WVU Writing Center Blog

If It's Not Broken, Don't Fix It

2012-01-25T14:59:00.004-05:00

So perhaps at the start of the new year you made a new year's resolution. And, if you're like many people, perhaps you're struggling to maintain that promise to yourself, or have already abandoned it altogether. If this is the case, don't be so quick to throw your arms up in self-loathing and call yourself a quitter. Instead, maybe it's better to ask yourself if the resolution you decided to make was, indeed, worthwhile, or, was it simply a superficial product of the tradition of the season? If you did, in fact, make a resolution just for the sake of making one, it may be very difficult to keep up with since you might not actually be fully committed to the decision you made.

Perhaps there's something to be said for just staying the course. Now that we're in the third week of the spring semester, you've probably figured out what works for you and what doesn't. That is, regardless of your class rank, by now you've almost certainly learned many valuable lessons through experience about what it takes for you to be successful. If I'm correct in making this assumption, then you've probably also noticed that your recipe for success might not be the same as your friends' and peers'. In fact, it might be vastly different. For example, when I'm studying or writing, I need absolute quiet to be able to concentrate and be productive. But if you work more effectively with a friend or with the TV on, then I encourage you to stick to that strategy.

It is largely unimportant what means you use to achieve success; what is important is that you set goals. Decide what success means to you and what you want to accomplish. Then, work towards those goals in whatever way works best for you.

The same principle holds true to your writing; set goals for how you want to improve as a writer this semester, then work to achieve those goals. Don't be discouraged if you receive a lower grade on a paper than you wanted. Stay the course, stay positive, and remember that we at the Writing Center (304-293-5788) are here to help. We'll do our best to accomodate your particular learning styles and preferences.

So, if you learn like me, then barricade yourself in your room, turn off your phone, and get to work. But if you prefer to get your work done in a crowded pizza shop with friends, then I would argue that you should keep doing just that, and have your next slice to celebrate your own recipe for success.

Mick Snyder

Reading Comprehension Made Easy

2012-01-18T11:21:00.001-05:00

As I sit here writing this, I am a mere week and half away from the MCAT that I have been preparing for for nearly seven months. I feel as though my brain is completely consumed with formulas and facts and most of all, loathing for reading comprehension. Whether it’s the GRE, the GMAT, the LSAT, or the MCAT, we here at the writing center feel your pain and can help you with your reading comprehension woes.

The first thing to remember during a reading comprehension test is to take your time… but not too much time. Learning how to read quickly is key, but you also need to learn how to read actively. This was difficult for me at first as I’m a slow reader and would often times find myself thinking about my beach vacation last summer. This is where you need to find the best strategy for you. I’ve found that actively highlighting key words has kept me engaged in the passage so I think about the beach less and get more answers right. Try highlighting, try writing a few words down after each paragraph, try just reading—just find whatever helps you read fast, but actively.

Once you’ve read the passage, you have to do the hard part: answering the questions. This can be hard, but there are a few tricks that can help on test day. Extreme answers involving the words only, absolutely, all, etc. are almost always wrong. Being able to strike out these answers can help narrow down the answer choices immensely. We all hate Roman numeral questions where I and II or only II or I, II, and III could be right, but there’s a trick to them too. Almost always the Roman numeral that is used the most often will be included in the correct answer. This may not get you narrowed down to one answer, but it will help.

Over time you’ll start to find more little patterns and tricks that make reading comprehension bearable. The best advice I can give is practice, practice, practice! That way you’ll be ready for anything on test day and you can sail right into graduate or professional school. Good luck!

Jess

Topic Terror!

2011-11-10T11:40:00.002-05:00

Choosing a paper topic can be a difficult and confusing task.While a professor giving you control over the subject matter of your paper should make selecting a topic easier,the multitude of topic possibilities can actually be overwhelming.Luckily,there are methods available to simplify your search.
Select a topic you are interested in and feel comfortable writing about.If you write about subjects you hate or do not understand,the writing process will be very painful.
After finding some potential topics,attempt to write basic thesis statements for each one.This exercise can help you decide which topics are viable choices for a paper.If you struggle to create a thesis for a particular topic,rule it out.
Once you have found a potential topic,ask your professor if it will fit the assignment.Since they created the assignment,they know what will work and what won't.Listen to their advice,and search for another topic if they think the one you have will give you trouble.
Using any,or especially all, of these methods can be very beneficial.If you like your topic,you already have a basic thesis statement,and your professor approves of your choice,you are well on your way to writing a great paper.

Dress Up Your Writing for Halloween

2011-11-01T11:58:00.002-04:00

I will begin by admitting that I am a day late, but if you're like me, Halloween keeps you excited for more than one day. Something about dressing up like any person, monster, or character in the world, regardless of your age, is just simply fun. Indeed, young children, to college students, to middle-aged adults dress up in costumes to celebrate this fun and spooky holiday.

Just as you may have dressed up in an outrageous costume this weekend, Halloween is also a perfect time to dress up your writing. That is, add a little style to your papers. Basically, style is the writing component that allows a writer to show his personality in his text. This is not only done by what is said, but by how it is said. Incorporating your own unique style in your writing is not only a great way to distinguish yourself from other writers, but it can also make your text much more enjoyable for the reader.

It takes a wide variety of factors to be successful in the world today, but one character trait that the world's most successful individuals seem to share is charisma. They seem to have a special zest that distinguishes them from the rest of society. A writer can achieve her own success by incorporating charisma in her discourse. One way she can do this is to replace overused, bland words with more vivid, colorful words. For example, when trying to describe the way a dancer moves, a writer might say, "The dancer danced across the floor." Although this does give the reader some kind of picture of the scene, it is vague and boring. Perhaps a more interesting sentence would be, "The dancer glided across the floor." Now, the reader might imagine the dancer dancing with flawless elegance and grace. Simply choosing a more invigorating verb has added clarity and excitement to the scene.

Another strategy a writer can use to enhance his style is to incorporate a variety of sentence structures in his writing. Reading sentences with the same sentence structure and format over and over again can be repetitive and boring. For example, in an argumentative essay for saving the environment, one might write, "The federal government should enact stricter laws to reduce businesses' emission of greenhouse gases because these gases are destroying the o-zone layer. This is an imminent problem because the o-zone blocks the sun's harmful UV rays. These two sentences first make a claim, and then support that claim, thus using the same sentence structure. Simply using a different structure in each sentence can convey the same message with more style; "The federal government should enact stricter laws to reduce businesses' emission of greenhouse gases because these gases are destroying the o-zone layer. Because the o-zone blocks the sun's harmful UV rays, this is an imminent problem." Now, the writer is alerting the reader of a problem that he feels is important while also demonstrating that he can write with style.

If you feel like you've been using the same basic words and sentence structure in all of your writing, use this Halloween as an excuse to try something new. Replace those bland words with more exciting, descriptive ones, and use a variety of sentence structures throughout your paragraphs. Doing so will give your writing the same character and charisma that that spooky costume probably gave you this Halloween.

Mick Snyder

For When You Only Have One Sock Left...........

2011-10-26T14:05:00.005-04:00

If you're anything like me, you experience that one week (or two, or three) every semester when everything seems to pile up into one big mess of responsibilities. The dishes are piling up in the sink, you're drowning in laundry, there are about 75 papers due, there's an exam every day, and Netflix is just calling your name. The 24 hours in a day don't seem like nearly enough time to get everything accomplished, and it can be very overwhelming. Luckily, there are some great strategies you can use to ensure that you are managing your time effectively. Time management is an invaluable tool that is worth learning during your college experience.

The most important thing to do in time management is to organize your responsibilities into categories. Placing everything you need to do into smaller chunks has the effect of making it seem as if you have less to do, thereby making your tasks less intimidating. I like to organize everything into these categories: School, Home, and Free Time. Put all homework, papers, and projects into the School section; laundry, dishes, and other cleaning under Home, and any fun down-time activities into Free Time.

The next step to take to improve your time management is to lay out all of your tasks in an obvious, easily accessible place. This ensures that you are fully aware of everything that must be done; it also prevents you from forgetting some tasks that may initially fly under the radar. One place that I find particularly useful to remind me is somewhere I see all of the time: my computer's desktop. Most computers have these nifty virtual Post-It notes, which can be displayed on your desktop. Think about how many times you open your computer to get on Facebook, watch Youtube videos, or use your other favorite form of procrastination (Stumble-Upon, I'm looking at you). These Post-It notes are in a very visible place that is, in fact, probably one of the primary time-wasting tools that you utilize.

Next, plan out a schedule to make sure that you are not overwhelmed with everything you must do. It is unrealistic to assume that everything can be accomplished in one day, so spacing responsibilities apart is key. A possibility is placing 5 virtual Post-It notes, one for each weekday, on your desktop. As you complete each task, delete the Post-It. It is a very satisfying feeling to see it drift away.

Finally, make sure you plan out free time for yourself. The stress from all your responsibilities can be very detrimental, and it is very important to not overload yourself with constant stress. Whether it is exercising, reading a book, or simply taking a nap, down time is essential for keeping your spirits high and your motivation strong. Plus, who doesn't love a good nap? The key to this step is to not give too much free time, which is very tempting. Make sure that all your responsibilities are accomplished for that day before you drift into dreamland.

These time management techniques are definitely essential tools in college students' repertoires. Follow these, and your life will be much less stressful. Also, do your dishes; they aren't getting any cleaner

Charcoal and Run-ons

2011-10-21T12:48:00.010-04:00

It's easy to get caught up in the frantic writing fervor that comes about upon realizing a fantastic idea or string of thoughts that can be incorporated into a paper. Whether such an experience comes about from an hour away deadline or simply sitting around deep in thought, the excitement of sudden ideas often presses writers into feeling that all words must be typed or scribbled as quickly as possible onto the empty space and, upon seeing the masterpiece in progress, continue without a second glance at the first splatter of creativity.

This is wrong.

There are several reasons why abandoning momentary light bulbs of realization is bad, with one of the most important being that the enhancing qualities that that creativity brings to a paper can at the same time detract from it if left unattended--not only one of the most common mistakes, but also one of the most correctable. The foundation of a paper is built upon a cohesive flow of ideas that unify smaller components into a vivid "bigger picture," but run-on sentences and fragments of ideas are like blotches of yellow and orange on a charcoal drawing. Readers are attracted to the vividness of what they see, but the connection to the piece's artistic substance is missed.

"What's going on here?"

The solution to this problem is different for the drawing and paper, but the principle is the same: the basis of clear expression rests upon a person's ability to incorporate creativity into and with other ideas in a cohesive manner. Reading a paper aloud facilitates the writing process by enabling a greater sense of mental processing via the vocalization of ideas. Oftentimes words that are silently omitted in a paper are correctly or incorrectly inserted into the recitation of a paper, and catching those little discrepancies is vital to clearly expressing individual ideas for others to interpret.

For example, 'I analyzed Green Eggs and Ham for its artistic substance. Make it a popular children's book."

If I were to read that aloud, I could instinctively correct it by saying, " I analyzed Green Eggs and Ham for its artistic substance [and the elements that] make it a popular children's book." A quick glance at those two pieces of information, however, may leave the incompleteness of the second idea undetected due to the completeness of the first.

The charcoal drawing could be made into a painting.

The Sickest Email of All

2011-10-10T15:37:00.002-04:00

Cold season is here! Flu season is very near! Oh, how I dread this time of year!

All right, I promise I won’t rhyme this entire entry, but a girl has to have a little fun. Many of you probably have already had the sniffles, congestion, sore throat, and headache that usually accompany a cold this year. I definitely have. It might keep you off your feet for a day or two, or maybe a few, depending on how severe. Though, very soon you’re back on your feet and ready to hit the books once again (just what you were thinking of doing once you got better, I bet)! You’re proud of yourself, too. You only skipped the classes that gave you free absences, instead of the ones that you’re required to go to every day.

Along you go, on your merry way in the fall! Then, BAM! Like a brick wall, you’re hit directly with the flu... before flu season! You were just about to get a flu shot next week too… Chills, fever, aches, nausea, and everything else rain down upon you in bed and you struggle to keep warm (or cool, depending on what mood the flu is in that hour). You think about your classes this week. In a panic, you realize that, although you have enough freebie absences left to use up for the week, your mandatory classes are coming up. You decide that you don’t feel that bad – you could probably make it through the class, at least. As the week progresses, and your un-missable class draws ever nearer, you begin to feel worse than before. Soon, you are too weak to even leave bed. You think about emailing your professor, but what good would that do? The syllabus says that you can’t miss class for anything.

So what do you do?

Do you email your professor? Do you try to make it to class? Do you just skip anyway?

Never fear! In fact, I was recently in this exact situation. Here’s some advice: don’t be afraid of your professors! They are people too, not bent on making your life miserable. In my crisis, the same as above happened. Too weak to do much of anything productive, and in a fever-induced stupor, I fretted for hours over what I would do about the classes that I couldn’t miss, or what I would be penalized with if I did miss them. I had been sick for over a week and getting worse, and the plan was to try to get a free few days from class to be able to rest, go to the doctor, and go home with my family to take care of me (who doesn’t love his or her mother bringing them hot tea, soup or maybe some sprite when sick?).

What did I do?

I simply emailed the professors of the classes that I was worried about.

Now, before you get too excited, there are some guidelines to the sick email:

Keep it professional:

As with any email to a professor, despite the fact that you’re sick, you need to still be cordial and professional. Just because you’re ill, doesn’t mean you can jumble up words and letters and not use greetings. Trust me, it won’t make you sound more ill, just like you don’t care. Spell out whole words, use correct punctuation and grammar, and employ good sentence structure, please.

Get the right subject:

I’m not talking about the fact that you’re sick – you know this. I’m talking about the subject area in your email. Most professors prefer their students to type the class title in the subject with another short subject after (ex. PSYC 241 – Class Wednesday). Some professors also like you to put the section number in the subject. Professors often teach more than one class; this just helps them prioritize emails and stay organized. It’s nice to help them out.

Greet your professor:

“Dear Professor Smith,” “Dear Dr. Smith,” “Greetings Professor/Dr. Smith,” and so on. I’m sure you’ve heard all the different ways of greeting someone in a letter – use them! Even a simple “Professor Smith,” or “Dr. Smith,” will do (I personally use this one). As long as you greet your professor cordially, your email will start off being well-received.

Explain, but don’t write a novel:

Chances are that your instructor will want to know what will be keeping you from class. It’s a good idea to tell him or her that you are sick, what is wrong, and why exactly it’s keeping you. However, no professor wants to open his or her email from a student and read an entire novella on the woes of the flu and how you are slowly dying in your bed. Don’t be melodramatic. Keep it simple. Usually, I will tell my professor what I have (if I haven’t been to the doctor, what I think I have), give a few major symptoms (usually the ones that will be keeping me from class), inform him or her that I will be missing class, and ask if I will be penalized/how I can make it up. No sob story needed. Most professors will be more than understanding. After all, most have children.

The end:

End on a good note. This you must do! Be sure to thank your professor for his or her time. Close properly (using “Thank you,” as a closing works too). It will be greatly appreciated. If your instructor responds, be sure to email them back, thanking them for responding to you, or responding quickly, if it’s the case, and acknowledging that you received the email.

Following these rules, you’re sure not to offend a professor, but rather get on his or her good side when asking for a day off or explaining an absence. Usually, instructors are more than happy to accommodate serious and polite students.

Happy fall!

5 Simple Ways to Improve Your Writing in 5 Minutes

2011-09-26T10:01:00.003-04:00

Everyone wants an easy way to fix all of our writing woes, but it takes practice and hard work. Here are a few tricks of the trade that can improve everyone’s writing in just a few short minutes.

