Franki’s Survey in PDF format
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APPENDIX 1

APPENDIX 2

RM – Big brother	DL – English class description in the CMU catalog
SM – RM	LL – First from the director of another writing program, then from the CMU website
LL – RM	HM – Professor Flower
MS – GK	PA – Professor Flower
GK – parents	TC – A friend who took the class, and from the description in the CMU catalog
RE – MJ	WF – Professor Flower
MJ – parent	CS – I received email that I’d been recommended for the class. his piqued my interest. The next semester I signed up.
ML -- ??	ZN – Another CMU student

TOP

Question 2 –
Why did you decide to participate?

RM – My brother said it would be fun and I would make $50.	DL – Because this was 10 times better than any other thing I could do for credit: hands-on, helping other people, what I think I want to do in life….
SM – For the money	JJ2 – I was interested in service learning, especially how performance can be used to involve H.S. students/ inner-city kids in the resulting process.
JJ1 -- I thought it would be a good experience	HM – Wanted to take the class (needed English credits)
ML --??	ZN – To learn something about myself and others, to give something valuable/ help to area/ city youth
MS – Because of the money	PA – I liked the idea of doing something in the community.
GK – To get some money and to learn to communicate with others better.	TC – It definitely seemed more interesting to me than a regular rhetoric class (requirement for the Prof. Writing major)
RE – Something to do after school	WF – Sounded like something I could do well and enjoy
MJ --??	CS – It fit into my schedule nicely, filled a requirement I needed, and sounded beneficial

RM – How to be a leader	DL – I am (re-) learning that a teaching relationship is actually a reciprocal relationship. I have to know and learn as much about RM as I can if I want to "teach" him anything
SM – I don’t know	JJ2 – Wow, what a question… I feel like I’m helping SM – just a little- think actively about the future and feel more confident speaking to adults
JJ1 – I am learning accomplishing better ways to start off sentences and learn new things on computers.	HM – I’ve learned to abandon my assumptions, and also how to communicate across differences stemming from race, gender, and age.
ML --??	ZN – Giving direction to futures, helping ML get a step ahead in life. Increased my own self-awareness
MS – I’m learning how to share my thoughts with people	PA – Talking to kids, learning about their lives, and encouraging them in what they do
GK – How to talk to adults	TC – I feel I’m establishing a good friendly relationship with my mentee
RE – Finding a job	WF – Helping young people to grow
MJ --??	CS -- I like to think I’ve made some headway in relating to my mentee. I’m learning a lot about the kids too, and the kind of lives they lead.

RM – The second week at the CLC	DL – The first time I realized that what I was saying didn’t "matter" to RM. I don’t remember what exact event that was, but it was something that jolted me into recognition.
SM – I don’t know	JJ2 – Do I really believe what I just wrote? I think a little when SM started really trying to say where his interests were. We were looking at the WPN partners and writing down goals…. Another moment was when I had to give SM the chance to express what responsibility he would take for the performance.
JJ1 – When I was working on a project and got some help from HM.	As corny as this sounds, when I was writing the b-board posts
ML --??	The first realization that leads to this is that the course goals and my personal goals are not the same. The second realization is that my goals are better suited and work better for everyone.
MS – When Mrs. Linda started calling on me at the beginning of the program.	Like last week.
GK – When I started communicating with adults better and not getting mad.	TC – The first day she initiated a conversation with me and not the other way around
RE – When I wrote out the resume	WF – My conversation with RE when she asked if I was her mentor
MJ --??	CS – A few weeks ago (maybe the beginning of October) when I started to click with my mentee. Then I felt purposeless for a while. Last week though, I really felt like I was getting something done.

RM – I’m a slow learner	DL – There was enough of an established, socially accepted, rapport between us – something I was actually surprised to have – I am embarrassed to admit that "media"(?) perceptions had prepared me for the worst.
SM – I don’t know	JJ2 – I suppose because I was asking questions and that I was ready to listen and that "things" the circumstances were at a head
JJ1 – Because I wasn’t trying to understand then, but I am now	The assignments forced me to evaluate my progress, and the events that transpired to get me and JJ1 to the point in our relationship where we are now
ML --??	ZN – Took a while to realize course objectives were not practical and less relative to what is most important to the teens. I know that now and can focus on that.
MS – Because when someone calls on you, you have a feeling that they are going to keep on doing it.	I thought I was supposed to be a tutor. but after working on MS’ resume, I felt my role kinda evolving
GK – Because I always had to talk on their terms and they acted like they didn’t understand. So I’d just walk away	TC – Because I felt before that she didn’t relate to me, like I was talking at her, not to her.
RE – Writing the resume made me realize I was doing something	WF – My purpose at the CLC was fuzzy to me before then
MJ --??	CS – I don’t really know. It took a while to get used to life at the CLC and how things work. Then a relationship had to develop between my mentee and me. It just took a while to see the fruition of all my/our labors