Review: Tutoring Second Language Writers (eds. Bruce/Rafoth)

Tutoring Second Language Writers by Shanti Bruce
My rating: 4 of 5 stars

This anthology, edited by the same team as ESL Writers: A Guide for Writing Center Tutors is an excellent collection of essays--all of which have use for anyone who teaches L2 learners. There is a strong leaning toward incorporation of diversity, equity, and inclusion principles in various essays that consider the complexity of "competency", multiple frameworks, and "accommodationist" principles (Carol Severino, 2006). Some of the offerings are short, but potent, such as Jose L. Reyes Medina's "Some Things I Did to Help Myself Learn to Write." Others, like Rebecca Babcock's "Examining Practice: Designing a Research Study" and case studies in Puerto Rico, as well as working with specific identities (such as Jocelyn Amevuvor's "Building A Cultural Bridge Between Ghana and the United States in the Writing Center") have more striking relevance in the writing center context. Those who are new to the concept of multi-faceted identity and how that informs a student's experience will appreciate Ben Rafoth's "Second Language Writers, Writing Centers, and Reflection," which, taking its cue from Harris and Silva (1993), recognizes the "diversity of concerns" of the L2 student. Likewise, Michelle Cox outlines the different facets of identity: those which we are born with, those we inherit, those we create, and those constructed for us as key to understanding how to address the multiple challenges of teaching a non-monolithic group of students who are nevertheless categorized as "ESL" (see her essay "Identity Construction, Second Language Writers, and the Writing Center."

As a teacher, the set of the essays that make up the fourth part ("Academic Expectations") was most useful. Valerie Balester reinforces the idea that understanding multiple identities is key to providing an equitable and inclusive experience for L2 students: "In truth, no single approach works, and applying a single approach to all L2 writers/speakers regardless of their needs, desires, or learning preferences, simply because we assume learning English grammar means learning English rhetoric, would constitute Othering." (200-- See Balester, "Tutoring Against Othering: Reading and Writing Critically"). Beyond philosophical considerations, Balester also provides helpful and concrete ways to use meaning to discuss local (lower-order) concerns in a student's writing. While Jennifer Craig's essay "Unfamiliar Territory: Tutors Working with Second Language Writers on Disciplinary Writing" addresses working with students outside one's own discipline, it is very helpful in understanding the challenges of building a general language proficiency and a disciplinary lexicon at the same time--not to mention writing conventions, tone, and style. Primyupa W. Praphan and Guiboke Seong's "Helping Second Language Writers Become Self-Editors" reconsiders "error correction" and its role in the tutoring experience. The authors also help clarify distinctions such as pragmatic errors vs. grammatical errors and recommend a set of strategies for before, during, and after a tutoring session. These principles are easily applied (and should be) to anyone who is assessing/reading L2 learners' writing. This last essay is particularly important as there are several alarming examples (throughout the book) of instructor/professor commentary on student papers that is ego-maniacal, counter-productive, and glaringly unhelpful in its Othering or complete cultural incompetency. In the context of the book the authors see the Writing Center as a place that mitigates this ignorance/bias on the part of the instructors, but teachers would do well to curb these practices at the outset.

Cross-posted at Rebecca's Reading Rants and Raves

Review: Jennifer Walshe: Spiel mit Identitäten (F. Kloos)

If you read the interview with Walshe at the end of the book, you understand that Kloos' work is basically a philosophical expansion of that interview. She engages with primary sources, but the "name-dropping" of philosophers without citation was aggravating on occasion. The opening chapter is valuable in terms of framing the discussion--Kloos provides Erik Erikson, Stuart Hall, and Judith Butler as lenses through which we might understand identity. Chapter 2 wanders a bit more, investigating Walshe's place in the avant-garde and new music. She summarizes the biographies of the alter egos of Walshe's Grúpat and briefly muses upon the reconciling of these individual identities with group identity. There is some redundancy across chapters, but this is unsurprising as one of Kloos' main points is that Walshe's music doesn't fit traditional categories or modes of analysis.