1) Use sentence opening variety

Why you should use it: Sentence opening variety is using better, unique words to start an opening sentence in order to draw your audience in. It’s better to say, “Throughout the film The Social Network, the foundation of social media is discussed” than “The Social Network discusses the start of social media.” You may not see much of a difference at first, but you will with time, and so will your English teachers! Here’s a list to start with:

Therefore As a result of On the other hand

Throughout Another In order to

Since Whether Upon

Through While However

According to In addition Consequently
Furthermore Moreover Nevertheless
Similarly On the contrary Whereas

Where you should use it: The good news is you don’t have to use sentence opening variety in every sentence. It’s perfectly fine to start a sentence with ‘the’ or ‘a’ when it’s buried in the paragraph or as a sentence starter a couple of times (but not too many). Start by trying to write your topic sentences with one of the words above and see how it feels. You may need to move some words around, but I bet your sentence will sound better.

2) Spell Out Numbers

Why you should do it: It is much easier to hit the 8 button than type out eight, I know. However, some professors, especially those in English, get picky about typing out numbers. In general, it makes you look more professional so for most college papers you’ll want to spell them out. If you’re writing an informal paper it’s okay to stick with the number keys, but be careful!

Where you should do it: Everyone has a different preference of which numbers should be spelled out. Spelling out 0-10 is most common, but it’s best to check with your teacher. You definitely DO NOT have to write out 26,439!

3) Don’t Use Conjunctions

Why you shouldn’t use them: You’re probably saying, but you just used a conjunction! I did, BUT this is an informal piece of writing so it’s okay. Basically if you’re writing a paper in college you’re probably going to want to spell contractions out.

It sounds more professional to say, “I cannot believe her argument is not in support of the government.” versus “I can’t believe her argument isn’t in support of the government.” It may not seem like a big difference, but it will be to your English teacher and it’s an easy fix!

Where you should/shouldn’t use it: You have to know if your paper is formal or informal. Usually if you’re talking about yourself or your life, it’s informal and you can use contractions. However, if you’re writing about another subject and can’t use ‘I’ or ‘we’ then it’s probably formal and contractions are a no-no.

4) Eliminate that

Why you shouldn’t use it: Often ‘that’ is just a filler word. There are times when you have to use it like, “that ride was really fun,” but there are also A LOT of times when it isn’t needed. For example “when I blew out the candles I wished that I would get good presents” still makes sense if you just say “when I blew out the candles I wished I would get good presents.” You still understood what I meant and I didn’t say ‘that’! Woah, it’s mind blowing, I know!

Where you should use it: EVERYWHERE! This may not be something teachers focus on, but you never know. Cutting out ‘that’ can make your writing more concise. If that’s (this one’s okay!) something your teacher says you’re lacking then I suggest looking at an old paper and circling all of the ‘that’s, it could be the problem.

5) Don’t start with because

Why you shouldn’t use it: We’ve all heard since Kindergarten not to start a sentence with ‘because’, but sometimes it may seem unavoidable. The next time you start a sentence with ‘because’, see if replacing it with ‘since’ or ‘as a result of’ would work.

Where you shouldn’t use it: I can’t think of a place where ‘since’ or ‘as a result of’ couldn’t take the place of ‘because’. For example, saying, “Because I went to the bar last night, there’s no way I can go to class” sounds better if you say, “Since I went to the bar last night, there’s no way I can go to class.” Same with “Because of my exam grade, I got a B in Biology,” which can become: “As a result of my exam grade, I got a B in Biology.”

Give these 5 quick types a try and see how it goes. Your teacher may not notice a few of them, but they will make you a better writer and help you in the future, I promise!

Get Your License!

2011-09-14T12:22:00.007-04:00

As a Creative Writing major, I tend to have to go through my papers for other classes to make sure I did not throw in an ungrammatical sentence. Like this.

Just thinking about the topic of Creative License, or Artistic License, gives me the warm fuzzies inside. I love the freedom I have in a Creative Writing class to write however I choose, however my brain sees fit at the time. How comforting it is to know I don't have to use correct grammar (though most of the time I do) and structure! What I place on the paper is right, no matter what. With Creative License, we have the power to do anything with our stories, poems, essays, etc.

...
Take
this, for
example. I
canwrite a poem
shaped like a Christ
mas tree about the love
of others during the season.
And I can putspaces and periods
andcommas
wherever
I choose.

That's a poetry example. For prose, we could do the same thing, but it is not very common. Usually in prose, the creativity comes from the structure and the language. Once I wrote a nonfiction essay consisting of five short paragraphs separated by white spaces. They all narrate completely different scenes, but they share a common topic.

And for the creative writer, it makes perfect sense.

If it weren't for the solid training I had in formal writing in middle school, I would not have proceeded to write creatively in high school. Similarly, if it weren't for the solid training I had in creative writing in high school, I probably would not have grown as a stronger formal writer in the rest of high school and college. The two types of writing complement each other. What good is a formal piece if there is no creative voice, nothing that stands out from the rest?

And, well, what good is a creative piece if there is no skill in writing in general?

So, will you get your license?

As Summer Draws to a Close...

2011-09-07T14:45:00.003-04:00

A commonly used cliché states that you should go out with a bang. Working at the WVU Writing Center, a common problem I see is in a neglected conclusion. Most professors stress the necessity of a strong introduction, and while this is essential to any good paper, so is a good concluding paragraph. In my experience, I have come across many wonderful introductions, yet it was obvious that the writer focused most of their energy on the beginning, causing the end of their paper to be lacking. Therefore, as the new semester begins, I hope that you will begin to consider the necessity of ending your paper with a bang.

Concluding paragraphs, along with the introduction, provide the back-bone for a good essay. This said, a conclusion can be one of the most difficult things to write in a paper. The point of a conclusion is to help a reader relate the ideas in your paper to their everyday lives by establishing a logical ending to your writing. Abrupt or inadequate endings can suddenly cut readers off in the middle of an idea, and long, wordy, conclusions may leave a reader hanging or confused on specific issues. Therefore, writing a good conclusion is essential. For an ending that reinforces the main points and flows smoothly, a couple strategies can be used:

Ask yourself "so what" about the information and ideas presented in your paper to help yourself discover what you want to say in your conclusion.
Start the concluding paragraph by finding new words in which to restate your original thesis.
Synthesize, don't summarize. Blend your main ideas in a brief summary.
Have a clincher to end your paper. For example, challenge the reader to seek more information, point to the broader implications, or look to the future.

Additionally, there are a few things that you should strive to avoid doing when writing a conclusion. For instance, you should try not to introduce new ideas, use clichéd phrases such as "In conclusion," and reword the introduction instead of restating the thesis. A conclusion is meant to wrap up your paper. It should not be just another body paragraph with a concluding sentence tacked on the end, nor should it be only a sentence or two. Good conclusions will hopefully leave your readers happy that they read your essay.

On the whole, while concluding paragraphs can sometimes be difficult to write, with the proper help and knowledge, not all endings have to be painful. Whether a conclusion lacks substance because the writer just wants to finish their paper quickly or because a person is ignorant of what a proper conclusion should contain, I hope with the information I have just provided, you will now know enough to not be able to claim the latter as an excuse. Alas, as the conclusion allows you to have the final say in your paper, I will conclude this blog entry by wishing you good luck and happy writing for the fall semester!

7 Ways to Be Successful Early in the Semester

2011-09-02T12:45:00.000-04:00

Now is the time of year when classes have just started, and students are beginning to force themselves back into the academic routine. While everyone probably feels like they can slack off at the start of the semester and make up for it later in the year, starting off on your best foot can really help you once it comes time for mid-terms and finals. In order to help out with the end of the summer drag, the WVU Writing Center is offering seven easy tips to help students be successful early this academic year.

1. Come to Class: I know that no one wants to be awake and thoughtful for an 8:30 AM class, but simply showing up on time, listening to lectures, and taking a few notes will seriously aid you in the long run. By doing this, students know what the teacher covers from a particular chapter in the book or section of the class and can be better prepared when it comes time to study. Not to mention the fact that nobody should lose any easy points for attendance.

2. Write down Due Dates for Assignments Early: Once I receive all the syllabi for my classes, the first thing I do is record every due date for a paper and every test date. This way, you can see which week or day will be particularly difficult from having multiple assignments and exams overlapping. Later, on, you will thank yourself for the early warning.

3. Put Your Best Effort into Classes Early: Even though everyone is tempted to put off readings, papers, and studying at the beginning of the semester, it’s always best to keep on top of your class work at the start so that you won’t get overloaded with work once it comes time for the first exam and mid-terms. Also, you will perform better overall if you stay ahead of the work early before finding out exactly how difficult a class will be.

4. Make Lists: Sometimes the pure act of listing what needs to be done will help you remember to do school or house work and give you the motivation to complete it. I know that it’s tempting to simply watch TV or surf the Internet whenever you get a break, but keeping a to-do list will remind you to budget that time wisely. Then once you feel good about crossing off your work as done, you’ll enjoy checking up on Facebook or watching TV that much more.

5. Get on a Good Sleep Schedule: Figuring out the time that you should be in bed by may seem very juvenile, but getting a good night of sleep is imperative to being rested and ready for class the next day. Not to mention the fact that you’ll be more motivated to do school work when you aren’t drowsing off into a mid-day nap. While becoming adjusted to a different bedtime routine is difficult at first, once you get into the groove of being in bed by midnight or so, you’ll find it hard to break your new healthy pattern of sleeping, that is until the weekend rolls around.

6. Don’t be Afraid of Your Professors: Making a good impression on your teachers early on in the year will definitely help you at the end of year when grades are given. I’m not saying that you will automatically get the best grade in the class without putting in any effort, but I am saying that your professor will look upon you more favorably. First, you should try to sit at the front of the class and not be afraid to participate if the opportunity presents itself. Second, you should try to visit professors during their office hours to get extra help. Not many students take advantage of the opportunity to get to know their teachers during this time and get extra feedback on papers and studying.

7. If you get behind, don’t get stressed out! This advice doesn’t mean that you should give up or not try; it means that getting overly stressed will only hurt your performance and health in the long run.

The WVU Writing Center wishes students good luck and a great job this new semester. Following these tips is an easy way to get a head start on the academic year. Though some may sound like common sense, it’s always helpful to have a reminder of what we should be doing, especially when it seems like the hard choice.

A Blog about Writing Blogs

2011-04-15T10:33:00.004-04:00

Lately, many students have been coming into the WVU Writing Center interested in receiving help in developing their blogs, whether for a class or personally. As tutors, we have been working with these students, coming up with ideas for posts or figuring out the blog's format. But what really makes a good blog? Here are some tips to help your blog achieve web stardom:

Attracting Readers: The most important part of a blog is what you have to say. The content of your blog will attract a certain audience who will return and read your posts if they are interested and enjoy the material. Make sure you avoid using jargon or terms that your audience will not be able to understand. You do not have to flaunt your smarts on your blog, but include intelligible content that your readers will relate to and learn from as well. Keeping your blog posts simple will keep your readers engaged!

Using Keywords: When you are writing your blog, make sure you use keywords! These will link to search engines and people will be able to discover your work from Google to Bing. This will also be useful if you have ads on your blog and are trying to make some money off of readers' clicks. Be careful about your use of keywords though! Do not fill your posts with keywords, rather place them in here or there when relevant.

Creating an Eye-catching Format: If your blog is filled with long blocks of text with little breaks, your readers may become bored and lose interest. Using headings, bullet points, and short paragraphs will make your blog easier to follow and enticing. Also, using a layout that is colorful or has images that relate to your blog's content is important in making your blog stand out from the millions of others online.

Incorporating Pictures: Placing pictures into your blog is also very important. For example, if your blog is about baking and you are writing out the steps of a recipe, using a picture to demonstrate the directions can be very helpful for readers. Pictures help put what you are writing into context, but make sure that they are your own or that you have permission to use them!

Looking at Feedback: When your readers post comments on your entries, take time to read their ideas. Sometimes your readers may have suggestions that could possibly improve your blog. Paying attention to your audience's wants and needs is very important!

By investing time into mastering your blog's writing style and content, your blog's readership will increase every day. Blogging can be a lot of fun and rewarding as well! If you use these helpful hints, maybe one day your blog will be almost as awesome as ours! :)

Argument…Debunked

2011-04-13T01:20:00.000-04:00

As your professor hands back your argumentative research paper, you notice “Excellent Thesis” scribbled next to the last line of your introductory paragraph. You quickly turn the pages in anticipation of that A++ you were hoping for…when you are taken aback with the grade that lay before you. Comments such as, “remember the rhetorical triangle?” and “will your audience find this believable?” litter your final page.

Writing an argumentative research paper for the first time can be a daunting task. Although the thesis and supporting evidence (body paragraphs) entail the main framework of an argumentative paper, there are other aspects that cannot go ignored. By focusing entirely on the thesis, many students ignore certain elements of rhetoric that are absolutely essential to effective argumentation. Referring back to the mini story at the beginning of the post, how do you improve a paper that already contains a strong thesis PLUS ample supporting evidence? This is where the elements of the Rhetorical Triangle come into play. So, what do words like ethos, pathos, logos, and kairos mean anyway?

Interestingly enough, each and every one of us utilize these terms on a day-to day-basis. Do not allow the seemingly bizarre nature of the words themselves to overshadow their underlying simplicity. Let’s take pathos as an example. As you approach the MPA employee ticketing your car in the Mountainlair, what is the first thing that you do? You tell a sob story about your life to get out of it, that’s what! Not only are you making a claim, but you are strengthening that claim with a pathetic appeal (sob story). Remember, persuasion is an essential element of everyday life. The following presents a more detailed analysis of each of the elements of the Rhetorical Triangle:

Ethos: The author’s (of a particular source) credibility is just as important as his or her argument. Imagine that your thesis effectively argues for the implementation of a simplified tax code. Utilizing a publication (as supporting evidence) from the top researcher of the American Tax Association would provide more convincing support to your thesis than simply paraphrasing an anonymous author from Wikipedia.

Logos: The main framework of your paper consists of your claim (thesis) and the supporting evidence (main body paragraphs). How will you utilize evidence to support your thesis? Will you employ extrinsic evidence that is mainly pulled from outside sources (Data/Other author’s arguments)? What about intrinsic evidence? Can you form your own reasoning as to why your argument should be deemed superior?

Pathos: Empathy is an important concept to consider when writing to your audience. In other words, how can you tailor your writing style to appeal to the emotions of your audience? Let’s refer back to the example of an argumentative research paper that argues for a simplified tax code. Imagine that you include a paragraph on family hardship and discuss the fact that the complexity of the tax code forces families to pay burdensome fees for the services of a professional tax preparer. Rather than simply stating that these taxes “create hardships” for families, utilize charged language in order to keep your reader more engaged and more empathetic to the lives of these families (“extremely burdensome” instead of “creates hardships”).

And last, but certainly not least, is kairos. Rather than jumping right into the core of your argument, take a step back and analyze the entire issue with which you are arguing. How will you position yourself (and your argument) within this issue? Is the issue current? If so, can you use a sense of urgency to your advantage? For example, imagine sending a letter to Congress to prevent controversial legislation from passing. An opportune time to present this letter may be the day before the legislation is to be voted upon. At this point in time, the stress level within Congress has probably reached its maximum…raising the possibility that politicians are more easily swayed when they are weak-willed (aka highly stressed). You may still be asking, is kairos even that important to consider? Imagine presenting this same letter the day after the legislation is passed. That would assuredly be an inopportune time to present an argument when the issue has already been decided upon. Thus, it is vitally important to analyze the entirety of the issue before picking a side and defending it.

Tutoring Across the Disciplines

2011-04-03T17:54:00.002-04:00

Nearly every time that I tell someone on campus about my job as a tutor at the Writing Center, their immediate response is, "so you're an English major." The truth is that I'm not, and neither are at least half of the tutors working at the WVU Writing Center. The value in having student tutors from diverse academic backgrounds is that the Writing Center can then better cater to a wide range of students across the disciplines. If any student has been wary of coming in with a paper outside of an English class, tutors are still there to help and alleviate any reservations.

