Translating Normalcy: Tutors Navigating Spaces Between Expectations and Experiences for Non-Traditional Students An article by Jennifer P. Gray Presented by Anna-Mariya Ivanova

Non-Traditional? Make up almost 40% of all students in higher education. Common examples: -students with a 5-year break in education; -financially independent; -high school-related experiences; -homeschooled/international schooling

The Experiment Janet, a non-traditional student Personal written response to the writing process What are her thoughts on being a writer? Information -> improved session success

Language = Choices What is language for? Many people think language exists so that we can ‘say things’ in the sense of communicating information. However, language serves a great many functions in our lives. Giving and getting information is by no means the only one. Language does, of course, allow us to inform each other. But it also allows us to do things and to be things. In fact, saying things in language never goes without also doing things and being things. - James Paul Gee (linguist)

Janet’s 113 Words on Writing: I am not a big fan of writing, but writing about new worldly things are interesting. Researching and keeping up with the times. Many classes are redesigning essay research papers. Professors are changing the way they want us to write papers & it can be difficult. I don’t enjoy writing. I do it because it is a must to do a Bachelor degree. I get confused with what is right and wrong and I’m very intimated. Sometimes I feel like professors bog you down with papers just for busy work, though. The writing center is a place where I can find my person to help and encourage my writing in a ‘proper way.’

Problem 1: Janet’s Negativity She’s the agent of an action but she doesn’t enjoy it Doing things because she “must” AUBG: “I’m only writing this because if I don’t, I will fail this class.” “I’m only taking this class because if I don’t, I cannot graduate.”

Problem 2: Janet Isn’t a Writer She thinks of writing but doesn’t include herself in the process. Janet feels there is no place for her own contribution to the assignments. The “classes are redesigning” and the “professors are changing” the papers, but Janet isn’t a part of it. AUBG: “I don’t know what the Professor wants.” “I got a C on my last paper but I don’t know why.”

Problem 3: Janet’s Ownership of Her Writing Agency appears in the last sentence: ‘my person,’ ‘my writing.’ Janet is somewhat comfortable in the Writing Center but still feels inferior to the tutors. She might not be as comfortable in her classes.

Problem 3: Janet’s Ownership of her Writing In the 1 st sentence she says she’s not a ‘big fan of writing,’ BUT she also thinks writing can be interesting. There is potential – a ray of hope. If Janet finds more control, she’ll be more interested and engaged as a writer.

Change in the Writing Center Document collection: just ask Use on-campus presentations to ‘demystify the college writing experience.’ Teacher in the Center In sessions, reinforce the identity as a writer. Talk about the learning experience if you feel there is a need to.

So… Non-Traditional? AUBG has a diverse student body. Non-native speakers. ADHD or other disorders. Boarding schools, same-sex schools, etc. Banking system of education. Cultural adaptation.

Thank you.