Writing Tutoring? I’m Not Positive…

Post-Stroke-Lahoma, Where The Wind

Comes Rushing Down The Plains!

Now, I’m not really positive; but, I think there might be kind of a b**** slap situation that exists, concerning the ready availability of the best means for facilitating the education of head trauma victims.

I’m not saying that any sort of real changes need to be made to education means for head trauma victims who are memory-impaired. I am saying that different courses of action need to be taken either in the schools or in other settings such to be able to nullify all the obstacles that exist in the conventional curricula.

When I was working as a researcher, writer and editor for an individual, I was assigned the task to research a man who had been born into slavery in The United States of America and who had gone on to become so skilled a wagon maker that he was able to buy his own freedom and the freedom of his wife and daughter.

The man knew that Oklahoma was a setting that he could relocate to in order to have a better life for him and his family because it was not yet a state and many other black people had moved there and lived prosperously.

Therefore, he took his wagon-building skills, wife and daughter to Oklahoma and, supposedly, lived freely and prosperously…

Curricularly, I feel as though there is a need to find a refuge, a TBI-klahoma, for head trauma victims who are memory-compromised, due to the fact that there really seems to be no willingness, on the part of anyone, to do what is necessary to make it possible for stroke victims and other short-term-memory-deficit-afflicted persons to be able to succeed, in education, without having to be stigmatized and/or put at a time-contingent disadvantage. (Post-Stroke-lahoma, maybe?)

The fact that post-stroke victims and individuals who have undergone reparation processes for existent brain arteriovenous malformations have processing issues, in the form of a short-term-memory deficit.

I would like to show other people who have the same type of memory deficit that my strokes and ensuing cerebral vascular incidents caused me to have the way I have been able to we strengthen my cognition and begin to thrive, professionally and as a vibrant, living human being, with meaningful thoughts.

And, not that long ago, I attended an National Writing Project Conference, at which I was able to interact with a representative of George Brown College, in Toronto.

When I asked her if, in Canada, 2 year colleges existed that had programs that provided individuals Master’s degree-level educations, to students, directly out of high school, she blinked and let me know that these types of colleges in Canada did exist and that businesses very much willing to hire individuals who took these schools’ degrees, as well.

In reality, I met and interacted with a zillion people at that conference and even interacted with two individuals from McGill University, also in Canada.

The fact that the person from George Brown provided me really weirdly, amazingly pertinent information that could actually afford me the ability to help memory-affected people totally blew my mind.

I began to think about all of the curricula I had written, as a grad student, that I had, technically, been using the inherent writing strategies and techniques of, for many years.

The fact was that the majority of these curricula were completely unconventional and, at the same time, made it possible for me to acquire applied writing skills  that, afterwards, mean situationg,  in  undergraduate  school, I used to knock out the writing parts of what I had to do, with amazing ease. I was able to begin my own “wagon building” business.

Especially by the “economic climate” of where I was at, at the time, I was thwarted and, in order to find work, I would have to drive vast distances, in order to be able to engage in writing and editing and proofreading employment.

I worked rather infrequently, in this capacity, and grew accustomed to having to live at home with my parents and cut grass and rake leaves to eke out a potentially miserable existence. When was I going to be able to start my adult life?

Ultimately, this situation caused me to leave and migrate westward, to the opposite coast. My West Coast excursion, of course, didn’t pan out for me…

Cutting to a subsequent chase scene in my life’s Docudrama, I wound up finding, back on the East Coast, a way to make money as a Tutor of Higher Education Writing and not as a Professional Writer.

As a sidenote, the school from which I took my under-       graduate degree, one or two semesters before I graduated, decided that the most  marketable way for its students to become employed was to change the specific discipline, from Creative Writing, to Professional Writing.

The school did not change any part of its curriculum; it merely changed the name and, following the name change, things should been much  easier for me to find work full-time as a writer, right? I do hold a degree in Professional Writing. Bullfeathers!

Flashing forward, after I got into the line of work of writing tutoring on the community college level, then made the jump to the university level, and had been using voice recognition software, I realized that my short-term-memory deficit was waning.

As I continued to use it, the software continued to restrengthen my short-term- memory and its use allowed me to retain my strengthened long-term-memory.

Therefore, I feel it might be possible for others to do the same thing I did and, if they, following the acquisition of their own memory deficit, did as I did, starting immediately after they became cognitively disabled, their lives would be much easier.

As well, if these individuals attended the two-year schools in Canada the individuals would very likely be able to become gainfully employed, using their masters degree-level certifications they acquired after fourteen or fifteen years of schooling, meaning: after two to three years of schooling, following high school.

Now, it might not be readily-possible for a person to become employed in the United States, for example, with one of these Canadian school’s degrees; but, I don’t know that to be true.

I’m going to try to find out if a Canadian Career College degree would be able to land work in the United States; but, for right now, I’m satisfied to know if what I’m thinking about employability of brain injured individuals, in Canada, is true.

If my belief is true, then I might be able to figure out a way to lead memory-compromised individuals to Canada, where they will be able to take degrees and become gainfully employed.

Following that, if they really wanted to, the individuals might actually be able to land work in the United States or anywhere else on Earth, after they have been able to prove themselves, in the workplace, in Post-Stroke-lahoma!!!


4 thoughts on “Writing Tutoring? I’m Not Positive…

  1. Tammy Aviles says:

    This is a compassionate and selfless thought. You could also lead the charge on getting a program like that right here in good old USA

      1. mattramzzz says:

        What I imagine is potentially starting it, to get ld individuals through school, successfully, then employed, in the great white north and, potentially, successfully able to transfer to a job site in the US…if they’d want.

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