Since the writing style in each major is different, any student coming in to work with a tutor outside of their discipline cannot expect the same level of expertise on the content that is possessed by professors in their classes. However, this doesn't mean that the Writing Center is powerless to help students. Luckily, language and ideas can traverse the academic divisions. The organization of paragraphs into single ideas remains the same; awkward wording and other grammatical mistakes also remain the same. The student coming in for help must realize this limitation and cooperate to overcome the divide.

Furthermore, the Writing Center tutors are aware of the differences in academic writing, and the differences can translate into a benefit. In a paper, the writer must convey their ideas to the reader, and the tutor who may not be knowledgeable on a topic is then left to the student's explanations. The discussion between student and tutor in a session is useful to ensure that the student's ideas translate into the text. Then, if an issue comes up that is outside of the tutor's understanding, the student can be steered in the right direction for the help they need.

As long as both tutors and students are aware of these limitations on the writing style, then any problem becomes minimal. When coming in for an appointment, the academic background of an assignment can be addressed so that the best help can be offered. Tutoring outside of the major can then be beneficial to both. Students should never feel isolated from the Writing Center because of their academic area or class level.

10 Tips on How to Write Badly

2011-04-01T15:48:00.001-04:00

Just kidding, all. It's April Fools Day! I was browsing the Chronicle of Higher Education’s website today and found an older article (dated from last fall) that I thought would be handy to pass along. “10 Tips on How to Write Less Badly: Do Your Job Better” is written by Duke University’s Michael C. Munger, who outlines 10 key points for more successful writing. The title is a bit curt, but the information is valuable for anyone looking for ways to improve both the writing process and product.

Below are the first five tips, and you can find the original article—with all 10 tips—here.

1. Writing is an exercise. The fact that this tip is listed first is an indication of its extreme importance. If we want to write better, we have to write, write, write. The old cliché “practice makes perfect” didn’t become a cliché for nothing. If we want to become good at anything, particularly something as complicated as writing, we have to practice. It is also helpful to practice reading—books, magazines, the newspaper—to absorb different types of writing that can also influence how we write.

2. Set goals based on output, not input. This piece of advice speaks to one of our earlier blog posts. We should set writing goals based on how much writing will be done, not based on how much time we will spend writing. If you set a one-hour goal versus a one-page goal, the one-page goal will ultimately be easier to reach; technically, you can accomplish nothing more than Facebook-stalking in an hour. Once you finish that one page, though, you can take a productive break and feel good about having written something.

3. Find a voice; don’t just “get published.” This tip is intended for writers who are trying to publish, but it is also applicable for students who are interested in getting a good grade. It is always important to express our ideas in ways that are genuine and true to our own voices; we can write in “Engfish” all day long, but that doesn’t necessarily mean we’re making any good academic points. Writing that is clear and natural is much more likely to make an impact on readers—if nothing else, they will understand what you’re saying!

4. Give yourself time. This piece of advice is something that we have also covered in detail on this blog. We never write our best work at the very last minute or on the first go. We have to have time to think about ideas, to work through multiple drafts, and to take the time to say exactly what we want to say.

5. Everyone’s unwritten work is brilliant. There are always people who want to talk about how their recent project is going to be brilliant. The problem? They haven’t written it yet. However, they’re still super confident that it will be the most awesome writing the world will encounter. This particular tip is interesting because Munger stresses the importance of not stressing. He warns that the people who flaunt their writing as “brilliant” probably aren’t working hard enough. It is important to recognize that writing is an often-frustrating, time-consuming process; however, working through those frustrations and producing a quality product is very rewarding—maybe even brilliant.

Spring 2011 NewsPrezi Available

2011-03-17T08:11:00.002-04:00

The WVU Writing Center Spring 2011 NewsPrezi is available online. Check it out at: http://prezi.com/qsjijfh-k7aj/spring-2011-newsprezi/

How to Handle Instructor Feedback

2011-03-09T12:04:00.003-05:00

Receiving feedback on our writing is often incredibly intimidating, especially when it comes from our instructors and professors. How can we make the most out of their feedback? And the more pressing concern, what do we do if we do not receive a grade we expected?

First, look over your instructor's comments, even if you received a great grade. Think about what improvements you can make for the next paper. Your instructors are experts, especially in your major, and the comments they make will likely apply to other coursework and will improve your writing in the long-term.

But it is tempting when we receive negative feedback to be angry, and to believe that the instructor "hates us." Take a day to calm down, and then speak to your instructor. You'll see that they're not hoping you'll fail but are actually invested in your success as a writer. Most instructors are willing to clarify their comments and help you integrate them into your writing. It is very important to speak to your instructor with respect and professionalism and to be sure to never accuse them of anything other than trying to help you.

If you feel uncomfortable speaking to your instructor, the tutors here at the Writing Center can do their best to work through your instructor's feedback with you. However, none of us can know exactly what your instructor was thinking, and we can't tell you what kind of grade your paper will get. Our goal is the same as your instructor's: to help you improve as a writer, but if you really feel confused by the feedback you received, we can't take the place of speaking to your instructor one-on-one.

Remember, instructors and tutors care about your writing and want to help you become a stronger writer. Never take negative feedback as a personal slight; instead, see it as our way of building you up toward success.

Mid-course Corrections: Visiting the Writing Center at Midterms

2011-03-01T15:02:00.000-05:00

It’s that time again—midterms. Maybe you had a few last week, or maybe this week is your “cram” time, but however you slice it, this is a stressful point in the semester.

One way to start alleviating that stress is to plan ahead and get your writing assignments done so you can focus on other important school items, like the tests and presentations at hand.

The WVU Writing Center can help you get a head start on any writing assignment you have, for any class. The tutors at the center range in major, class rank and expertise, so there is a good fit for everyone. You can bring in your papers at any point in the writing process—from simply brainstorming about a topic to putting the final touches on a 10-page piece.

Time management is an essential part of success in college and, really, in life. When you start to see that the next several weeks are crammed full of assignments and papers, take that time to structure your writing time. You probably aren’t going to sit down and write a 5-page paper all in one marathon typing session. Instead, you can make a few weekly checkpoints to stay on track, and on top, of your busy schedule. If you want to make sure you’re on track and staying focused, incorporate the center into those checkpoints to help ensure success.

Midterms and dead week are two of the busiest times for the center, so your best bet is to make an appointment to ensure you get to work with a tutor. You can make an appointment by stopping by G02 Colson Hall or by calling 304-293-5788. Good luck during this crazy time!

Group Work: Surviving and Thriving

2011-02-15T10:34:00.002-05:00

"Plays well with other children.”

Did that show up on your first grade report card? If not, would it show up now? The ability to work well with peers isn’t just a crucial skill in elementary school, or even in college. Almost every profession requires that one have the ability to work successfully with a team. One way that college professors try to prepare students for the world of work is by assigning group projects. I am currently in the process of working on two group projects at once. Because I have little experience in this department, I decided to ask my learned friend, roommate, and classmate (oddly enough, we’re in a group together, too) for advice on how to successfully navigate The Group Project. Here are her tips, together with a few of mine.

• Understand the purpose of group work - learning to work with others.
• Meet early with the group to discuss expectations.
• Exchange contact information with all group members.
• Clearly and evenly divide the workload according to each person’s strengths, weaknesses, and preferences.
• Know that it is difficult to perfectly divide group project responsibilities and that someone will most likely end up doing a little more work than the others. Do not, however, use this as justification for not fairly sharing the workload.
• Be prepared to calmly resolve conflicts within the group if necessary.
• Consider organizing information electronically so that each member has access to project data at all times.
• Make sure that someone is responsible for taking attendance at all group meetings.
• Establish group progress dates.
• Be prepared to compromise.
• Set a group goal for what grade you want to get.
• Find out if you will be receiving an individual grade along with a group grade.
• Consider writing a group contract.

Upcoming Writing Center Workshops!

2011-02-11T17:43:00.003-05:00

Join us for our Spring 2011 workshops.

February 15, Proposals and Conference Presentations. 6:00 pm - 8:00 pm in Colson 130

March 29, Writing a Research Proposal for Psych 202. 5:30 - 6:30 pm in G02 Colson

April 11, Where my Blog's at: Designing and Maintaining a Relevant Blog. 5:30 pm - 6:30 pm in G02 Colson

Call (304) 293-5788 to register or for more information.

Not Your Grandma's Outlining: One Tutor's Writing Process

2011-02-04T13:14:00.007-05:00

We all have moments when we start to write an academic essay and simply don’t know what to say. Or maybe we know what we want to say, but after hours of writing, the essay takes a turn in a completely different direction.

After freewriting, researching, and drafting, sometimes we realize that there are more important topics to address than our original topic idea. If this happens, we need to re-work other parts of the essay to compliment new ideas, but that's not the end of the world. However, it can be frustrating, especially when working on an academic essay that is required to be on a particular topic.

As simple as it may seem, I almost always use outlining to sketch out my ideas and to stay on track.

Traditional outlines--you know, the ones with the roman numerals and the precise indentations--are often too confining for writers who are still in the preliminary stages of drafting. There are a couple strategies that I find much more effective: one that works similarly to clustering* or webbing and one that I will term “quotation outlining.”

When you cluster, you start with an idea and list multiple points that connect to that idea. Let’s say you start with “social networking” as a potential topic. Clustered ideas may include “online privacy,” “Facebook,” or “cyberbullying.” Then, you take these new threads and think of other related ideas. Take “cyberbullying” as an example. You may jot down factual information newspaper articles you have read, specific language from recent legislation that has passed, or ideas for how to more globally address the issue.

Once you hash out these ideas, clustering allows you to visually see the knowledge you already had. Because it relies mainly on what is already known, it is most effective in the beginning stages of topic brainstorming.

Quotation outlining is more helpful once you have a clearer idea for a topic, have done a bit of research, but are still unsure what angle to take. (And actually, quotation outlining can be helpful even if you do have a clear plan; it allows your evidence to all be in the same place!) Working with the texts that you plan to use for your essay, compile all relevant quotations. If you’re not sure yet what will be relevant, type out the quotations that seem most interesting. Then, organize those quotations by theme. What themes surface? Do some of the quotations overlap? Do you have more quotations about, say, digital copyright laws than you do about digital design?

Once you have organized evidence, you can make a clearer choice about what argument to make. Then, the themes of the quotation can help guide your essay.

While there are multiple types of outlining, and brainstorming more generally, these are two that I have found helpful. For the last few years, I have always done some form of quotation outlining for any major essay that I have to write. It allows me to see all my research in one space, and it allows me to discover different themes that I may have missed before.

*The University of Richmond’s Writing Center website has a helpful article that gives more information on clustering/webbing.

Writing Center Slideshow!

2011-02-03T14:10:00.001-05:00

View more presentations from wvuwritingcenter.

Sinbad Lives!; or, Who's Afraid of Wikipedia

2011-01-27T15:28:00.004-05:00

Stop me if you’ve heard this before: “Never, ever, use Wikipedia for a college essay.” Such advice is, no doubt, meant to be helpful, to remind students of the website's inherent flaws and to emphasize its lack of “scholarly” material. And, to be sure, these are valid complaints leveled at a site that allows users to add and delete encyclopedic content, resulting in changes that aren’t always “true” or intellectually responsible.

Nonetheless, we should question the notion that professors and researchers in the university (and beyond) have blocked Wikipedia from their own browsers. In fact, it’s possible that those same instructors who forbid students from citing Wikipedia in academic papers are themselves using the site. How, then, can we move beyond the often hypocritical prescriptions of instructors who live in fear of Wikipedia's influence?

The answer lies in an investigation of the ways that Wikipedia can be and is used by conscientious students, professors, and researchers alike. James Purdy, in “Wikipedia is Good for You!?” (despite the noncommittal punctuation of the title) sets out to describe the many ways that Wikipedia stands to make us better researchers no matter what our educational level. Purdy outlines three primary ways that Wikipedia can be used for good: as a source for ideas, as a link to other texts, and as a resource for generating additional search terms (209).

Further, the process of incorporating information into a Wikipedia entry, for Purdy, “parallels what you do for research-based writing assignments” with its emphasis on reviewing what others have posted before making a “new” post (214). Thus instructors could, according to Purdy, use the site to teach responsible research methods and to discuss the often complex and confusing academic research process.

“But wait,” says the white-haired professor in the tweed jacket. “Wikipedia is full of inaccuracies."

Purdy points out, though, that “misinformation isn’t limited to Wikipedia,” citing the work of Jim Giles who claims that Wikipedia is nearly as accurate as Britannica, a far more respected encyclopedia source (207). The point is not that Wikipedia should be used in the same manner as scholarly publications, it is rather to illustrate the chinks in the armor of the latter. Put differently, the academic attacks on Wikipedia might be distracting us from the fact that even universally accepted resources have flaws.

It is worth stressing that Wikipedia isn’t an acceptable source for citation in academic work. But, students and professionals should feel free to begin by browsing Wikipedia entries which can lead to more credible information and tangential entries that can expand their horizons. The result may in fact be better researched claims and more enlightened thought.

At the very least, we might follow Purdy’s overarching advice: if “you are going to use Wikipedia as a source for writing assignments regardless of cautions against it,…it is more helpful to address ways to use it effectively than to ignore it" (205).

James Purdy’s essay can be accessed through the following link: http://writingspaces.org/sites/default/files/purdy--wikipedia-is-good-for-you.pdf

Jim Giles’s essay can be found (with university access) through the following link: http://www.nature.com/nature/journal/v438/n7070/full/438900a.html

Everyone Poops: The Value of Shitty First Drafts

2011-01-20T11:22:00.002-05:00

Taro Gomi's book Everyone Poops tries to take what might be a scary experience for some children and show them that pooping is totally normal.

It might seem a strange comparison, but in Bird by Bird: Some Instructions on Writing and Life, Anne Lamott shares an aim similar to that of Gomi. Writing can be a scary process, but as Lamott explains to her readers, all good writers produce "shitty first drafts." This process is not only normal, but a good way to begin any writing project.

In Writing Without Teachers, writing theorist Peter Elbow explains that some writers are nervous about the idea of freewriting because it runs counter to all the hard work they have done to become better, more careful writers. According to Elbow, writers worry that that this process will infect their writing and ruin future writing projects.

Elbow sees this concern tied to a larger feeling of helplessness in the face of new writing projects. For this reason, he sees freewriting, or freeing the expectations of a first draft, as a way to get beyond some of the anxiety that writing can produce and begin the process. In response to the skeptics he states:

Yes, it produces garbage, but that's all right ... It might [infect future writing] if you did nothing but freewriting - if you gave up all efforts at care, discrimination, and precision. But no one asks you to give up careful writing. It turns out, in fact, that these brief exercises in not caring help you care better afterward.

To prove this idea that "shitty first drafts" can develop into something writers can be excited about, it would be great to provide an example of a paper that has grown from a "shitty first draft" into something worth submitting, but for the sake of time let's try to isolate some smaller, yet still important, part of writing that can benefit from this process.

To do this I will use an example thesis to show how embracing the process of writing can help writers: first, to generate ideas and questions and, eventually, to refine those ideas into something that helps focus future writing.

Let's imagine that I have been given an assignment to write an argumentative paper about a famous speech. My mind goes blank as I struggle to think of a speech, any speech, I actually know anything about. The recent holiday has inspired me to choose Martin Luther King Jr.'s "I Have A Dream" speech and write about that.

As is often the case for writers on a deadline, maybe I don't know that much about the speech. I might also feel like there is nothing new to say about my topic. It's important for all you writers out there to remember that feeling like this is okay. As you tackle your own writing assignments, just remember that how you approach the assignment will impact how it turns out. Stay optimistic and open-minded, and as you continue with the assignment, hopefully you will find some way to take ownership of the project and make it unique. For this example, I'll get a basic idea down and see if I can find something that makes the speech unique and interesting to me as a writer: something worth getting excited about.

Thesis Draft One (My "Shitty First Draft"):

The speech "I Have a Dream" was very important to the people of the time.

