Lulu: Blog post #2

I'm also interested in the difference between tutoring non-native and native speakers and want to talk a little bit about my experience thus far. As a rhetoric instructor, I've found myself making minor changes in the classroom to make life a little easier for students who are non-native speakers. These changes include adding subtitles to video clips, projecting free write questions or discussion prompts on powerpoint slides, and clarifying certain instructions on assignment sheets.  However, when giving both written and spoken feedback on assignment drafts, I've struggled to know how (or how much) I should approach non-native students differently.

 I've noticed that non-native writers taking rhetoric often have incredibly strong ideas, arguments, and organization in their papers but struggle with syntax and grammar issues that can make these  ideas hard to parse. In the writing center so far, I've noticed a similar pattern. I've had success when using "tell me more" questions to help non-native writers rephrase or clarify their points but because I don't always know the exact reason WHY one verb should be past tense and another in present tense, or why an article should go here and not there, I feel lost when it comes to helping with larger patterns around grammar. 

 I'm curious what other tutors have experienced so far and if anyone has tips for me. Carol's piece on non-native speakers encouraged tutors to become familiar with the grammar rules of their own language, which I'd like to do -- both to improve my effectiveness as a tutor and to sharpen the grammar in my own writing. 

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