Gregory Timmons

As an individual, I greatly enjoy writing. I take satisfaction in shaping a mass of words and ideas into communication that accomplishes my goals. As an instructor, however, I have come to understand my place of privilege regarding my attitude toward writing in English. Some students I encounter must focus on the practicalities of their situations (e.g., scoring well on an English proficiency test). Some deal with self-doubt arising from perceived slow improvement in their English proficiency. Some feel like interlopers in the arena of English, and some have been made to feel so. In working with students, the principle I strive to adhere to is affirming students’ status as legitimate users of English. One resource in following this principle is students’ own subject knowledge. As the experts in their fields, I rely on the students I work with as an instructor and a tutor to explain their ideas so that I can guide them in matters of writing, and I make sure to inform them of this fact. In class I assign the standard task of reviewing academic articles for language use so that students can develop connections between the concepts and topics they already know and the various aspects of U.S. academic English typical in the discussion of those items. Appealing to their expertise allows students to work from a position of strength and permits a more participatory approach, which I believe conveys to students the message that they are entitled to participate. I provide further reinforcement of students’ entitlement to use English through in-class small-group work. For example, I provide groups of students with a short text and ask them to revise. I make no comments while the students work except for responding to questions. This gives students a space to contribute their understanding of English to their group, and as the group members arrives at their revision, they actively apply their understanding and ideas to produce an improved text. As a tutor, I attempt to create opportunities for students to use their understanding of English by encouraging them to explain a problem existing in a sentence or passage, offering guidance as they move toward a determination and revision. As a way of assessing the effectiveness of my instruction and encouraging students to view their ideas about English as worthwhile, I assign reflective writing on topics related to writing in English. I ask students which strategies, tactics, or ideas presented in class have been most helpful to them in their writing and which have been less than helpful. In tutoring sessions, I directly ask students if their goals for the session have been met and if they feel they are effectively positioned to continue with their writing task. Such assignments and questions invite students to consider their own perspectives, purposes, and judgment. In this way, students work through how to incorporate advice and instruction from a knowledgeable individual without surrendering their own voices in their writing. Much of writing instruction involves presenting rules and usage guidelines, and students who routinely encounter critical writing situations understand the necessity of such information. However, students also understand that rules and conventions are not the sum total of writing. It is on the basis of that understanding that I attempt to teach and assist each student I encounter.

As a user of English with decades of experience, I understand the personal, professional, and social benefits that are available to those who are proficient in English. As an individual who has lived in rural and suburban African American communities and been in various educational and work environments, I also understand how English can serve as a convenient means of marginalization and enforcement of preferred cultural norms.

While the goal of assisting students in their efforts to improve their English proficiency seems straightforward, it can be a contested endeavor involving legitimate concerns about sufficient proficiency to complete assignments and teach as well as conformists attitudes regarding “proper” English and “proper” speakers and writers of English.

As a writing teacher and tutor, I reject the notion of “proper” and embrace the notion of “many” with regard to English. I welcome the many who communicate using the many varieties of English, while acknowledging their practical need to acquire proficiency in academic English to achieve their goals.

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