This is certainly true, but not exactly exciting. It is also hard to imagine anyone really disagreeing with me. The important thing is that I have my first thought down, and now I can continue to play around with it.

When you find yourself at this stage of the writing process, ask yourself questions and try to answer them. Maybe you know the answers, or maybe your questions point you to places where you need to do further research.

In the example above, I can look at "very important" and ask myself how it was very important. Push yourself to be more specific. For example, I also mention "people" and "time," and so I might ask myself who are the people involved, who is the speech given by, when and where was it given? I don't have to answer all of these questions immediately, but I should keep them in mind as I try my next version of the thesis.

Thesis Draft Two (Continuing the Freewriting Process):

With his "I Have a Dream" speech, Martin Luther King Jr. moved people to action.

What do you think? It seems like this thesis is moving in the right direction. By freewriting this draft, and by keeping those questions in mind, I now have indicated that Martin Luther King Jr. is the person who gave the speech. I have also started to address how it was very important: it moved people to action. What are some questions I still might ask myself about this thesis?

Well, first I still have some of the original questions floating around (e.g. who are the people?), but I also might ask myself what "action" was taken and what was the result? What did King move them to do exactly? Again, during the drafting process give yourself space and time to play with the drafts without stressing about answering all your questions. If you think it is helpful, especially with longer papers, jot your questions down and take a break. Then come back and freewrite again. Write anything that comes to mind and allow the questions to guide you without dictating where your writing goes.

Thesis Draft Three (The Final Freewrite):

With his "I Have a Dream" speech, Martin Luther King Jr. united Americans to confront racism.

By this draft, I have addressed a couple of my questions: the people were Americans, the action taken was to confront racism. One thing I will want to keep an eye on as I write my next draft is the part where I say "united Americans" because this could give the sense that all Americans were united against racism following the speech. That would be nice, but is obviously not true.

After you have done some freewriting, asked and answered as many questions as you can, and have begun to gather scholarly sources, it is then time to really draw on your research. For the sake of space, I'm only going to provide one more thesis example. The example will have a little bit of research behind it, but I hope at this point you recognize that, even though it is the last one provided, it is just another draft in the process. As you gather research, you will find that it is more difficult to contain your thoughts in a single sentence, as demonstrated below.

Thesis Draft Four (The "Final for Now"):

Many people remember Martin Luther King Jr. for his "I Have a Dream" speech, and what they remember from the speech is probably his famous line about his children being judged not "by the color of their skin but by the content of their character." As a result, it is likely best remembered as a speech about uniting Americans, across color lines, to confront the issue of racism. What is often forgotten is that "The Great March on Washington" was actually called the March on Washington for Jobs and Freedom. Recognizing this, it becomes easier to understand economic metaphors in the speech, but it also highlights King's increasing interest in economic injustice toward the end of his life. His final speech, "I've Been to The Mountaintop," was given as he attempted to support Memphis sanitation workers who were on strike. By looking at his final speech, and the events that led to the speech, it becomes easier to see how King recognized economic and racial injustice as interconnected.

So what do you think? I know there is a pretty big jump between the last two drafts, but remember that this is the first draft that I did not freewrite. I spent time reworking lines and looking at my research.

One thing I did was to look at other speeches by King to see what I could find. Ultimately, a credible timeline helped me to put his life and work in perspective. The timeline states that before his final speech, King announced a march on Washington for an "Economic Bill of Rights" that would, among other things, guarantee employment to anyone capable of working. Given the current economic crisis, this seemed like an important part of his life to discuss. Also, because I couldn't remember hearing about it in any history class when I was growing up, it seemed like it might be new for other people. The timeline, the relevance to current situations, and the potential newness encouraged me to do further research. All this made the idea of writing this paper exciting.

My research helped me to understand King's interest in economic freedom, and that helped me to notice and to understand certain lines in both of the speeches I mentioned in my still-developing thesis paragraph.

I first thought of his "I Have a Dream" speech, and I thought about it in terms of civil, not economic, rights. To be safe I could double-check my claim with an instructor, but you can also see that I have phrased the lines carefully so that I don't overstate my claim.

Ultimately, the research made me want to write about his final speech. It is worth noting that, depending on how much time I allowed myself to write before the due date and how much research I did on the other speech, this kind of change might not be possible.

The final thing to keep in mind is that, while my argument isn't the most controversial thing in the world, my thesis is starting to take shape in a way where it is actually possible to imagine someone disagreeing with me. My confidence that this is "new" information for many in my imagined audience, and the fact that it might be a contentious claim, allows me to move forward more confidently with my paper.

As writers, it can sometimes be frustrating to look at "good" work, but this is because "good" writing eventually hides the process. A blog post about process is no exception. Our hope is both that the content and writing of our blogs can always be of a certain, high-quality level. Hopefully, you find it encouraging that even for this work, after I used freewriting for the first draft, there were:

10 drafts before it was posted, 2 people who gave me feedback during the process, and there was 1 person who proofread my work.

Additionally, there were 9 outside sources consulted about the speech and process-based writing.

If you are interested in checking out either of the speeches, you can go to American Rhetoric's database of the top one hundred speeches to read, watch, or listen to them.

Happy Holidays!

2010-12-13T11:44:00.001-05:00

The Writing Center is closed for the Fall semester (which also means our blog posts will be on hold), but we'll be back in January! See you all soon!

Influence and Style

2010-12-02T10:12:00.003-05:00

How many of you have ever watched a tearjerker movie and been sad afterwards? You get drawn in by the characters and their emotions, living their lives with them, laughing with their happiness, and then weeping as if you yourself were the one who lost your family and your pet in quick succession. It feels real, and so it becomes real to you. The visuals in the movie, the speech, and the actions all create a world that invites you to leave your own - in fact, it doesn't give you much of a choice. How many people saw Star Wars and spoke like Yoda for the rest of the day? Be affected by other styles, you will.

The same is true of books. What movies create with body language, props, and dialogue; a book creates with words. Think of your favorite book, and try to recall how you feel when reading it - do you look at the world through the same lens? Jane Austen, a classic, has a very individual way of writing. When I am in the middle of reading one of her books, anyone who speaks to me over that week or so will receive a Pride and Prejudice-esque response, in wording and manner if not content. If you want to tell me about your escapades in the latest bar spot at 4 AM, check what's laying by my bedside - its best to have that conversation with me when I'm reading something by David Sedaris rather than Mansfield Park.

What authors affect you? If you have a few minutes, try this exercise:
Pick a topic, say, going to the kitchen for a glass of milk when you can't sleep. Take this scenario, and try and write it in the style of several different authors - the quieter warmth with a bit of sarcasm like Austen, the clipped staccato of Hemingway.
Once you have tried a few different authors, try the most difficult one - write like yourself.

This will be a difficult exercise! Don't mimic the writer by using their words, but try and write as if you were indeed that writer. How do they differ from your own style?
If you aren't sure of your own style yet, then this exercise of impersonation will help you figure it out - what of those other writers do you see in your writer's voice? How do the writers differ from yourself?

Take a few moments and learn a bit about your own place as a writer, and remember: keep reading!

Prezi Newsletter

2010-11-16T10:11:00.008-05:00

This semester's Writing Center Prezi (Newsletter) is officially available for public consumption. Have you ever wanted to know more about our tutors and their special interests? Do you want to know why people return to the writing center after that initial session? Are you curious to see the super awesome baked goods our tutors made for the WVU Writing Center Baking Contest in September? Or, are you more curious about the IWCA-NCPTW Conference that some of our tutors attended earlier this month?

Check out the Prezi HERE for the answers to these questions and more!

Special thanks to James Holsinger for heading the project and to Mollie Ballard, Amy Purpura, Caitlyn Johnstone, Stephani Smith, and Peggy Tomko for contributing stories!

Procrastination and You: Scheduling Yourself For Success

2010-11-09T20:35:00.004-05:00

As a professional procrastinator extraordinaire, I feel qualified to attest to the late night frenzy that includes a blank computer screen and frazzled nerves. As we have all experienced this once or twice, there are some of us who make a habit of this midnight-scramble. These 2AM papers to lead us to less-than-desirable work and a feeling of doubt (not to mention extreme mental and physical fatigue). The question is not how do I avoid them, but how do I go about making sure that severely procrastinated papers don't happen at all?

The answer my friends is scheduling. But what exactly does that entail?

By scheduling I mean break up your work into smaller and more manageable pieces. For example, you can't eat an entire steak in one bite! You have to cut it into smaller pieces and work your way towards finishing the entire piece. Start out tiny! Don't have a topic or unsure about what to write? Designate one night to thinking about what you're going to do or e-mail your teacher for clarification. After that stop. Take a break. Put down your pencil and begin something else. The next night (once you've had time to sleep on it/ time for your teacher to reply to your e-mail) start with your thesis; a single sentence! The next night, compile an outline integrating what you already know about your topic and your sources. Continue breaking your paper up into sections until you have the entire assignment written. And voila, in a week to two weeks you have your paper. Remember though, to win the battle against procrastination you have to fight with heavy armor: allotted time and breaks in between sections.

However, The reason that I, and probably most of us for that matter, put off a paper is because we are uninterested in the topic, hate to write, or have no idea where to start. Allotting yourself a designated time to work on your paper is half the battle. Make sure you are in a distraction free zone and sit down. Literally forcing yourself into a situation where there is nothing else to focus on forces you to do the one thing you are meant to get done. Just remember that the only thing you really need (besides a pencil, paper, sources, etc...) is scheduled time. As long as time is on your side, you can do anything.

Go confidently in your writing and best of luck!

Topics Hunt

2010-11-03T10:21:00.005-04:00

This is the time in the semester when teachers start assigning the ever creative, ever stressful "term paper," or something similar in nature.

Sometimes teachers are helpful and provide us students with a topic relating to something we've read or discussed in class. However, sometimes they want our creative juices to flow widely and just choose a topic out of thin air!

I have found choosing something to write about is the most difficult part of the writing process, partially because until that start point is identified, you cannot move forward.

Here are some tips for choosing a topic for your next big paper:

Don't pick something to write about that you hate. It will make the entire process hard and miserable, and the paper won't reflect you in the best light.
Think about everything you come in contact with on a daily basis. Pick up a copy of the Daily Athenaeum or read it online at http://www.thedaonline.com/. You might find something relevant to your life that would make an interesting paper.
Go to cnn.com or another nationwide news outlet. A current event or social issue is creative and timely.
If your paper requires research, make sure the topic you choose is 1. old enough to have research done about it and 2. that research is available and reliable. Check out the databases at the WVU Library's website at http://www.libraries.wvu.edu/ to make sure your topic has academic research.

Here are some tools to help you get started. Another great resource is coming to the Writing Center and having a tutor help you brainstorm. You can come to the Center at any point in the writing process, and we will help you get to the next step!

Constructing a CV (or résumé)

2010-10-25T23:06:00.002-04:00

With the end of the semester and December graduation right around the corner, many students are looking toward the future and are applying to graduate programs of jobs in their respective fields of study. One way to help improve your chances of getting into graduate school or landing a job right after college is to have a polished Curriculum Vitae (CV) or résumé. If you are not graduating, DO NOT STOP READING! It is never too soon to write a CV and keep it on file because you never know when an opportunity for a job or internship may arise.

So what is a CV? A CV is a type of résumé that is specifically geared toward academic achievements but also contains relevant work history and awards.

Here is how to start:

First, start with a heading at the top of the page that includes your full name, making sure it stands out to the reader. After all, the CV is about YOU!! Follow your name with a permanent address, local school address (if you want to give it), telephone number, and e-mail address (make sure the e-mail address is professional and avoid using the one you made in high school, like "pinkgurl34" or "BBallstar45").

Below your contact information comes your educational background. You may start with your high school, if you wish, and then include each higher education institution you attended in chronological order. Be sure to list any degrees or professional certificates awarded by each school. If you have not graduated yet, list the date of your anticipated graduation. Finally, list your major(s), minor(s), or any areas of concentration.

Now the following content areas can be tailored to fit your specific needs. If you are applying for a job in teaching or for grad school in education, think about starting with teaching history. Or, if you are applying for grad school in an area of science, you may want to start with your research background. Be sure to include Relevant Work Experience (paid or unpaid), Research Positions, Clinical Experience, Publications, and Poster Presentations (Your senior capstone could go here!). Be sure to give the date of each position, as well as a description of each and the name of your supervisor.

Next, list any awards or honors you have achieved, including Dean's list, honoraries, or academic enrichment awards. Avoid anything from high school unless you were valedictorian or received a major recognition like being named a National Merit Scholar.

Finally, list any memberships in professional organizations, but use caution listing social fraternities since they typically do not have a direct link to your educational background, and prospective grad schools or employers may have a bad connotation with them.

WHEW!! That was a lot, but there is still more work to ensure a CV stands out. You MUST proofread it and have your friends, coworkers, mentors, or professors also proofread it for careless mistakes you may have missed. Also, use a professional font. Do not use Cosmic Sans, Impact, or Curled, and stick to a font size of 12. You may, of course, use boldfaced for your name, italics for dates, or underlines for section headings. Last, but not least, use white or off-white paper; this is not the time for fancy stationary.

So, not too bad...right? Don't fret if your CV is not very long. Most undergraduate students only have one page of relevant information. Remember, just keep adding to it as you go, and it will be a vital document that will follow you around for the rest of your career.

For more information on writing a CV or résumé, visit everyone's favorite writing resource, the Purdue OWL at http://owl.english.purdue.edu/owl/resource/641/01/

Keith-Spiegel, P., and M.W. Widermen. The Complete Guide to Graduate School Admission. New York: Taylor & Francis Group, LLC, 2000, Print.

Take a Break...Creatively!

2010-10-20T21:50:00.002-04:00

We all know it. We met it in middle school or high school. It was drilled into our psyche and we dreamed of it in our sleep. Here at the Writing Center, we live and breathe it. We know it by heart and we can rattle it off at any moment’s notice. It’s The Five-Paragraph Essay. Introduction. First, second, and third body paragraphs. Conclusion. We’ve scratched our heads as they explain it: “Tell them what you’re going to tell them. Tell them. Tell them what you told them.” We find ourselves speaking in mini-five paragraph essays. “Well, I have three things to say about that, but before I start, let me tell you my main point…” STOP!

Sure, the five-paragraph essay format can be a helpful way to organize information, and many professors require that assignments follow such a format. And that’s okay. Do you ever feel stifled, though? Ever need a break from the same old structure? Or maybe you just want to breathe some life into your dusty old essay – the one you’ve been working on since three weeks ago, that you used to be jazzed about but that now is about as exciting as a wool sweater in July.

Don’t worry; there is hope in the world of creative writing. You don’t have to think of yourself as a creative writer to follow this advice. Here are some quick, easy exercises to stimulate your creative side, from Bret Anthony Johnston, author of Naming the World: And Other Exercises for the Creative Writer.

Spend five minutes listing:
• Fifty phrases that would make good titles for a short story.
• Fifty interesting settings for stories.
• A strange experience in a car.
• An unmerited award.
• A good deed that backfires.
• Verbs that have to do with the ocean.
• Nouns and verbs that have to do with your home landscape.

If you have a little more time on your hands, try some of Johnston’s longer exercises:

Spend ten minutes describing:
• Your boss’s shoes.
• Your boss’s hairstyle.
• The interior of your boss’s car.
• Why you should move someplace else.
• Why you’re living exactly where you should be living.

Spend twenty minutes writing a scene that involves:
• An airport baggage claim.
• A character who steals a pair of fingernail clippers.
• An e-mail sent to the wrong person.
• An adult child trying to convince his or her fifty-something mother not to adopt a baby.

In conclusion (relax, folks – that’s a joke), creative writing is good for you. The next time you are burned out on writing and need a break, do exactly what you don’t want to do: write some more. But write creatively! You’ll be much more prepared to tackle the last paragraph of your five-paragraph essay, and hopefully some of those creative juices will carry over into your everyday writing.

Happy writing!

