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Show COLLEGE OF HUMANITIES ERASINGTHE LINES WITH ELL WRITING Brandon Schembri, Faye Fischer (Janet Kaufman) Department of English University of Utah Among the greatest misconceptions by writing center tutors is to revert directly to grammar, in both academic and community writing centers. This notion stems from c o m m o n Writing Center Practice that suggests grammar and syntactic correction are the best methods of improvement for ELL writers and their writing. However, the lines need to be redrawn with Writing Center Practice to allow ELL writer's access to express their needs and ideas, and also provide the tutor with tools to navigate a tutoring session without becoming a "fix-it" shop. By doing so the ELL writer retains creative license and uniqueness of voice without jeopardizing their sense of cultural or linguistic authority. According to McAndrew and Reigstad, common writing center practice dictates that Higher Order Concerns (HOCs), such as organization, voice, and proper argumentation be addressed before Lower Order Concerns (LOCs), such as grammar. However, c o m m o n practice a m o n g ELL tutors is to first address grammar and other "lower" concerns first. By fixing the grammar it positions the tutor in a place of cultural dominance that invariably belittles an ELL writer's writing capability during a tutoring session. This approach quickly becomes a quick editing service instead of a collaborative learning process between the tutor and writer. The problem with this approach is it reinforces misconceptions about English as a hierarchical structure, and fortifies a linguistic prejudice that places the English language and its speakers at the top and all other languages below it; not to mention it also contradicts writing center pedagogy. Unfortunately, the ELL community adversely inherits this designation, and is referred to as linguistic appropriation. To avoid such appropriations we intend to apply the principles outlined by Carol Severino, in her article "Avoiding Appropriations". By so doing w e have developed a coaching approach which focuses on several factors: a) HOCs rather than LOCs, b) recognizes personal biases and c) navigates cultural sensitivity, while (d) not assuming the ELL writer's intent. As the tutor applies these principles they will help ELL writers lay claim to identifying and articulating their needs and enable them to more fully use their personal voice and expression. Faye Fischer 39 |