WHERE THE PENCIL MEETS THE PAGE Kate Balogh Islamic Foundation School ISNA West Coast Education Forum

ESSENTIAL QUESTIONS

� What necessitated the creation of a writing center at Islamic Foundation School?

� How were those specific needs addressed in the writing center?

� What space, staffing, and budgetary constraints were there? � What are the day-to-day operations in the IMLC? � How can schools without writing centers apply writing

center theory in their classrooms?

WRITING AT ISLAMIC FOUNDATION SCHOOL

� Writing conventions � Writing processes � Standardized test scores � Attitudes about writing

A WRITING CENTER HISTORY

IN DEFENSE OF WRITING CENTERS

�  Writing as a form of discourse �  Writing is an inherently social act in the complex system of values, beliefs, norms, and

behaviors.

�  As a social act, writing requires collaboration and conversation.

�  Collaborative learning �  The difference between collaboration in the writing center and collaboration in the

classroom—more about the COLLABORATORS and less about the actual collaboration.

�  Stephen North—”Nearly everyone who writes likes—and needs—to talk about his or her writing, preferably with someone who will really listen, who knows how to listen, and who know how to talk about writing too.”

THE IBRAHIM MUTEFERRIKA LITERACY CENTER

�  Design decisions �  Bright, bold colors

�  Classroom seating on casters

�  Soft lounge seating

�  Carpeting

�  Wood-slat blinds

�  Repurposed shelving

�  Technology decisions �  iMac computers—the only Apple products in the school

�  Wireless internet and printer access

�  72-inch flat panel display screen with integrated VGA/HDMI ports

THE IBRAHIM MUTEFERRIKA LITERACY CENTER

�  Before:

THE IBRAHIM MUTEFERRIKA LITERACY CENTER

�  In Progress:

THE IBRAHIM MUTEFERRIKA LITERACY CENTER

�  After:

THE IBRAHIM MUTEFERRIKA LITERACY CENTER �  Other considerations

�  Scheduling �  Modified teacher-tutor schedules

�  Creation of literacy center coordinator

�  Student use

�  Required visits?

�  Project-based writing

�  Classroom workshops

�  Center identity

�  Name

�  Logo

�  Spiritwear

�  General “branding” through special events

THE IBRAHIM MUTEFERRIKA LITERACY CENTER

THE IBRAHIM MUTEFERRIKA LITERACY CENTER

THE IBRAHIM MUTEFERRIKA LITERACY CENTER

AN IMLC TUTORING SESSION

IMLC TUTORING SESSION PROCEDURES �  Build/establish/redefine rapport and writing relationship. �  Set an agenda, guided by the communicated needs of the writer.

�  Where is the writer in the writing process?

�  Where do they THINK they are?

�  Have the writer read their writing OUT LOUD. �  Have all available drafts on hand if possible.

�  Read from a second copy of the writing if possible.

�  Read the paper for the writer if the resistance will impede the flow of the session.

�  Let the writer maintain ownership of the writing.

�  Stop the writer to ask questions as necessary, and take copious notes when they respond. �  Do not take notes while the writer is reading.

�  ALWAYS take notes in pencil.

�  Discuss the issues outlined in the agenda, giving the writer time and space to verbalize issues with the piece, struggles in the process, and questions about improvements. �  DO NOT address local issues (grammar, punctuation, formatting, etc.) until you are confident the global issues

communicated by the writer have been fully resolved or considered.

�  If warranted, schedule subsequent appointments or help the writer develop a plan for revision at home.

�  Complete a Session Notes form within 24 hours.

AN IMLC TUTORING SESSION

Tutor Signature:__________________________________ Date:________________ Initialed:_________

Ibrahim Müteferrika Literacy Center Tutoring Session Notes Tutor Name:_____________________ Date:____________

Indicate which aspect(s) of the writing process you discussed (select at least one): Prewriting

□ Selecting a topic

□ Generating ideas

□ Determining an audience

□ Understanding purpose

□ Tone

□ Other:_____________

Composing

□ Controlling idea

□ Paragraph development

□ Supporting detail

□ Introduction/conclusion

□ Research documentation

□ Other:_____________

Revision

□ Organization

□ Clarity/unity

□ Sentence structure

□ Supporting detail

□ Transitions

□ Word choice

□ Research documentation

□ Other:_____________

Copy Editing

□ Spelling

□ Punctuation

□ Grammar

□ Other mechanics

□ Research documentation

□ Other:_____________

Tutor Comments:

