them

-         T:  After S names three of them, T recommends that she write them down.

-         S:  stops talking and begins to write. 

-         T:  “Can you name anymore?”

-         S: talks, stops and then writes”

-         S: starts to shake her writing hand as she continues writing (like you shake when your hand falls asleep)

-         T: “Why don’t we take a break and look at what we have so far.”

-         S and T both look at the notes

-         Tutor points to some of S ideas and asks for some more explanation.

-         T:  looks back at outline which has remained by him throughout the session and asks, “now that you have some ideas written down how could you answer the first question?”

-         S:  “my qualities” S searched her notes and circled some items.  S: looks up and asks T “is this enough or should I add some more?”

-         T:  “What else makes you a great teacher?”

-         S:  looks up puts pencil towards her mouth and begins to write

-         T: sits back a bit and gives S opportunity to write freely

-         T: remains very attentive to S body movement

-         S:  “ok I think this is enough”

-         T:  “let’s look at the rest of the questions”  “use your notes to answer the questions and create an outline for your paper”

-         S:  breaks her concentration and looks at T bewildered

-         S:  “like the outline in highschool”  “I learned how to write essays using an outline”

-         T: “yes a basic outline can help you focus your ideas and make sure you answer all the requirements of the outline”

-         S:  “Ok I can do that”

-         T:  “I’m going to let you work on your ideas for while”  “I’m not going anywhere” 

-         T: straightens up in chair and gives S some space to right.


My conclusions:

Body language:  S seemed to be clueless on how to start (handing outline to T)
                         S seemed disinterested in topic more interested in cell phone
                         S reaction to T request to turn off phone seemed like she was being reprimanded
                         T gave suggestions while S did not question them
                          S  followed all the T suggestions without question
                          S  straighten out and moves back in her chair
Verbal responses:
                         S:  "I haven't started thats why I'M here"
                          S:  " I don't know where to start?"  (Student is looking to be told what to do)
                          S:  "I need you to show me how it should look like"

Throughout most of the session students looked for a lot of guidance.  She seemed surprised when she was asked to read along with tutor.  Authority was totally on the end of the tutor.  Student followed all recommendations of tutor without questioning.