Johnston, Bret Anthony. Naming the World: and Other Exercises for the Creative Writer. New York: Random House, 2007. Print.

Using Deadlines to Your Full Advantage

2010-10-14T21:38:00.002-04:00

So….it’s Friday morning and you’ve just been given the prompt for your first major writing assignment. It’s due one week from today. You may as well just toss it aside until next Thursday night. I mean…the weekend is approaching, who wants to begin writing a paper anyway?

Everyone has been guilty of the age-old practice of procrastination. This is especially true when stacking 4 or 5 other classes worth of workload onto your already hectic schedule. When placed under the very burdensome and stressful lifestyle that college brings to the plate, students generally focus on their short term writing assignments and otherwise neglect deadlines that are due weeks in advance. In actuality, if a professor gives weeks to complete an assignment, it isn’t because he or she is being courteous, it’s because the assignment should be given sufficient time for research, revisions, etc.!

So, you’ve finally decided to plan ahead and use the next week to your full advantage. What steps should you take when completing a writing assignment due one week from today? Many students use very different methods when planning out their assignments, personal preference is essential. However, taking myself into consideration, I grab my assignment prompt, find a computer, and type away. Think of it as capturing a stream of consciousness and placing it onto paper. Type whatever comes to mind, ignoring grammatical errors (for now). Obviously this technique will produce a rather rough sketch, but the point of this exercise is to get the majority of your content onto paper.

Writing an argumentative research paper on foreign policy? Without hesitating, picture how you want to form your argument. What is your claim? Do you have supporting evidence for that claim? Go ahead and type whatever comes to mind. Once you get a rough idea of the logical structure of your argument, a natural organization will begin to form. Self dialogue may even ensue: “Ok, this is my stated claim. I’ll place this at the end of my introduction…and the rest of these statements will each act as a premise supporting my thesis….I better go ahead and make each premise a topic sentence for the remaining paragraphs within the body of my paper.” Once you get the content down and recorded, you will have more than enough time for sentence refinement and organizational restructuring. This strategy is mainly advantageous when students have a rough time starting their paper.

I have one last suggestion that is not often taken into consideration. Being that you have a week to prepare, I cannot more than stress the importance of meeting with your professor during his or her scheduled office hours. Make an appointment if you have to. Professors enjoy working with students who take a very active role in their assignments. This is an important step for more than one reason alone. It would be wise to verify that you are following the writing prompt accurately, your professor may offer to check over your rough draft, or even make suggestions you hadn’t even considered!

How to Manage Multiple Sources

2010-10-14T13:44:00.002-04:00

When writing an essay that includes a lot of research, it’s hard to keep all of the information straight! Here’s an easy way to save time and stay organized when writing that I learned from my English 102 professor, James Holsinger; I like to call it “The Note Card Method.”

While doing your research, write down each summary, paraphrase, direct quotation, and citation (as it will appear on the Works Cited Page, i.e. in MLA, APA, or other format) on separate note cards. It helps to color-code (i.e. black ink for summary, blue for paraphrase, green for direct quote, and red for citation) and/or to label at the top of the card what sort of material it is (i.e. “Summary,” “Direct Quote,” etc). Be sure to put the page number—if there is one—on which you found the information at the bottom of the note card; this will save you time with your in-text citations.

Label each card with a source number. For example, if you have a summary and direct quotation from a certain textbook, label the summary card, direct quotation card, and citation card with number 1 in one of the top corners. For all material from the next source, label with number 2, for all material from the next source, label with number 3, etc.

Put your citation cards in the order that it will appear on your Works Cited page, and simply type it out. Your Works Cited page is done!

Next, it’s time to organize the information you found. Look at all of your materials: summaries, paraphrases, and direct quotations. Group cards of similar topics together; these will go together in paragraphs of your essay. Decide in what order to present these topics, and put the groups of cards in that order.

Now, all you have to do is fill in with your own writing! You already have the information from your sources in the correct order, and since they’re numbered by source, in-text citation will be fast and easy.

I hope this technique helps you as much as it’s helped me! Good luck with your research papers!

Personal Statement Workshop

2010-10-11T16:22:00.005-04:00

Yes, it is that time of the year again: pumpkin spice lattes, a canvas of stained glass leaves as you walk to school, and applying to graduate or professional schools. To welcome in the season here at the WVU Writing Center, we have brought out our usual fall decorations, and we will be holding our annual Personal Statement Workshop on October 19th at 5pm in G02 Colson.

The workshop will begin with a short presentation from Dr. Catherine Gouge, a professor of Professional Writing and Editing in the English department and 2009 winner of the West Virginia University Foundation Outstanding Teacher Award. Her presentation will be followed by a workshop where students can generate ideas and get feedback on current personal statement drafts. Students are encouraged to come regardless of where they are in the drafting process, which includes brainstorming. The workshop is open for all WVU students applying to any program that requires a personal statement.

Because space is limited, interested students are encouraged to contact Ben Myers at bmyers15@mix.wvu.edu as soon as possible.

"Where Do I Even Start?"

2010-10-04T12:48:00.007-04:00

As I sat down at my laptop ready to create a blog post about writing interesting introductions, I found myself unable to figure out how I was going to begin. How should I introduce a blog about introductions? This very problem has not only been an issue for me when writing papers, but seems to be a common trend among students. At the Writing Center, students bring in great ideas and bodies to their essays, but a lot of the time cannot come up with a way to start their compositions. In this blog post, I will discuss how you can keep a teacher or a reader enticed and interested in your paper, pulling them in and grabbing their attentions.

Have you ever began your introductory paragraph with a question? Asking a question at the beginning of a paper that relates to your topic of discussion will make the reader feel involved in your piece. These questions could be in the form of a "yes" or "no" answer, or they could be more in depth yielding a longer response. Try to stay away from questions that deal with opinion if you are writing an analytical or professional paper, but rather a question that makes the reader active and interested in your ideas.

"Writing is thinking on paper," William Zinsser, an American writer, once said. When you are trying to think about how to begin your essay, try using a meaningful quotation. If your quotation relates to your argument or discussion that will follow, you are successfully introducing readers to this topic and giving them a glimpse of what is ahead. These quotes can be shocking, funny or of any tone, but just be sure to cite your source as well.

As I did in the beginning of the blog post, using a scenario can be an amusing manner in which to begin an assignment. Scenarios could be personal or general depending on the genre of paper being written but should have significance dealing with the rest of your paper. If you decide to use a scenario, keep it brief and down to a sentence or two so that your reader does not get tired of reading.

No matter what type of introduction you plan on using, there are three points to remember. First, always describe to your reader what you will be discussing. Second, be concise but compelling to gain interest. And lastly, AVOID DEFINITIONS AT ALL COSTS. Dictionary introductions can be very boring, think of a more creative way to start. So the next time you ask yourself, "Where do I even start?" remember these helpful hints and you will be well on your way.

All Done?! Not Quite. Works Cited Made Easy

2010-10-03T21:09:00.003-04:00

So now you’re done! Your paper is finished and that’s all right? Not quite. At the end of every research paper, you need to have a Reference Page, or most commonly known as a Works Cited Page. This can sometimes be one of the most confusing areas of the paper because you have to pull all your sources together and site each reference correctly. But if you follow this simple template, you’ll have no problem! Your Easy Writer book , which shows both MLA and APA format, is a great resource, as well as MLA handbook for Writers of Research Papers (7th edition), and The Online Writing Lab (OWL) at Purdue University (http://owl.english.purdue.edu) are also great sources for your citing needs.

Let’s start out with MLA format for the most commonly used resources.

BOOK WITH ONE AUTHOR:

Format:
Last Name, First Name. Title of Book. Place of Publication, Year of Publication.
Medium of Publication.

Example:
Weinstien, Bruce. The Ultimate Ice Cream Book: Over 500 Ice Creams, Sorbets, Granitas, Drinks, And More. New York:
Harper Collins, 1999. Print.

JOURNAL ARTICLE

Format:
Author(s). “Title of Article.” Title of Journal. Volume. Issue (Year): pages. Medium of publication.

Example:
C.N., Heaney, S.T.C. Weatherup, and I.G. Wilson. “The Effect of Ice-Cream-Scoop Water on the Hygiene of Ice Cream.”
Epidemiology and Infection 119.1 (1997): 35-40. Print.

WEBSITE:

Format:
Editor, Author, or Compiler Name (if available.) Name of Site. Version number. Name of institution/organization affiliated with
the site (sponsor of publisher), date of resource creation (if available). Medium of publication. Date of access.

Example:
Dreyer’s Ice Cream. Nestlé Corporation, 2009. Web. 14 Apr. 2010.

NEWSPAPER OR MAGAZINE:

Format:
Author(s). “Title of Article.” Title of Newspaper. Day Month Year: pages. Medium of publication.

Example:
Lowman, Stephan. “Ever Wondered Why Ice Cream Melts?” Washington Post. 29 June 2009: C10. Print.

PERSONAL INTERVIEW
Format:
Last Name, First Name. Personal Interview. Date Month Abbreviated Year.

Example:
Erekaife, Godwin. Personal Interview, 14 Apr. 2010.

*** Few things to remember:
1. Always alphabetize authors last names when citing multiple authors
2. Always alphabetize your cites by the first authors last names
3. Follow the format period for period, comma to comma and you’re good to go!

Now let’s move on to some APA Formats which most commonly uses journal articles. These are most commonly used in the medical field, or specific science research, because they hold some of the most up-to-date information, which is vital in any research paper of proposition.

JOURNAL ARTICLE WITH ONE AUTHOR:
Format:
Last Name, First and Middle initials (if given). Publication Year. Full Article Title (only the first word is capitalized). Journal
Name. Journal Volume, Article Page Numbers.

Example:
Gladders, P.J. (1965). Dangerous ice-cream vans. The British Medical Journal, 1, 129.

**** It is the same format for when you are using multiple authors, just remember to alphabetize their LAST names when listing.

Hope this helps you all get those Works Cited pages done! Remember that if you need any help just come down to the Writing Center where a tutor can assist you! Good Luck!

Five Helpful Reminders for Our First Timers

2010-10-03T18:36:00.003-04:00

Have you never been to the Writing Center and decided that it’s time to stop in to be tutored? If so, don’t be nervous or anxious about it because we’ve compiled five helpful reminders for students to think about before coming into their first session.

1) Bring all relevant material.
While it’s pretty obvious that you should bring the most recent draft of your paper, it’s a really good idea to bring any earlier drafts too, especially ones with your teacher’s comments. Since we are here to help you, it’s good to give your tutor an idea of the things that your teacher looks for in a good paper. In addition, bringing the prompt can be of further assistance. Even if you know what the prompt is about, the tutor probably will not, and it can show exactly how a teacher expects to grade the paper.

2) Think of any questions or concerns about the paper.
When you first sit down for a session, one of the first things that your tutor will ask is if you want to work on anything specific within your paper. Though it’s fine to come in for some general help, speaking up about a special concern can give your tutor directions on where to take the session. Higher order concerns like organization, forming your thesis statement, and working on the introduction, body or conclusion should be spoken about first. Then, lower order concerns like citation and grammar can take the focus. Also, speaking up helps spawn more conversation about the paper, allowing you to make the most of your session.

3) Don’t be nervous about coming in and sharing your work.
Even though everyone can feel a little uneasy about putting their words out there for another person to see, you shouldn’t be scared about coming in for a tutoring session. All of our tutors have been in your shoes before and all of us are students just like you. We have even been to the Writing Center to be tutored ourselves. No one is here to judge your work; we’re here to help you improve your own work.

4) Walk in for a session or call ahead for an appointment.
Anytime during our hours is the perfect time for a walk-in session. Simply, come in and as long as a tutor is available we can start working right then. However, if you have a busy schedule and limited free time, making a session in advance is probably a good plan. Calling in a day or two in advance to make your appointment allows an ample amount of time.

5) Keep in mind our busiest time of the semester: dead week.
Because we all like to use the anxiety of a deadline for motivation, our tutors get booked up full of sessions very quickly during the last week of classes, and sadly, some students hoping for a walk-in session may get turned away. To ensure you get an appointment, it’s always a great idea to call in a day or two in advance to secure a time. Also, although it goes without saying, procrastinating is never the best way to polish a paper, so if you want to finish your portfolio, the best plan would be to come in a few weeks before the end of the semester.

Hopefully these hints have cleared some of the concerns and anxiety you may have had about the Writing Center. Now, you can come prepared to make the most of your first hour of tutoring.

WVU Writing Center Tutor Applications Now Being Accepted

2010-10-01T15:32:00.003-04:00

Students of every major are encouraged to apply for tutor intern positions beginning Spring Semester 2011. As part of their training, interns take a three-credit, one semester practicum course (English 490) and tutor 2-3 hours a week at the center. English 490 meets Mondays and Wednesdays from 4:00pm - 5:15pm. Once interns complete the one semester training course, they are eligible to work up to ten hours a week as paid tutors.

Requirements:

Currently enrolled as a WVU undergraduate
Ability to work with students from diverse backgrounds
Strong oral and written communication skills
Completion of English 101 and 102 (or their equivalent) with an A. If you are presently enrolled in English 102 or 103 you are welcome to apply.

Applications are available in the Writing Center (located in G02 Colson Hall), or you may request that an application be e-mailed to you (Nathalie.Singh-Corcoran@mail.wvu.edu).

Please e-mail completed applications to Dr. Singh-Corcoran (Word, RTF, or PDF) or submit application materials by October 25th to:

Nathalie Singh-Corcoran
Coordinator, WVU Writing Center
English Department
Colson Hall

Letters of Recommendation: Who to Ask, How to Ask, and What to Ask For

2010-09-21T20:52:00.007-04:00

Each year, right around mid September, I receive a few emails from students asking for letters of recommendation. While I would like to help all of my past and present students, my answer isn’t always “yes.” Sometimes, I don’t know a student well enough to write a really strong recommendation. Sometimes, I receive a request just before a student’s deadline for applications, and I don’t have enough time to put something thoughtful together. Most of the time, I am able to honor a student’s request, but I almost always need more information so that I can write a letter that positions the student as an excellent candidate for graduate or professional study.

The above should offer some indication that acquiring a letter of recommendation is more complex than simply sending a quick email requesting one. Given that the process is more complicated, you might now be wondering how you’d go about getting a strong letter, so I’ve put together a list of quick tips that will help you navigate the process when it comes time for you to apply to graduate or professional school.

1) Plan to ask someone who can really say something about you. If you want a recommendation of substance, you’ll want your letter writer to know something about you -- like your interests, your academic strengths, and your interpersonal skills. It may not make a whole lot of sense for you to request a letter from a professor or an instructor who you didn’t interact with beyond a classroom lecture.

2) Once you’ve identified someone, send a polite note. Reconsider opening lines like “Hey” or “Sup” (as in “Sup Dr. Singh-Corcoran”). Choose instead a polite salutation (e.g. “Dear Dr. Singh-Corcoran:”).

3) Tell the recommender what programs you are applying for, your current areas of interest, and point to areas that you’d like your recommender to emphasize. All of this information will help your letter writer tailor her text. You want your recommender to address skills and abilities that will speak to your desired grad/professional program. For example, when a writing center tutor asks me for a letter, I usually focus on her interpersonal skills--especially if she is applying for a graduate teaching position. In my letter, I might address the degree to which the tutor can explain complicated concepts, engage in dialogue, ask thoughtful questions that advance knowledge, and the degree to which she is reflective of her own practices. These same skills and abilities often translate to good teaching.

4) Use paragraphs in the body of your email. Your email needs to be readable; a long chunk of text is difficult to digest. Consider using bullets or numbers if you want information to stand out.

5) Understand that they might say “no.” Don’t take it personally. Even after you’ve completed steps 1-4, it’s possible that someone might refuse your request for a letter. People say no for many reasons. A faculty member or instructor might feel like they can’t speak well enough to your strengths (See tip #1). He or she might also be really busy and not have enough time. When someone doesn't write you a letter of rec, it does not mean they don’t like you, respect you, or think you aren’t capable of doing graduate-level work.