_____________________________________________________________ ___________________________ □ appointment □ drop-in (student name) (grade) _______________________ ___________________________________________ _____________________________________ ______/______/______ (course) (teacher) (assignment) (due date) _______________________________________________________________________________________________________________________________ (student’s chief concern)

Tutor Signature:__________________________________ Date:________________ Initialed:_________

Ibrahim Müteferrika Literacy Center Tutoring Session Notes Tutor Name:_____________________ Date:____________

Indicate which aspect(s) of the writing process you discussed (select at least one): Prewriting

□ Selecting a topic

□ Generating ideas

□ Determining an audience

□ Understanding purpose

□ Tone

□ Other:_____________

Composing

□ Controlling idea

□ Paragraph development

□ Supporting detail

□ Introduction/conclusion

□ Research documentation

□ Other:_____________

Revision

□ Organization

□ Clarity/unity

□ Sentence structure

□ Supporting detail

□ Transitions

□ Word choice

□ Research documentation

□ Other:_____________

Copy Editing

□ Spelling

□ Punctuation

□ Grammar

□ Other mechanics

□ Research documentation

□ Other:_____________

Tutor Comments:

_____________________________________________________________ ___________________________ □ appointment □ drop-in (student name) (grade) _______________________ ___________________________________________ _____________________________________ ______/______/______ (course) (teacher) (assignment) (due date) _______________________________________________________________________________________________________________________________ (student’s chief concern)

Sessions notes are completed for every appointment in the IMLC.

TUTORING WITHOUT A WRITING CENTER

�  Agendas �  Planning as a part of teaching and tutoring

�  Body language and physical space dynamics �  Round tables

�  Confrontational vs. collaborative seating arrangements

�  Text ownership �  Giving control back to the writer

�  The end of the red pen?

�  Reflection �  Introspection and metacognition as a means to growth and improved strategies

�  Investment in writing �  Can our students SEE our commitment to their development as writers and writing

in our school?

THE FUTURE OF THE IMLC AND WRITING CENTERS IN ISLAMIC SCHOOLS

�  Benchmarks and milestones �  How can we measure the success of the writing center? �  What goals are reasonable for our writers and for the writing center as a whole?

�  Common Core Standards �  How can the writing center work to help our teachers and students meet the

Common Core Standards in all subject areas?

�  School-wide rubrics and writing prompts �  Can we improve writing across the curriculum using standardized rubrics and

prompts?

�  Peer tutoring programs �  How can Islamic schools use peer tutoring programs with limited resources and

small student bodies? �  How will gender interaction concerns alter our approach to peer tutoring?

�  Other concerns or questions?

REFERENCES Brooks, J. (2011). Minimalist tutoring: making the student so all the work. In C. Murphy, & S.

Sherwood (Eds.), The St. Martin's sourcebook for writing tutors (pp. 128-132). New York: St. Martin's Press.

Bruffee, K. A. (1998). Peer tutoring and 'the conversation of mankind'. In T.-L. Capossela, The Harcourt Brace guide to peer tutoring (pp. 127-138). Fort Worth, TX: Harcourt Brace.

Capossela, T.-L. (1998). The Harcourt Brace guide to peer tutoring. Fort Worth, TX: Harcourt Brace.

Lunsford, A. (2011). Collaboration, control and the idea of the writing center. In C. Murphy, & S. Sherwood, The St. Martin's sourcebook for writing tutors (pp. 70-77). Boston: Bedford/St. Martin's.

Nagin, Carl; National Writing Project. (2006). Because writing matters. San Francisco: Jossey- Bass.

North, S. M. (2011). The idea of the writing center. In C. Murphy, & S. Sherwood (Eds.), The St. Martin's sourcebook for writing tutors (pp. 44-57). New York: St. Martin's Press.

OWP/P Architects; VS Furniture; Bruce Mau Design. (2010). The third teacher: a collaborative project. New York: Abrams.

 

CONTACT INFORMATION

� Kate Balogh �  Literacy Center Coordinator—Islamic Foundation School

�  katebalogh@gmail.com or kbalogh@ifsvp.org

�  630-941-8800 Ext. 1000

Thank you for the opportunity to share the IMLC with you!