ENGL 339 Liakos

 Summary: Bedford's Chapter 5 and 7 show how writing center consultants can aid students in different papers. Specifically the different paper types, Bedford gives checklists for each version of paper, scientific, research, and persuasive. Bedford also discusses different tutoring situations. Explains how to reason with students in different areas of writing.  Comments: Bedford gives advice for consultants with students and their papers. It is interesting to see how each paper can be a process of writing. It is also interesting to see how consultants must deal with students and their situations.  Question: How do writing centers help students directly with research/

 Summary: Bedford Chapter 4 tells the consultant about the type of students they will encounter during their time in the writing center. Every student learns differently and as consultants we have to understand how each student learns and play into their learning habits.  Comments: Every student is different and to really help each student as a consultant we have to be able to dissect each students learning process.   Questions: Can the writing center with help of artificial intelligence help consultants understand the different ways of teaching different students? Audio? Visual? or Kinesthetically?

 Summary: Bedford Chapter 3 and Cloghessy define the writing process and how consultants can tutor students through the writing process. Bedford goes over the entire writing process step by step and shows consultants how to teach with being judgmental toward the student.  Comments: This part of the writing process is where I think most students have trouble grasping the development of writing. This essay forecasts these problems perfectly  Question: When in a students educational life should the proper writing process be taught? When they are in middle school, high school, or college?

 Summary: Bedford's Chapter 2 and Lunsford's essay teach aspiring consultants how to produce a healthy environment inside a tutoring session. Using tips to help consultants how to coach the student instead of doing a paper assignment for them. These tools help both the consultant and the student learn. Comments: Reading about the tools that writing center consultants use to become a coach to students is fascinating. Allowing the student to led the meeting with aid from the consultant is something I would not of thought of.   Questions: How can consultants get through to a student that has no desire to continue a paper or that is stuck on their own thoughts?

 Summary: Zmudka's essay expresses his personal journey with speech impairments and ADHD in education. He details the negative labels and social stigmas that can limit a students academic potential. He argues that we should reframe learning disabilities as learning differences to create a more inclusive environment.  Comments: As a student with a learning disabilities it is interesting to see how he opposes the social stigmas of learning disabilities.  Questions: How can the removal of social stigmas enhance students with learning disabilities? Can it encourage confidence in learning? 

 Summary: This discussion of Bedford and Lunsford explains the attitude of writing centers and the assistance. Writing center assistance need to be a support system for the writer not judges of the paper. They express the need for writing center assistance and the environment of the writing center. Comments: Writing center consultants need to be nonjudgmental and caring when working with students in the writing center. Students may feel overwhelm or anxious in the writing center.   Questions: What is the line between coaching and criticism in the writing center?