6) Give the recommender enough lead time. It’s pretty standard to give a letter writer a one month deadline. Again, people need time to reflect, time to write thoughtful, meaningful, and thorough letters.

7) Tell your recommenders where they need to send your letters or how they need to submit them. Provide addresses if they need to send letters directly to programs. It’s common and considerate to provide postage. Provide weblinks and file format (e.g. PDF, Word, RTF) if they need to submit letters electronically. Make it easy on them.

8) List Due dates. Let your recommenders know when your applications are due and/or when the letters are due. Sometimes the dates overlap; sometimes applications are due before letters.

9) Send gentle reminders after a reasonable time. It’s ok to send a quick note reminding your professors and instructors that due dates are approaching. Just remember to be reasonable and polite.

10) Send a thank you note. While not required, it’s certainly nice to receive a thank you note. A note is just one way to show your appreciation for the time and care someone took to write you a letter. It’s also a good way to start networking.

11) Share your success. When the acceptance letters come pouring in, share the good news with your letter writers. They’ll be eager to hear from you!

What To Expect When You Are Expected To Write

2010-09-13T17:58:00.006-04:00

Our two most recent posts have dealt with procrastination and proofreading. These seem to bookend the meat of the writing process. While there is no universal writing process that will work for every writer (just like there is no single, ideal product that all writers should produce), listed below are some things you might consider incorporating into almost every substantial, writing project.

The following post should provide a brief overview of some commonly agreed upon steps in the writing process so that emerging writers can better understand process-centered writing. For more experienced writers this post can function as encouragement to revisit some of the steps that might have been abandoned over the years.

The very first step, and one that may seem obvious, is to acquaint yourself with the expectations or goals of your writing project.

Some genres of writing, such as personal journals, are incredibly flexible because they have a narrow audience and the freedom to redefine purpose as needed. Most writing, however, needs to strike a balance between personal goals and larger, external expectations. As a student it is important to review the assignment prompt. While the whole document is important, pay special attention to the grading criteria as this section tends to distill the specific aims of the given assignment. If the language seems vague or confusing, attempt to clarify the assignment expectations with your instructor.

The next step is to generate ideas for your writing. This can be done in a variety of ways, and generally, the best result is produced by using a combination of different methods. You might begin by reading examples of other writers who are working in similar genres, who have completed similar assignments, or who have written on a topic similar to your own. Alternately, you might begin by brainstorming and writing everything you know about your subject and the assignment. Brainstorming can work to generate great search terms to find readings, or, alternately, reading before brainstorming can generate more complex ideas. Other early writing strategies include free writing, mapping, and outlining.

Outlining is the step that many take to see how the ideas they have generated can be organized. Refer back to your assignment prompt to get a sense for the length and scope of the assignment. Remember that you are building the puzzle at the same time that you are putting it together. This means that you shouldn't be surprised if you end up with extra pieces or need to create a few more later in the process. Save the ideas you don't use, and repeat a mini-version of the generative stage of the process to get additional ideas.

When you begin the drafting process try to leave yourself enough time so that you can take the work in parts. Hemingway once said, "I learned never to empty the well of my writing, but always to stop when there was till something there in the deep part of the well, and let it refill at night from the springs that fed it." He did this by never stopping at the end of a page or an idea. This prevents writers from staring blankly at a blank page. Again, this does require time management, unless you have a schedule like Jake Barnes in The Sun Also Rises, but the result is that writing becomes infinitely less intimidating because every time you sit down you already have a sense of where you left off and where you are going.

As you write, experiment with what allows you to produce the best product. If you find that silence is louder than music, experiment with classical, jazz, or electronic music to set a tempo for your writing without the potential distraction of lyrics. If these genres sound unappealing, try a genre of music you enjoy, but with lyrics in a language you don't speak. This can work in much the same way as instrumental music, and all these options can be explored for free using Pandora.

Writing can be an aversive activity for many people. As a result, writing tasks are often put off until the last minute, and this actually works to reinforce initial attitudes toward writing. I can't tell you how many self-proclaimed "bad" writers I've met who, upon further inspection, always write at the end of the day. Before you settle upon a negative view of your writing, try to schedule writing at different times of the day in order to figure out what time works best for you.

Finally, even those who love writing acknowledge it is often grueling work. One thing to be aware of is fatigue. For example, staring too long at a computer screen can begin to hurt your eyes, and this, in turn, can cause headaches. Try building short breaks into your writing process. Experiment with lengths of time you dedicate to writing and breaks. Most business guidelines recommend a ten to fifteen minute break every hour. Use this time to stand, stretch, get coffee/tea/water, and check your e-mail or text a friend. Avoid any activity that allows you to become passive (e.g. online videos or television) because, after your brain shuts down, it can take an additional ten or fifteen minutes for it to reboot.

Once you have a draft, the next step is to get a second opinion. While peer review is built into many writing classes, remember that Writing Center tutors are available to work with you at any stage of the writing process. Regardless of where you get feedback on your writing, try to stay active in the process. Depending on the situation, this could be as simple as reading along with someone else and asking questions or, as you look at a peer's draft, taking notes on tricks you see in their writing that you want to use in your own work.

Rewriting should be treated with the same seriousness that you give the initial stages of writing. Try breaking the text into pieces by cutting and pasting sections (a sentence, a paragraph, a page) into a new document. What does this method allow you to notice that looking at the full document does not? What are the limitations of this approach? Having hung on to your pre-writing notes, try using a program like Wordle. If the biggest words in the word cloud match the words on your notes you can be fairly certain you have stuck to your original plan. If you find a discrepancy it might be an indication to revisit your paper to see if you are really accomplishing what you had hoped to accomplish.

Continue to alternate between getting fresh eyes on your paper and rewriting for as long as you can. When it gets close to the date you have to submit your work, reread the post on proofreading. If you are reading this post in order to avoid doing work, you may want to take the extra couple minutes to reread the post on procrastination. Finally, if you are a WVU student and you'd like to work with a tutor, give us a call at 304-293-5788 to set up an appointment.

To Err is Human, to Proofread, Divine

2010-09-08T13:54:00.004-04:00

We’ve likely all reached that point in crafting an essay when we can’t stand to read over our writing again. The resulting work may be full of interesting ideas and insightful arguments, but too often these positive aspects are overshadowed by proofreading errors that drag down the essay.

To be sure, proofreading can be a daunting task. We often haven’t allotted enough time to allow for careful proofreading and we may feel so burned out with a paper that we would rather eat the essay than read it again. When coupled with the old mantra that “it’s the content that matters most,” we may even convince ourselves to focus only on the “big picture” issues.

Proofreading, though, is an important step of the writing process that helps to make our ideas clear for our readers. Polished writing also makes a good first impression on a reader, helping to ensure that they will follow the essay through to the end (which is, of course, the ultimate goal of any piece of writing).

So, how can we become better proofreaders? Below are some (hopefully) helpful strategies to consider when reaching the proofreading stage of revision:

1. Take a break from an essay: This strategy requires you to start an essay earlier rather than later which is always a good idea. Often writers who take even a 24 hour break from their work come back to the text with a renewed focus and the seemingly uncanny ability to spot errors that were missed previously.

2. Read your paper out loud: Reading a paper aloud to yourself, a friend, or even an enemy can really help to hear proofreading errors. This may be particularly helpful for auditory learners.

3. Work from a paper copy of your essay: Many students find that they are more likely to spot errors and make necessary proofreading revision when working from a hard copy of an essay rather than making corrections on the computer. The downside: trees hate this.

4. Make a note of common proofreading errors: If you notice and document your tendency to make proofreading errors (i.e. tense shifts, fragments, etc.), you’re more likely to avoid these errors in the future. This means less time proofreading/revising and more time for (insert favorite activity here).

For more proofreading tips check out the University of North Carolina’s helpful webpage: http://www.unc.edu/depts/wcweb/handouts/proofread.html

Extra Credit to those who can spot the 3 proofreading errors in this post.

Beginning of the Semester Motivation

2010-09-04T18:08:00.004-04:00

At the beginning of the semester, it can be difficult to re-adapt from “summer mode” to “academic mode.” We all know that it can be difficult working up the motivation to write, particularly if it’s mandatory writing. Whether your distraction is brainwashing reality television shows, the start of college football season, or that new package of Halloween Oreos that you promised yourself you wouldn’t eat in one sitting, distractions happen.

Usually, I’m pretty good at motivating myself to write. However, sometimes I’m just not in the mood. What can you do? Well, there are any number of helpful things you can do, but the main thing is to do something enjoyable that doesn’t take a lot of time. I have three defaults:

1. Playing MarioKart: Yes, I know. MarioKart isn’t nearly as cool as it was 10 years ago, but it is an activity that I can do for a short period of time. Working on a tough paper can be intellectually taxing, and taking short breaks can be rejuvenating. However, if you take a break from writing a paper about macroeconomics to read a book about the military strategies of France in 1880, you’re not really letting your mind take a break. Doing something that doesn’t take much effort and can be completed quickly is a nice way to take a break.

2. Baking: I love to bake. The more difficult my writing assignment is, the crazier I get with my baking. Writing a 1-page response paper? Cookies. Writing a 20-page research paper? Cheesecake. Regardless of whether you like baking or not, the same principles apply. Doing something that you love, that you think is super fun, can help supplement a day where you know you need to do a lot of work. When you reflect back on your day, you can be proud that you did something fun but were still able to get something accomplished.

3. Cleaning: All right, I admit that this is one is kind of cheating. I don’t necessarily like cleaning, but I do like the way my apartment looks when it’s clean. Also, doing something like cleaning is productive. After I clean, I feel accomplished and am more ready to accomplish something else that is productive.

With any of these activities, spending a short period time concentrating on one thing (playing 20 minutes of a video game or cleaning out the refrigerator) is way more beneficial than tackling another huge project. Doing something enjoyable prior to writing or taking small breaks while writing can definitely help to aid the writing process, especially during those first few transitional weeks of the semester.

For an additional perspective on beating procrastination and getting motivated, check out this handout created by the University of North Carolina: "Procrastination." It's a great source for identifying your reasons for procrastinating and overcoming those temptations.

Evansdale Hours Begin September 8

2010-09-01T12:18:00.001-04:00

Starting next week, the WVU Writing Center will be providing hours on the Evansdale Campus. Drop-in tutoring hours will be held at the Evansdale Library, Study Room 131, on Mondays from 3:00 PM to 5:00 PM and Wednesdays from 2:30 PM to 5:00 PM.

Wednesday hours will begin on September 8 and Monday hours will begin on September 13. See you at Evansdale!

WVU Writing Center Opens on August 30!

2010-08-23T17:00:00.001-04:00

The WVU Writing Center will open for the Fall semester on Monday, August 30, 2010. Our Colson Hall hours will be M-Th 10:00 am -- 5:00 pm and Fri 10:00 am -- 3:00 pm. Stay tuned for Evansdale hours!

We look forward to seeing you at the Writing Center!

WVU Writing Center On MTV (by proxy)!

2010-06-21T22:16:00.004-04:00

Former tutor and original creator of the WVU Writing Center blog -- John Thrasher -- was selected as a candidate to become MTV's first Twitter Jockey! John worked at the Writing Center from January 2008 until he graduate in May 2010. John was an excellent tutor and did much to enhance the Center. In addition to the blog, he also started the center down the podcasting path. In short, he's awesome.

Check John out here:
http://tj.mtv.com/2010/06/09/tj-bio-john

and, if you'd like to hear any of his podcasts, visit
http://english.wvu.edu/writing_at_wvu/wcenter/podcasts

Writing Center Open for Summer I and II

2010-05-07T09:32:00.003-04:00

The WVU Writing Center will take a week-long break between finals and Summer I and will re-open on Monday, May 17. Our Summer I and II hours will be M-F 11:00 am - 3:00 pm.

The Bedford Guide for Writing Tutors, Fifth Edition

2010-04-09T22:02:00.004-04:00

I've always been interested in new editions of books. Growing up I always thought that there was a certain immortality that came from publishing, but if you can constantly amend what you had previously said by releasing a new edition, how does that alter my childhood conception?

For example, for some time now I've been meaning to read The World Is Flat by Thomas L. Friedman, but it seems like every time I look there is a new edition that has just been released. One could argue that this semi-episodic release form humanizes writing by further endowing the book with flexible qualities. It takes the static relationship and makes it a dialogue between readers and writers. Still, time and money are limited. If each edition is largely the same information, then what is the incentive for picking up the latest edition?

Well, in answer to that question I decided to do a side-by-side comparison of the fourth and fifth editions of The Bedford Guide for Writing Tutors by Leigh Ryan and Lisa Zimmerelli. While I found much of information to be the same, there were some notable differences, both good and bad.

In the fifth edition some minor changes in "The Writing Center as Workplace" emphasize the "personal" in terms of how the tutor (to borrow from Burke) catches the tenor of writing center theory and practice. While tutors are still encouraged to learn about writing center history and to keep a personal journal, the fifth edition has opted out of proposing the option of maintaining a group journal. Still, this modification is relatively minor considering that both editions encourage tutors to participate in discussion forums, and we can see how the fourth edition pointed toward this option being eventually merged by acknowledging that much of what was being suggested, if done digitally, would be very similar to the use of an in-house writing center blog.

Other minor changes include reorganizing the information. For example, in the "Tutoring in a Digital Age" section (the new version of "Tutoring and Technology"), you will no longer find a section on face-to-face computer tutoring listed, as the emphasis of this section seems to have shifted toward online tutoring. Don't panic. If you jump over to section four ("Helping Writers throughout the Writing Process") you will see that there is a sub-section titled "Working with a Text at a Computer," and here you will find that much of the fourth edition content has been identically transferred in a numbered layout.

In terms of modifications, one thing I found interesting was the revision of language in the sub-section now titled "The Second Language Writer" (previously "The Writer for Whom English Is a Second Language"). I found the additions of "The Learner" hat for tutors to try on and exercises for the digital tutoring section to be useful expansions.

I was also pleased that the authors have kept the appendix information on presenting at a conference and tutoring or editing outside of the writing center, as these sections help tutors to recognize that the skills they gain through their work have value outside of the center and, with regards to the conference, invite them to contribute to the scholarly work that is being done in the field. For this reason, because I appreciate any attempt to bridge the gap between tutors seeing what they are doing as a job and recognizing that there is a possibility for similar work to be a career, I was disappointed that the annotated bibliography was not kept for the fifth edition.

So, while this review is in no way comprehensive, both guides are incredibly helpful for their breadth, and tutors, writing center directors, and anyone who has a stake more generally in composition will want to pay close attention to the newest edition of The Bedford Guide for Writing Tutors.

Spring 2010 NewsPrezi

2010-04-05T15:42:00.003-04:00

While you can always keep up to date on the Writing Center through our blog, we have a variety of other informative resources, including our biannual newsletter. This semester, rather than creating a traditional newsletter, we've decided to use the interactive presentation software of prezi.com to bring you information about the Writing Center and its community:

http://prezi.com/lgb-2zmfpf6a/wvu-writing-center-2010-newsprezi/

Here, you'll find profiles our new tutors, answers to some Frequently Asked Questions, end-of-semester tips, and much more. As you read through, please be sure to click on the links to our podcasts and other Web content (including, for those of you interested in infinite recursion, this blog!).

In order to navigate the prezi, simply click the arrow keys at the bottom. We recommend viewing in fullscreen mode by clicking "More" and then "Fullscreen."

Enjoy, and let us know what you think!

Wisdom: The Book

2010-03-15T20:08:00.006-04:00

I haven't yet read Andrew Zuckerman's book/media project "Wisdom" but I'm pretty intrigued by it. For the project, Zuckerman conducted interviews with some of the world's most recognizable and revered people1, asking them all essentially the same questions: what is wisdom? and what is your wisdom? The answers were compiled into this book, in order to gift the collected knowledge of one generation to the next.

