Nancy Grimm,

This is one long, engaging, and helpful essay. I'm not sure if you know who the audience for this is, that decision will come down the line, but your point that preparation--either of teachers or tutors--must equip us for the diversity we confront in our work needs to be registered in the several potential audiences.

I felt trapped in a place neither of us wanted to be through the first part of the essay. Only when you get to the section on Bloom and your disputation of her assumptions do I get a sense of a credible writer with a passionate complaint and interest. I suggest starting with that critique, regardless of where you finally direct the piece. That's where I pick up your energy. That's the place to start.

I will be using your bibliography both for my students and my own education. It's helpful. I know I will be reviewing those sources and your piece when I prepare to teach my next pedagogy course.

Following on my earlier comment about being lost--displaced--in the scholarly discourse of the beginning, I need to know more about your purpose. If you select an audience of theory-weary teachers, I'd recommend cutting and sharpening the argument. Teachers already disposed to understanding the complexities and implications of class don't need aa lot of rationale, they want instruction on ways to listen or to train tutors to listen and become aware of any hurdles class-based experience creates. Those indisposed are not going to have their minds changed through this vehicle. I am perhaps too cynical.

I'd also like you to think about conceptualizing/showing the tutor to be a model, after becoming and conscious and competent, of how to think through celebrate deny negotiate issues of class. That's a kind of direct, indirect teaching that would be very beneficial to WC students.

I am out of time. I hope these comments are helpful. Thanks for the opportunity.

Cheers,

Chris Burnham
New Mexico State University
cburnham@nmsu.edu