Wednesday, September 5, 2007

Using They Say, I Say in peer tutoring

Graff and Birkenstein's text provides several helpful "moves" for academic writing and in the context of peer tutoring, I think these moves can be beneficial both to conversation as well as in writing. Graff and Birkenstein begin by suggesting that writers start their arguments with what "they say". In this way they suggest writers summarize what is being responded to. I believe that a peer tutoring conference can should start in much the same way. Tutors can begin the conversation by explaining to the tutee what their understanding is of what the tutee has written. This can present the tutee with the opportunity to clarify what they mean and will point out areas of improvement in the writing from the very start. Graff and Birkenstein go on to say that writers should present their view only after recognizing what they are responding to. In the peer tutoring conference, this step can be demonstrated by the tutor presenting their views of the tutee's work and or topic. I think, however that this step is less important than the first, providing the tutee a summary of their work and the opportunity to discuss how to clarify it. If the conversation is ready to introduce more depth, I think this step can prove helpful. Especially if the tutor disagrees with the tutee this can provide a unique opportunity for the tutee to try out how to respond to that disagreement before recognizing it and responding to it in their writing. The final step Graff and Birkenstein discuss, tying it all together, is one I think is more difficult to consciously work into conversation. However, it is an important step to discuss in the peer tutoring conference. Pointing out Graff and Birkenstein's outline of transition phrases on page 105, and discussing the use of meta commentary to better clarify points the tutee is wanting to make in their writing are excellent tools for the peer tutoring conference. Ultimately, I do not think the methods presented "They Say, I say" is purely formal and only meant for use in templates or writing. I think the methods are good to remember in any discussion or conversation (written or verbal).

1 comment:

Kara's blog said...

I agree that this style of writing can be easily transformed for the tutor/tutee conferences. I think these guidelines and templates are important to use as a tool, but like you stated, are not purely formal and can be used simply as a starting point. I also think that the tutor explaining their views on the topic is not as important, but can also prompt the tutee to think about the subject or argument in a way that they had not before contemplated, therefore proving beneficial to the tutoring session as a whole.