The list of contributors includes politicians (Henry Kissinger, Madeleine Albright, Ted Kennedy), actors (Alan Arkin, Judi Dench), musicians (Willie Nelson, Bill Withers), authors (Chinua Achebe) and activists (Jane Goodall). All of the contributors are artfully presented by Zuckerman in portraits, sound clips, and their writings in the book, as well as in an art exhibit.

Exploring this project has led me to reflect on what my wisdom is, and how I am contributing to the collective knowledge base. Because of its educational focus and the interactions it facilitates, the Writing Center has been a good place for me to both gain and share wisdom. And writing in general, I think, functions in the same way: the transference of world experience and insight from one to another. I was always struck by the wisdom of good old Kurtey V. I wish he was still around for the making of this book. I think his additions to the conversation on human wisdom would be, well, wise.

So, my questions: What is your wisdom and how do you share it? and Whose wisdom do you seek out?

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1 The website states that the contributors are "global" and "multicultural." The authors collected wisdom from a wide range of people, but I think it's worth considering that all of them are English speakers. Just sayin'.

Our Top Five Books For Spring Break 2010

2010-03-11T14:16:00.006-05:00

All of us here at the Writing Center thought we might try to answer the dreaded question for anyone who loves reading: "What are your top five, favorite books?"

The resulting conversations, and the diversity of our choices, made us think we should share our compiled list as a possible reference for those of you who are unsure of what to pick up next.

It is also a way for to find out a little more about all of us here at the Writing Center.

Do you think you can guess who would have picked Freakonomics as one of their top five? What about the Bible? And just how many tutors love 1984?

Do you feel confident you know who has Bill O'Reilly as a top five author? What about the tutor who loves Tobias Wolff? Douglas Adams? Ayn Rand? Kurt Vonnegut? Rita Mae Brown? Jane Austen?

Curious? Check out our list by following the link below. It will take you to our resources page on our website and if you scroll to the bottom you will see "The Official Writing Center Reading List" ready to be downloaded. Have fun reading the list and the books we recommend.

Click here to check out the list.

Ten Rules for Writing Fiction

2010-03-06T16:23:00.002-05:00

Ever wish you could ask an author exactly what they did to get where they are? Well, here's your chance to hear what they have to say. The Guardian, a UK newspaper, asked authors like Neil Gaiman and Margaret Atwood to come up with ten rules that every aspiring author should follow to write successfully. Although the article's focus is on fiction writers, that doesn't mean that the rules don't apply to any other type of writing!

My rules for writing are:

1. No internet while writing. Facebook is way too tempting!
2. Have a relaxing spot to sit in, but don't let it be in front of the TV.
3. When writing fiction, remember that the most important part of your story is the characters. Even if you have the best plot or the best writing, it won't matter if the characters are flat and lifeless.
4. When writing any kind of non-fiction, remember who your audience is. Your tone of voice is everything.
5. Edit after you've finished your first draft. Then read it aloud, edit, have someone else read it, edit again. Lather, rinse, repeat. Every sentence, no matter how good, can still be written better.
6. Write in a journal, everyday if you can. You might find yourself writing things you never thought you would, with beautiful phrasing.
7. Write when you feel inspired, and write even when you don't.
8. Write.
9. Write some more.
10. I'm being serious! Writing well is the most important skill you will ever learn. Even if you don't think you're going to use it often. Having the ability to write well gives you the ability to speak coherently and professionally and to know how to read other people when in conversation (re: audience).

Do you agree or disagree with my or any other of the authors rules? What are your rules for writing?

My Writing Process

2010-02-22T14:38:00.012-05:00

No matter the material, writing can be overwhelming and even sometimes paralyzing. However, when writing is broken down into steps of a process the task is suddenly manageable. I personally have come up with a process that not only works for me, but also makes writing a more enjoyable experience.

First, before anything else, I have found that it is important to change into comfortable clothes (sweat pants, hoodies, and fuzzy slippers are my favorites). It also helps to have a certain place reserved for writing. This will help with getting into the right mindset before starting. Now the actual writing begins. Depending on the nature of the paper the next step can be one of two things. If the paper is supposed to be specific or persuasive I usually will make an outline or web diagram. This helps to strategically organize my thoughts and points. On the other hand, if I'm telling a story, for example, I prefer to simply start writing without any structure to get all my ideas down on paper. The next step is to organize my ideas into paragraph form. Usually the first draft will be the result of this step. At this point I like to leave the paper for a couple days. When I return I like to have someone else look at my work to give a fresh perspective. Next, it is my turn to proofread the paper and make sure all my ideas are presented thoroughly. This step could take time and include multiple drafts and/or more time putting the paper aside. Finally, it is time for the last draft. Once I am confident and comfortable with the piece I will write one final copy and I'm done!

This was just a brief overview of my personal writing process but each writer may have their own unique steps and different preferences. The important thing is to find whatever works best and to make it a habit to use the process for each piece of work. By doing so writing will transform from daunting to delightful. :)

Tutor Talk Episode #5 - Personal Statements (feat. Dr. Brian Ballentine)

2010-02-22T14:04:00.002-05:00

Tutor Talk Episode #5 - Personal Statements (feat. Dr. Brian Ballentine) is now available for FREE download on the iTunes store. Click here to download this episode from iTunes.

If you don't have iTunes visit the official WVU Writing Center website to stream all 4 podcasts from your web browser.

In this episode, Graduate Assistant Ben Myers interviews WVU's own Dr. Brian Ballentine, on how to write the best personal statement for graduate school applications. Dr. Ballentine offers his insights on how to write a successful personal statement.

We recommend downloading Tutor Talk through iTunes via this link. iTunes is a free download to all users both Mac and PC. If you don't have iTunes, stream any of the podcasts from your browser by clicking HERE.

Happy International Writing Centers Week: Part I

2010-02-18T16:57:00.004-05:00

Do you know your writing Horoscope for (the rest of) the month of February? In honor of International Writing Centers Week, the tutors consulted the stars.

Aquarius January 20 - February 18
You've never liked staying within the norm, and this month is no exception! Take some time to write in a style you never have before, whether it be slam poetry, play writing, or something you've completely made up! Use your large circle of friends to bounce off ideas and get feedback.

Pisces February 19 - March 20
This month you will avoid writing the every day romantic stuff found on cards; rather, you will write something magical and fantastic - it's your time to shine.

Aries March 21 - April 19
With your creative energy, drive for excellence and penchant for risk-taking, this is the month to get yourself working on that project you've had on the back-burner! You'll have some stabilizing forces coming your way, so use them to actually finish a written piece!

Taurus April 20 - May 20
The coming month will be trying, but you will overcome. Your deep knowledge is complimented by your ability to ask for help from those around you. Don't forget that as you head into your next task, the wall is only intimidating as long as we imagine it is not made up of many, manageable blocks.

Gemini May 21 - June 20
Communication is your favorite thing, and this month that's no exception. This is a good time to write something that speaks to people, but try not to get too serious. Your playful sarcasm is likely to go right over their heads!

Cancer June 21 - July 22
Your home is your sanctuary, no matter where you believe home to be. Host a "potluck" writing party there, with your closest friends bringing inspirational items from their childhood. Make it warm and inviting, or else you are likely to retreat into your shell!

Leo July 23 - August 22
Mighty Lion, it's your time to roar. Write it out, let it out. This is your month to be the center of the stage and the page!

Virgo August 23 -September 22
Many people see you as a stingy perfectionist, but you know that's not (completely) true! This month is a great for showing others how creative you really are by writing something different. Then use your eye for details to revise to make a fantastic piece.

Libra September 23 -October 22
Your desire to be around others is amplified this month, so use that motivation to collaborate with another writer on something truly spectacular. You can harmonize and balance like no other, so the typical problems you would face with collaborating are no where to be seen.

Scorpio October 23 - November 21
Your writing is dark and mysterious, but this month you may also find yourself writing an impetuous note. The consequences could be dire. Think before you act, or better yet, write that note, but come back to it once you've had time to think things through.

Sagittarius November 22 -December 21
You are the best around. Always be mindful of the fact that nothing will ever keep you down. Take this month to gather your strength, study a writer you wish to emulate, practice your basic writing skills, and focus on the tasks ahead. When you are ready, breathe deep, sweep the leg, and take your next writing task down. You are the best around.

Capricorn December 22 -January 19
Although you may feel like everything you write has to have a purpose that will get you somewhere, this month will put you in a position where you have no "work" writing left to do! Use this chance to create a piece solely for you and not for social climbing. If you have difficulty, just remember that writing of any kind will only make you better at it when you really do have work.

Writing Center Alum -- Making a Difference!

2010-02-14T08:32:00.003-05:00

From Lauren O'Connor, WVU Writing Center Tutor 2007-2009

Anyone who knows me, realizes that I come up with these slight off the wall ideas and well, try to execute them. As I said, Dream BIG or go home! Errr, we’ll, I’ll be stopping by home. Ha!

What the heck am I doing…?

Mission- To raise $100,000 for animal shelters, dog rescues and Great Dane rescues

Where- Begin in NJ, zig zagging across the country with the trip ending in California-ish area

When- March 1st

How- The kindness of family, friends, sponsors and strangers

Who- Harley. Blue Merle Great Dane. Roadie of amazingness. Age 6.

Why- To raise awareness for the special needs and life changing experiences of sharing the love of Great Danes. They rawk my socks!

Here are a few ways you can help:

1. Donate (click the button- it’s on the site!)

2. Host/organize a Pit Stop (just one- not the whole trip!)- or attend one!

a. What is that you ask? Fundraising. It’s a stop along the way that can be a happy hour (where we get the door or donations), a dinner, a bake sale, etc. The whole point is to raise money and I need people on the ground!

b. Get creative people!

3. Stalk us

a. Twitter.com/drivingfordanes

b. Check the site daily, please: www.drivingfordanes.com

c. You’ll be able to link to Google Latitude and actually SEE where we are on the road. Cool, eh?

4. SPREAD THE WORD

a. This is SOOOOOO important- you NEVER realize who can help, who has an idea or who knows someone

b. Forward this email, forward the site, talk about how crazy I am- do it! I dare you.

c. Post it on YOUR blog, twitter, email directory, moms postcard, take a sticker (or 5!) pass it on, etc.

5. Encouragement

a. Sounds stupid to say, but it’s helpful.

b. Nice people rawk!

We’re trying to get on local and NATIONAL TV and Radio. So far we’ve spoken to some peeps at the Today show, ABC, NBC, etc. Can you help? Great!

I can’t wait to see ALL of you along the way!

Mucho love,

Lauren and Harley

Writing Blog Review II

2010-02-10T12:06:00.003-05:00

Continuing the review of various writing blogs, here are two more that we thought you might find interesting:

How many times have you sat down to write, but not had a clear idea of what you wanted to write about? Just the act of writing, regardless of the topic, can be simultaneously cathartic and generative. The Prompt Writer's slogan, "Always have something to write about," can feel like an impossibility; however, as I explored the website, with its massive archive of ideas, having something to write about seemed a little easier. Currently the website has a slew of Valentines Day related writing prompts that may not be all that useful for teachers, but in general there are enough to choose from (or refashion) that inappropriate or problematic prompts don't stand in the way of this website being a useful resource for both writers and teachers of writing. For example, the Silo activity asks that we decide on a subject, an item, a location and an objective before we begin to write. While possibly too restrictive for creative writers, this activity might be a great way to get students to think about these elements of story telling in a free write exercise prior to beginning work on a personal narrative or interview essay. So what are you waiting for? Stop reading and get writing.

While the previous review focused more on teachers the Creative Writing Corner is all about writers. In addition to providing young writers with great reasons to consider getting an MFA the website also works as a forum to discuss issues that are important to writers. Blair Hurley, the websites host, recently cleared a space for readers to reflection the death of J.D. Salinger and in late January opened up what has become a lively discussion about the future of the novel. As a student herself, Hurley makes references to her own experiences, to books that she is reading, and frequently posts pictures and other writing suggestions and prompts. It's a fun site with lots to explore. The discussions are interesting and online submissions create a space for virtual peer review. I would recommend the website to any writer, but especially those whose nostalgia for The Algonquin Round Table and The Beat Generation leave them looking for similar communities in digital spaces.

Winter Weather 2.0

2010-02-10T09:36:00.002-05:00

The WVU Writing Center will open at 10:00 am today, but due to road conditions, some members of our staff may not be able to make it to campus, and others may be late to their appointments.

Thank you for your patience, and please keep checking the blog for updates.

If you have questions, email: Nathalie.Singh-Corcoran@mail.wvu.edu

Winter Weather

2010-02-09T13:36:00.002-05:00

The Writing Center staff apologizes for the inconvenience. Due to winter weather, we will have limited hours on February 9 and February 10. The Center will close at 3:00 pm in February 9. We hope to reopen on February 10 at 10:00 am. Please check back for updates.

If you have any questions, please email Dr. Nathalie Singh-Corcoran (Nathalie.Singh-Corcoran@mail. wvu.edu)

Writing Blog Review

2010-02-03T14:38:00.003-05:00

Here are two blogs we'd like to recommend to all you writing fans out there:

Letters of Note is an incredible gathering of postcards, letters, and all manner of other written correspondence from both recent and less recent history. We’re able to see public figures in a new, much more personal light, as real and interesting people. I love this blog because you never really know what you’re going to get: one day might be a letter from Dr. Seuss to a budding cartoonist, the next a cheeky note from President Kennedy to a autograph scalper, and the next day might bring a joyfully bizarre fan letter from Andy Kaufman to Elvis Presley. It’s truly wonderful, and it's been one of my favorite "finds" of the last year.

After Deadline is the New York Times’ version of what language nuts do each time they read the newspaper—nitpick over the little linguistic details that drive them crazy. The interesting catch here, though, is that the writers of After Deadline critique stories that have appeared in their own paper. Beyond a frank admission of their slip-ups, though, the blog uses errors within the paper to illustrate tricky and sometimes controversial questions of grammar and usage. Their goofs become instructive for those of us who may wonder what goes on “behind the scenes” at The Times, and it’s also reassuring to know that even the most skilled writers and editors in the country sometimes aren’t quite sure how hyphens work.

Writing Center Now Open for Spring Semester

2010-01-29T16:23:00.002-05:00

If you're working on a writing assignment and need some help, stop by!

WVU Writing Center
G02 Colson Hall (across from the Downtown Library)

Monday- Thursday: 10:00 am - 5:00 pm
Fridays: 10:00 am - 3:00 pm

Call 304-293-5788 to schedule an appointment or drop in to see if a tutor is available.

We're also holding drop-in-only, evening hours at the Downtown Library on Thursdays from 8:00 pm - 10:00 pm

Writing Center Story In The Daily Athenaeum

2009-10-19T21:32:00.004-04:00

WVU's student-run newspaper, The Daily Athenaeum, has just published an article about the production and creation of the Writing Center's podcast, "Tutor Talk."

Check out the article in Monday's edition of the paper, or click here to read the article online!

Thanks to Travis Crum for his effort in writing the story.

Tutor Talk: Episodes #3 - Making the Most of your Writing Center Visit and #4 - How to Write a Professional E-Mail (Video Podcast!)

2009-10-14T16:58:00.006-04:00

Tutor Talk: Episode# 3 - Making the Most of the Writing Center is now available for FREE download on the iTunes U store. Click here to launch iTunes.

If you don't have iTunes visit the official WVU Writing Center website to stream all 4 podcasts from your web browser.

Episode# 4 is also available. In this episode, Emma creates a screen cast to show the audience the most appropriate ways to write a professional e-mail. From the salutation, to adding an attachment, she includes everything that you need to know.

Stay tuned to Tutor Talk, as there will be plenty more video podcasts on the way!

We recommend downloading Tutor Talk through iTunes via this link. iTunes is a free download to all users both Mac and PC. If you don't have iTunes, stream any of the podcasts from your browser by clicking HERE.