Kloos gives Chapter 4 over to analysis--and this is where the book is weakest for me. Kloos has insightful observations, but her methodologies vary so greatly that some readings of pieces come up short. We don't know what to expect since there is no systematic approach to analysis. It may very well be that this is due to the content of the works themselves (as well as varied access to materials), but then I would have preferred that the analysis be integrated into the prose of the other chapters. Kloos' "listening journal" approach to Walshe's "As mo cheann" addresses the difference between listening with and without a score, but for readers who are looking to engage with the piece academically, this might prove frustrating. Still, in that Kloos includes gesture, breath sounds, and performativity in her discussions, she provides a good example of what solid analyses of contemporary music might look like.

I've always bemoaned the lack of discourse with the work of living composers--but I get it. It is much easier to use a critical eye (and ear) toward music when the composer is dead. Kloos posits, however, that Walshe's music authorizes listeners to be co-creators, in effect--a glimpse at a democratic idea that "those who listen, have a say" (107). In her final statements, Kloos remarks that Jennifer Walshe invalidates the biographical relationship between work and author, but it is her work with the alter egos of Grúpat that allow her to do so without metaphorically "killing" the author ( a la Barthes).

This is an important book and I would love to see it come out in an English translation. It is a good primer on the New Discipline and provides bibliographic value as well (Kloos curates a helpful list of Internet sources).

(Cross-posted at Rebecca's Reading Rants and Raves)

Review: Sound and Score (de Assis/Brooks/Coessens, eds.)

Cross-posted at Rebecca's Reading Rants and Raves

As with any anthology of essays, a particular reader will find some contributions more useful than others. Admittedly there were essays that I skimmed, as I was looking for specific writings that would interact with discussions for my graphic notation seminar. I appreciate the multitude of perspectives and styles, although I found the essays that were well-grounded in theory to be more useful. Both Virginia Anderson's "The Beginning of Happiness: Approaching Scores in Graphic and Text Notation" as well as Jeremy Cox's "What I Say and What I Do: The Role of Composers' own performances of their scores..." were particularly enlightening in their examination of score/performance relationships. Cox adapts Krenek's 1966 theory of process of musical thought to reveal a composer's performances as a "triangulation tool" (p. 21) between the score and Gestalt/musical thought. The only real quarrel I have with his investigation of Stravinsky's tempi in two different recordings (1946 and 1961) of the Symphony in Three Movements is that it is predicated on an assumption of "logic" when it comes to tempo choices--an assumption that isn't clearly delineated by the author.

Anne Douglas's "Drawing and the Score" is one of the strongest essays as she offers a succinct summary of the relationships that can be established when "an artist transposes concepts of drawing and notation across the borders of art forms" (p. 207). In just under ten pages, Douglas convincingly concludes that the tension between musical score and drawing is essential to all stages of the musical work, and in effect "loops" the components of a performed musical work "between author/audience." (p. 215).

The editing is good, for the most part, although there is a significant error in the captioning of Fig. 4 of Cox's essay (p. 24) and certain essays could have used a stronger editorial hand in order to keep expositional consistency. The book's division into four parts seemed somewhat unnecessary, particularly given the holistic interpretation that underscores the entire book. That said, the parts (I: Score and Idea; II: Mapping the Interface; III: Extending the Boundaries; IV: Choreographies of Sound) do provide interesting inroads to the larger discussion.

This is a very worthwhile collection and has readings that are provocative and useful for a whole host of different types of research and teaching, especially in contemporary music. Some essays are more accessible than others, but it is a valuable compendium for anyone who teaches composition, contemporary music performance, and/or music history.

50 Book Challenge #11 & #12: HP No. 7 and What is the What

No. 11
Harry Potter and the Deathly Hallows by JK Rowling (Scholastic, 2007)

In order to be "spoiler-free" this will be necessarily brief. Suffice to say, I felt this was one of the better books in the series. Rowling did a very good job of tying up most of the loose ends. I did feel she moved too quickly through the last parts of the book, breezing through points where I wished to linger. My harshest criticism of the book is the Epilogue--I found it incredibly juvenile (it brought Harry Potter back to the level of mundane chidren's literature) and unnecessary.


No. 12
What Is The What by Dave Eggers (McSweeney's, 2006).

To call this a "novel" might underestimate its truth and urgency. This is very much a work of non-fiction. The life of Valentino Achak Deng is representative of thousands upon thousands of lives in Sudan in its tales of struggle and oppression. While the book sensitively addresses a topic that is hurendous and heartbreaking in and of itself, the narration is not overly sentimentalized. Eggers and Deng weave in humor, joy, and small victories through the tragedies of the Lost Boys of Sudan.

