tag:blogger.com,1999:blog-11920897.post111521716396206874..comments2024-03-17T01:31:18.317-07:00Comments on Teaching Graduate Students Research Writing: A Reflective Journal: Writing TutorialsAbout Mehttp://www.blogger.com/profile/14416420973261773619noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-11920897.post-1134102920704387592005-12-08T20:35:00.000-08:002005-12-08T20:35:00.000-08:00Good morning ##NAME##, I find it quite refreshing ...Good morning ##NAME##, I find it quite refreshing to occasionally find a post such as yours with a similar topic to my own interests. It somehow ads to ones little list of lifes experiences.<BR/><BR/>I seem to have a soft spot for blogs related to ##LINK## and /or sites that have a central theme around ebook compiling type items. I guess this comes from being a webmaster as well.<BR/><BR/>Once again ##NAME##, thank you, hope you don't mind if I visit again next month. :-)Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-11920897.post-1115255005569231582005-05-04T18:03:00.000-07:002005-05-04T18:03:00.000-07:00The usefulness of tutorial for advanced level stud...The usefulness of tutorial for advanced level students is to deal with the local knowledge of their writing. I used to try to cover a variety of different types of writing in the classroom, but I have given that up. Now I ask students to always bring a copies of research papers to tutorial, so if there is a question about rhetoric and grammar, we can at least find some examples from published texts. In my tutorials today, there were a number of questions ranging from the use of a/the, to how things were being explained and choices of vocabulary that I couldn't answer. I could only raise a question and let the student figure out the answer for themselves. Fortunately, I don't have to grade these papers so I don't have to worry about whether the students think I can evaluate their work.Often I can just tell them to try to notice how these things are done.<BR/><BR/>Students have trouble expressing the purpose of their papers because they don't really understand what they are writing about - who does! That is a fallacy of our teaching which I often apologize for in the classroom. This is also a problem in the original version of the Flower/Hayes process model - that student could actually figure out in the prewriting stage what they were going to do.Again, this is not how we really write. We should be writing backwards - do the paper and then figure out what it is about.This is true for the whole introduction.It should explain exactly what the writer is doing, so the writer has to know what they are doing and then write the introduction. If writing is a discovery and learning process, there is no way the student can clearly understand this until after a number of revisions - even three is not enough.This is where tutorials are essential - you can look at what they have and help them figure out what the purpose of the paper is supposed to be.cherepahahttps://www.blogger.com/profile/17651058223244506465noreply@blogger.com