Final Thoughts on English 383

This semester in 383, the information we worked with and the different activities we did seemed like a lot to swallow. As far as the readings were concerned, I thought they were amazing in giving us an introduction to the different things we would encounter during my shadowing experiences, the Boys and Girls Club visits, and the College Mentoring project. To be honest, I initially did not understand the point of some of the activities we engaged in, like the visits to the Boys and Girls Club. However, at the end of our final visit with the students, I realized that it is important, as writing consultants, to be able to know how to help students with different assignments they may come to the writing center with. After all, with society becoming more technological, it is important and nice to get some training in helping students with digital assignments.

English 383 has given me a skill that I know will help me become a better writer, and allow me to share my knowledge with other students by working with them to help them become better writers. One thing I do wish I could have done was maybe conduct on of my shadowing experience to get the full effect of what it means to be a consultant. The shadowing was the one aspect of the course that I thoroughly enjoyed, because I could see what I could possibly be encountered with as a consultant. However, I think if future consultants in training are allowed to conduct one or two sessions (maybe one on their 3 visit and one towards the end of the shadowing experience), and then received feedback from the consultant the in-training consultant is shadowing, it would definitely make a bigger difference and really prepare the student for what is to come. I had a great experience in 383, and I hope future students will feel the same way as I do.

Athletes and the Writing Center

While doing more research on my intended subject for my final project (working with ESL students), I came across an article that addressed a subject we never discussed in 383-athletes and the writing center. I started reading the article and immediately got trapped in it. The article spoke of the struggles that athletes face when writing. Robin Redmon Wright, author of Coaching Critical Thinking:Tutoring Towards Self-Sufficiency, "Student athletes are often under-prepared and ill-equipped to handle the rigors of college level writing assignments" (2). Wright also adds that male athletes are thought to be strong rather than expressive and vulnerable. As a result, they are unable to utilize personal struggles and life experiences in their writing, something that professors usually look for in writing assignments. In addition, athletes are underestimated academically and are even looked down upon by professors. Thus, athletes tend to shut down, refuse to seek help, or try to make an effort. Instead, Wright attests that athletes make excuses for why they cannot succeed in writing assignments. However, with the understanding and help of writing tutors, athletes can get past their fears and open up in their writing assignments. Wright says that by challenging athletes to think and engaging them in a conversation, along with understanding their interests (such as football or basketball) and the time their athletic obligations require, the tutor can establish some trust with the athlete which will help them to think critically in the end.

In the end, reading this article and realizing the struggles of athletes and the attention they need ultimately changed the subject of my final project: working with athletes in the writing center.