Valentino Achak Deng is both evidence of the resiliency of the human spirit and a beacon of hope for the future. There are moments in the book that call us out of our comfortable existence, and there are moments when we recognize that from which we also seek refuge. It is a compelling read about the human condition and should be compulsory reading for anyone wishing to remain ignorant about the struggles of Africa. To ignore Sudan is to ignore humankind.

50 Book Challenge #10: Audacity of Hope

50 Book Challenge #10: The Audacity of Hope by Barack Obama (Crown Publishers, 2006) 362 pp.

This book demonstrates eloquence, understanding, and an intense passion for this country and what it should stand for. Obama writes beautifully, with focus, but with the intensity of someone who is anticipating the arguments before they've been made. And that isn't such a bad thing, particularly for someone who is running for President. He does, however, need a better editor. Obama relies too heavily on anecdotes and sometimes gets a tad formulaic in his presentation of each chapter. The points are made, but then at times, run into the ground by an overabundance of examples.

That aside, the book is very well-structured. He wisely ends with "Family" to leave the reader with the best impression of a man who isn't afraid to extol his wife's domestic and professional abilities, but without the sense of hero worship. He's not afraid to express his love in real terms or to admit the struggles in their marriage. It is in this final chapter than the anecdotes ring most true.

However, for those that believe Obama is too "green" to be President, I'd hold off until you read this book. He has a better understanding of history, law, politics and social justice than most people on Capitol Hill. He's managed to move forward (up?) in his career, but has always had one foot firmly planted in the neighborhoods of his constituents.

It is a shame that those who do not support Obama are unlikely to read this book, as it is a revealing portrait...not set on changing political views, but opening up an honest dialogue...a dialogue very much absent from current American politics.

#4: The Curtain by Milan Kundera

Review: The Curtain: An Essay in Seven Parts by Milan Kundera. Trans. from French by Linda Asher. (New York: Harper Collins, 2005) 168pp.

Milan Kundera's essay draws the curtain back to reveal the treasures of "die Weltliteratur" as he traces the threads of continuity in novels by Rabelais, Cervantes, Fielding, Dostoevsky, Kafka and many more. He eschews the cultural "isms" that weigh down our understanding of literature.
Although a work of non-fiction, The Curtain is a beautiful exposition on aesthetics as it is applied not only to literature, but to music as well. Kundera tells us to read and re-read with new eyes, unfettered by pre-imposed cultural and socio-economic distinctions.
As Kundera outlines the "fragility of human certainties" found is so much of the world's great literature and implores us to understand the true worth of the novel so that we can embrace both its history and its essence. This is a poetic work of literary criticism that will be a worthwhile read for anyone interested in literary art.

4 / 50 (8.0%)

BOOK REVIEW: Getting Things Done

BOOK #1: Getting Things Done: The Art of Stress-Free Productivity by David Allen


The self-help book industry runs rampant with cliches, euphemisms and gimmicks. Allen's book is a breath of fresh air in that it consolidates the most sound approaches in a way that speaks volumes to both the high-powered CEO and the graduate student just trying to get her dissertation organized!


Allen's approach is centered around the idea that "things that have your attention should have your INTENTION." Although we know that is common sense, Allen offers a method of storing and processing the multitude of attention items, so that one can focus on one item at a time without worry about what's on the back-burner.


In addition to offering concrete ideas for organization, Allen also addresses the emotional and psychological impediments to getting things done. Unlike other authors, he does not patronize his readers or make them believe that they should aspire to be paragons of organizational virtue. He's a realist and offers many instances of "if you can't do this, try this."


Even if one does not adapt Allen's entire system for a lifetime, components like the "2-minute rule" and the "Next Action Decision Making Standard" will positively impact personal productivity and mindset. This book will NOT help those who aren't yet at the place where they want to make a positive change.


Allen has defined the "core methods that don't change with the times, and which, when applied, always work." Having read many books on organization and procrastination, I do believe this is the last book I will need to read.
(Cross-posted at LiveJournal blog, 1/50 for the 50 Book Challenge)