Blog Post #5

The task of filling the role of a writing coach this semester was initially very intimidating to me! I don't have much work in the field under my belt, so I was quite nervous to be reviewing others' writing--especially because I am a student myself! I'm no famous author, so who am I to give feedback to anyone? It may sound silly, but I was very concerned about myself being prepared to coach someone with their writing. I am obviously on the tail end of my bachelor's degree, so I surely have all of the resources, knowledge and experience I would need. But can I do it?

The first week of providing feedback filled my cup of confidence to the brim. I realized that I don't have to be a famous author to give others constructive criticism that will effectively benefit not just that single paper they wrote, but also for those to come! I think I just truly didn't know what to expect, and now after several weeks, I feel comfortable with my knowledge and skills to be able to assist students! I

Undoubtedly, one of the first things that students need when receiving feedback is some sort of praise and positive reinforcement. Even if what they turned in isn't what any of us want it to be yet, it is important to provide encouragement and compliments for aspects of the assignment that were done well. It is becoming ever so clear to me that the slightest comments can have detrimental effects on students not even for a day, but an extended period of time. Many of my peers vividly remember hurtful or unconstructive comments that they have received ten years ago. While it is not our job to be our students' therapist, it is important to boost their cognitive confidents, emotional and social confidence, and their self-esteem. We attract more flies using honey than vinegar! However, this is a double-edged sword. We simply cannot provide only praise as this could result in the students forming a skewed perception of not only their own abilities, but also what is expected of them.

I think there are several things that writers need from their peers. This is a difficult time for students trying to juggle their social, home, and academic lives. Juggling everything as we all know can really knock the wind out of us sometimes. As a student, acceptance from my peers was so important to me. I didn't need to be better than anyone, but just seen for who I am and accepted. Receiving praise from one's peers is just as important if not more than the praise they receive from their instructor. Instructors are supposed to give feedback, whether it is good or bad. Their peers, however, are not. I think this really heightens the significance of the praise received from peers and drastically increases the value of praise.

Honestly, a writing coach should not be covering papers in ink and picking apart the ins and outs of a paper. As a coach, I believe our job is to focus on higher order concerns and explore the ideas that our writers have. I think it is very important to tell them what they are doing correctly, ask thought provoking questions, listen carefully to the ideas they have, give them direction if needed, and support them throughout the entire process.

There are some similarities among all three of these roles for our students. First would be the significance of praise. While praise is not of equal value among all three, it is definitely all beneficial in its own ways. It is the responsibility of all to do their part in the learning environments in which they exist to ensure that themselves as well as everyone else involved feels safe, heard, and seen for who they are. Responsibilities also include pushing ourselves and those involved to become the best humans we can be. Accountability needs to be universal and applicable to everyone. It is clear that teachers have the largest amount of responsibility out of the three, as they are the ones facilitating the learning. A writing coach could be thought of like a sports coach even. Let's acknowledge what is going well and reinforce those things, while at the same time providing feedback in a way that is easily receptive and motivating. The peers likely hold the least amount of responsibility because many students are just trying to survive; many times, when I think I am being judged by a class I am give a presentation in, I am overthinking how analytical the audience actually is of me. Peers are normally just as worried as we are in these situations. While there are significant similarities and differences among all three, they all have a specific role, function, and responsibility in a professional learning environment. 

Working with Novices | Writing Partner Resources (pomona.edu)

Here is an article from David Bartholomae at Pomona College talking about his approach to supporting novice writers. I enjoyed this article because it is someone in the field speaking to their own experience.