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.
Sunday, April 3, 2011
Friday, April 1, 2011
10 Tips on How to Write Badly
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.
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.
Thursday, March 17, 2011
Spring 2011 NewsPrezi Available
The WVU Writing Center Spring 2011 NewsPrezi is available online. Check it out at: http://prezi.com/qsjijfh-k7aj/spring-2011-newsprezi/
Wednesday, March 9, 2011
How to Handle Instructor Feedback
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.
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.
Tuesday, March 1, 2011
Mid-course Corrections: Visiting the Writing Center at Midterms
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!
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!
Tuesday, February 15, 2011
Group Work: Surviving and Thriving
"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.
Friday, February 11, 2011
Upcoming Writing Center Workshops!
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.
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.
Friday, February 4, 2011
Not Your Grandma's Outlining: One Tutor's Writing Process
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.
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.
Thursday, February 3, 2011
Thursday, January 27, 2011
Sinbad Lives!; or, Who's Afraid of Wikipedia
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
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