After reading Yother's article about helping students write literary analyses it became clear to me what my biggest fear involved with being a peer tutor. Yother discussed how graduate students were having problems deciding how much was "too much" help in their consultation sessions with younger students. Those graduate students knew far more about the literary works being used than the students did and needed to decide how to help the students fix their incorrect work without giving to student too much help. This was a serious dilemma for those graduate students, however, I am far more nervous for the exact opposite situation.
What do you do when you have no idea what the literary work is even about? Sure you can look at the organization of the paper and other grammatical errors, but I'd imagine it would be hard to tell if a paper was well focussed if you had no idea what the paper was even talking about. I get reminded of this fear some days when my roommate reads me the prompts she gets from her CORE class. We both are reading the same books so I would think that I would at least be able to understand the prompt given to her. However, some of those prompts are extremely difficult to even understand, let alone write about. I'm hoping there are some "tricks-of the trade" out there that I will learn in this class that will help to deal with this particular situation.
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