AP Stylebook Comes to iPhone/iPod Touch

2009-09-30T15:17:00.004-04:00

If you're a writer, journalist, editor, or student, you've probably heard of AP Style. Well, now you can download the entire style manual as an app right on to your iPhone or iPod touch!

The app is searchable, offers suggestions for writing styles, and allows you to make notes.

The only drawback is that the app costs $28.99, whereas the printed edition costs $18.95.

If you are using the AP Stylebook a lot, and don't want to carry the spiral bound booklet around with you, the app may be worth the price.

Tutor Talk: Episode #3 - Making the Most of the Writing Center

2009-09-30T13:18:00.003-04:00

Tutor Talk: Episode #3 - Making the Most of the Writing Center is now available for FREE download on the iTunes U store. Click here to launch iTunes.

In this episode, John welcomes the newest co-host, director Dr. Nathalie Singh-Corcoran. John and Nathalie discuss some of the things that students should know coming in to the Writing Center in order to have a successful experience.

We also realize that Nathalie's office is much larger than originally thought, and also has a studio audience.

All of this and MUCH much more on this season of Tutor Talk!

We recommend downloading Tutor Talk through iTunes via this link. iTunes is a free download to all users both Mac and PC. We will soon have a direct download link for all episodes for those of you who do not have access to iTunes.

Residence Hall Creative Writing Workshops Continue this Fall

2009-09-18T17:00:00.004-04:00

Are you interested in turning your life story into a memoir? Maybe you want some advice on how to write a love poem, the next great Gothic novel, or how to adjust your writing to meet the demands of technology like Facebook or MySpace. This fall, students will have the opportunity to work with experienced writers on a variety of mini-projects aimed at issues just like these.

The Bolton Writing Workshop attempts to expand creative writing opportunities beyond the classroom by bringing the workshop experience to undergraduate residence halls. The project, which began last spring, provides students with the opportunity to learn and explore issues in creative writing in a more relaxed and convenient setting. Students are encouraged to participate regardless of experience level or major and can expect to be guided through a wide range of activities that are meant to help tap into their creativity and imagination.

The program is directed by Mary Ann Samyn, Bolton Professor of Teaching and Mentoring and author of Inside the Yellow Dress (New Issues Poetry & Prose, 2001) and Purr (New Issues Poetry & Prose, 2005). At the workshops, students will have the opportunity to work with graduate students in poetry, fiction, and creative non-fiction.

For more information, or to view the fall schedule, please visit the website by following the link provided.

For additional questions, please contact Mary Ann Samyn at MaryAnn.Samyn@mail.wvu.edu

Responding to Student Writing

2009-09-14T13:24:00.003-04:00

The Writing Center will be hosting an informational brownbag for instructors on Wednesday, September 23rd from 12:30 - 1:30 in Rm. 130 of Colson Hall. The event will focus on analyzing the response process and discussing the various ways to provide feedback to student writing.

The brownbag will begin with a screening of the short film Across the Drafts: Students and Teachers Talk about Feedback (2005). Across the Drafts was filmed in coordination with the Harvard Study of Undergraduate Writing and provides both faculty and student perceptions of the feedback process.

Following the film, instructors will be given the opportunity to share their own experiences and discuss strategies for responding to student work. Instructors are encouraged, prior to the event, to think about feedback strategies they have found successful or are currently in the process of considering.

Instructors should register by Monday, September 21st.

To register for the event, or for more information, please contact Bryan Coyle at bcoyle@mix.wvu.edu

The Problem with Plagiarism

2009-08-29T14:33:00.004-04:00

During fall 2008, a section of English 103 students accepted the challenge to create a learning tool for writing students concerned with plagiarism. The students served in a variety of roles, from scriptwriters to actors to technicians. They "premiered" their work during Mountaineer Week and now offer it for use in all classes. The English 103 program appreciates the generosity of the WVU Writing Center in posting this powerpoint to their website.

To view "The Problem with Plagiarism" powerpoint, visit the Writing Center website resources page here.

Don't forget - We're open for the summer!

2009-06-29T10:01:00.002-04:00

Hi, everyone. Don't forget that the WVU Writing Center is open during summer classes. Summer session II begins today, so come see us for help with your papers. Writers can meet with tutors to talk though ideas, understand assignment, discover a thesis, master citation styles, improve grammar and style, and much more!

Summer 2009 Hours of Operation
Monday 11:30 AM-1:30 PM
Tuesday, Wednesday, and Thursday 11:30 AM-3:30 PM
Friday 11:30 AM-1:30 PM

Open for Summer Tutoring

2009-05-26T11:36:00.002-04:00

The WVU Writing Center is open for tutoring during the summer class sessions. Visit us in G02 Colson Hall for help with any of your writing assignments.

Summer 2009 Hours of Operation
Monday 11:30 AM-1:30 PM
Tuesday, Wednesday, and Thursday 11:30 AM-3:30 PM
Friday 11:30 AM-1:30 PM

Congratulations in Order

2009-04-17T13:45:00.005-04:00

Our star tutors are being recognized for their hard work outside of the writing center.

Congratulations to Jericho Williams, Keegan Lester, Hayley Burdett, Marie Pellegrino, and Amy Purpura who are all recipients of 2009 English Department Writing Contest Awards. Also, congratulations to Ashley Goddard, recipient of a 2009 Outstanding Senior Award, and Nate Maruso, recipient of the 2009 Outstanding Senior Award for Advertising.

Make sure to congratulate the winners if you see them in the Writing Center or around campus. We are very proud of them and happy about their success!

Keep up the terrific work!

*Everyone else is wonderful, too :) Best of luck with all of your end-of-the-semester work.

Spring 2009 Newsletter Ready for Readers

2009-04-14T11:52:00.002-04:00

I know you've been waiting for it - the WVU Writing Center's Spring 2009 Newsletter, More Than Words. You can read it here on the Writing Center webpage.

In this edition, you can meet our latest class of tutors, get the inside scoop about tutor Jay Frontino, and learn about U.S. Veteran Eric Jackson's appreciation for the writing center. We also present some information about some of our activities this year, such as podcasts, workshops for students, and conferences with other writing centers.

We hope you enjoy reading this version of More Than Words!

Mary & the newsletter staff

WVU Tutors attend 2009 MAWCA conference

2009-03-30T09:43:00.004-04:00

On Saturday, March 27, tutors from the WVU Writing Center presented at the Mid-Atlantic Writing Centers Association Conference at York College in York, PA. Nathalie-Singh Corcoran (Director), Mary Inks, Emma Byrne, Ilene Funck, and Marie Pellegrino lead a group of about 30 participants through their interactive presentation entitled “How Do We Talk About Race When Race Isn’t an Issue?”

After completing inventories and responding to scenarios, everyone discussed their reactions to them and how best to discuss and deal with issues of race in their writing centers and universities. Talking about race doesn’t happen enough but is very important. Writing Centers are great places to start conversations about race and support anti-racist activism through discussions in tutor-training classes and at meetings/conferences. Through our MAWCA conference discussion, we decided that sometimes the best way to react to racist comments and engage in a conversation about race is to ask people “Why?” when they voice such remarks.

For further discussion on this topic, please visit the Antiracist Writing Centers blog at http://antiracistwritingcenters.blogspot.com/

Below are pictures from the conference. Enjoy!

Tutor Talk: Episode #2 - Common Misconceptions

2009-03-29T21:12:00.005-04:00

Tutor Talk: Episode #2 - Common Misconceptions is now available for download on the iTunes Store.

In this episode John and Emma discuss 5 common misconceptions of the WVU Writing Center. They also talk about the differences in the Writing Center compared to the term paper clinic, as well as what tutors may or may not expect from a session if they've never been.

Also, John talks about a nightmare he had involving tweed jackets and MLA formatting.

All of this...and more, on this week's episode of Tutor Talk!

We recommend downloading Tutor Talk through iTunes via this link. iTunes is a free download to all users both Mac and PC. We will soon have a direct download link for all episodes for those of you who do not have access to iTunes.

Tutor Talk: Episode #1.5 - What's A Writing Center (Brief)

2009-02-23T18:12:00.003-05:00

Episode #1.5 - What's A Writing Center? (Brief)

Episode #1.5 is structured for the use in a classroom. This episode is only the question and answers from episode #1. Instructors can use this episode in the classroom to briefly explain the Writing Center.

We recommend downloading Tutor Talk through iTunes via this link. iTunes is a free download to all users both Mac and PC. We will soon have a direct download link for all episodes for those of you who do not have access to iTunes.

Tutor Talk Podcast Available On iTunes TODAY!

2009-02-18T03:27:00.004-05:00

It's here!

So after a few minor setbacks, Tutor Talk: The WVU Writing Center Podcast is finally available for download on iTunes TODAY!

Click this link to redirect to your iTunes account, and subscribe to the first episode right now!

Episode #1 - What's A Writing Center?
In this episode, Emma answers some questions from John that most students might have before coming to the WVU Writing Center. We also introduce ourselves and talk about why we love the WVU Writing Center.

As of now Tutor Talk is not indexed in iTunes search fields, so the only way to get to it and subscribe is clicking the link above. Stay tuned, because more episodes will be added very soon!

Welcome New Tutors!

2009-02-04T16:17:00.004-05:00

Say hello to the five new faces that will be tutoring at the WVU Writing Center. To find out what writing means to Amy, Torrie, Caitlyn, Anastasia, and Amanda check out the official WVU Writing Center website here!

Be a part of the first Writing Center podcast

2009-02-04T10:49:00.003-05:00

We are currently recording the first Writing Center podcast. We would like tutors to take a minute or two to record their thoughts about the WVU Writing Center. Please share! It's pretty easy - here's what you have to do:

1. While you're in the WC, think about how the writing center has impacted your experience at WVU.
2. Sit down at the PC by the windows and click on the "Audacity" Icon to bring up the audio recording program. Put on the headset (with the microphone), hit record, and start talking. Your recording doesn't have to be perfect - we can edit the recording very easily.
3. Save your project to the computer, then email the file to John at doublefault24@gmail.com.

We'd love to let the greater WVU community hear your voices, so pleae take a couple minutes to share the writing center love.

Thanks!

Writing Center on Twitter!

2009-01-26T18:09:00.005-05:00

Do you Tweet?

In an effort to be more interactive with the online community, the WVU Writing Center is now on Twitter! Set up an account and follow us for all the news, promotions, contests, and information you need regarding your campus Writing Center!

http://twitter.com/wvwritingcenter

Welcome Back!

2009-01-26T16:41:00.001-05:00

On behalf of the staff here at the WVU Writing Center, we want to welcome students back to Morgantown! Good luck in your Spring semester!

Don't forget to visit the Writing Center, located in room G02 of Colson Hall for help with any of your writing assignments!

WVU / Pitt / Duquesne Writing Center Conference

2008-11-29T11:02:00.006-05:00

So, after some technical issue on our end, here are some photos that were taken at Pitt on November 8, 2008. Pitt hosted the WVU and Duquense Writing Centers for a day long session of sharing thoughts, ideas, and experiences.

Be On Our Podcast!

2008-11-07T12:41:00.003-05:00

The WVU Writing Center is currently developing a monthly podcast and we want you to be a part of it!

If you are a WVU student or faculty member who has a strong opinion on writing or have seen success at the WVU Writing Center please contact us at the information below.

We are looking for people who are comfortable talking in front of a microphone and have enthusiastic personalities. The first recording will be the week of November 17, so hurry in!

To contact us or for more information, shoot an e-mail to wvuwritingcenter@gmail.com

November is National Novel Writing Month!

2008-11-01T18:06:00.002-04:00

That's right -- there is actually a National Novel Writing Month, and it starts today!

Nanowrimo.org is an organization that challenges people to write all throughout the month of November and ultimately piecing together an entire 50,000 word novel.

It sounds far-fetched, but apparently had over 100,000 participants and over 15,000 winners last year!

You have until November 30th, so get cracking on your typewriters and notebooks. If you are taking on this daunting task, e-mail us and let us know so we can feature you on the blog this month!

To learn more about this organization visit http://www.nanowrimo.org

Fall 2008 Newsletter Now Available!

2008-10-29T12:12:00.003-04:00

Download the Fall 2008 Newsletter PDF by clicking here!

Holiday Party and Themes!

2008-10-27T12:12:00.007-04:00

Well it's that time of the year again. Santa is making his list and checking it twice, and bringing his list to the Writing Center to make sure the organization works for the prompt.

For the Secret Santa theme days, check the poll out on the right. Vote for the top 5 themes that you think would be the best for this year's Secret Santa.

If you have any suggestions for other themes, feel free to contact us! The poll will be up for 2 weeks!

And the Winner Is...

2008-10-27T11:16:00.004-04:00

On a 6-3 vote for the design of the official WVU Writing Center T-Shirt, the winner is:

To purchase a Writing Center T-Shirt for a loved one this holiday season e-mail us at wvuwritingcenter@gmail.com

New Feature Added - Spellcheck

2008-10-22T17:16:00.001-04:00

We've just added a spell check feature right above the thesaurus on the right sidebar for your convenience.

You're welcome!

New T-Shirt Designs

2008-10-21T17:34:00.007-04:00

Below are the top 3 concepts for the new WVU Writing Center t-shirts. We used wordle.net to compile 5 words from each member of the Writing Center to create this design. The more common the word, the larger it appeared on the image.

If you are interested in purchasing a t-shirt send an e-mail to wvuwritingcenter@gmail.com or to John at doublefault24@gmail.com

Vote for which design you think would look best on a black t-shirt! Click on each design to see a full-sized, full-quality image. We will be announcing the winning design this Friday when the polls close!

Design 1 (above)

Design 2 (above)

Design 3 (above)

Writing Center Service Project Needs You!

2008-10-14T15:52:00.002-04:00

The project is in support of Dr. Zenkov, the Director of Through Students' Eyes. Dr. Zenkov and his colleague Jim Harmon (a city teacher in an urban Professional Development School) have worked with youth in the Cleveland area for the past four years on the "Through Students' Eyes" (TSE) project, using a photovoice method to explore what these students believe are the purposes of school, as well as the supports for and impediments to their school successes. TSE has responded to a four decade long droupout rate in urban centers that often exceeds 50%. In an effort to help city students nationwide to explore and enhance their relationships to school, the project has now expanded to Denver and Washington, D.C. Check out http://www.throughstudentseyes.org for more information.

This service project will focus on donating disposable cameras. One camera per person will earn credit for the service project. If you are not able to solely donate a camera, please choose a partner to split the cost. These camera will be donated in an effort by Diane Yendol-Hoppey, the director of the Benedum Collaborative, who is interested in collaborating with Benedum students and faculty from Taylor County schools to extend Dr. Zenkov’s project into rural sites.

A key element of the project is providing secondary school students with disposable cameras so that they can document factors that influence their decisions to stay in school as well as factors that make staying in school difficult.

There will be a drop-off box in the Writing Center for disposable cameras.

Cameras must be donated by Wednesday, October 22 before 3:00 p.m.

Take Five Video

2008-10-13T14:08:00.002-04:00

During the Spring 2008 semester, I had the opportunity to produce a 5 minute video in conjunction with the WVU Center for Writing Excellence which focused on students and their thoughts on writing here at West Virginia University.

The questions were meant to showcase the thoughts and opinions that various students had regarding their experience in writing.

Check it out below!

Scholastic Offering Columbus Day Sale

2008-10-13T14:06:00.002-04:00

Scholastic publishing is having a Columbus Day sale offering items up to 75% off!

Click here to check out the great deals!

Welcome to the Writing Center Official Blog

2008-10-08T17:00:00.002-04:00

Welcome to the WVU Writing Center Blog. This blog will serve as a way for the WVU Writing Center to keep you posted on upcoming events, upcoming workshops, random blurbs from employees, and other interesting information that we think you could afford to know!

For now, check out the Writing Center's first promotional video. This video was filmed last semester (Spring 2008) to help promote the Writing Center and it's new location in room G02 in Colson Hall!