Wordle

http://www.wordle.net/ is a fun website to make title pages and posters!

New Campaign to Promote Registration

Thanks to Ms. Miller, we launched our flier campaign to encourage students at UM-Tupelo to register for our online site and to schedule appointments at the online calendar. Elvis's "It's Now or Never" provides the theme for the fliers along with tear-off information on the website. We've had a lot of success with the tear-off fliers, and other groups on campus have even started imitating our flier formats. Next week we'll add email blasts to students and faculty to encourage registration.

What else do you think we could do to encourage student writers to use our online system?

Marketing Ideas

I think that we've been doing a great job drawing students into the WC by visiting the English classes. We've introduced ourselves to both Ole Miss and NWCC English classes. The support and enthusiasm from the instructors really helped show how much of an impact that the WC can have. In addition to our signs that are posted in the commons area, I think that we should create fliers with our hours of operation and room number. These fliers need to be posted on all three floors. This will draw even more much-needed attention. The students that have been utilizing the center have become regulars. With time, more students will start visiting the WC.

Response to "Promoting Access in Open Distance Learning"

Written by Mirriam Lephalala and Cathy Pienaar, this article focuses on distance learning institutions and widening student involvement in South Africa. One of the key points about the article is that writing centers have become an “integral part of learner support in higher education”. Moreover, the article talks at length about the University of South Africa and its striving agenda for widening community access. The article goes on to reveal some of the answers to reoccurring questions concerning diversity among the UNISA (University of South Africa) student population. For example, one of the questions was what does widening student participation mean? This involves a two phase process: firstly, an increasing number of students from disadvantaged backgrounds should be accepted and secondly there should be a increase in diverse learning for these students.
While diversity was one key point in this article, the introduction of a writing center at UNISA was another. It was recognized that the University was failing at supplying academic student support structures. Students with diverse backgrounds need support structures that can be overtly provided, because many of the students:
• Are first generation university entrants in their families and have little or no knowledge of what university education entails
• Speak English as a second or third language
• Have limited access to the financial, material and emotional support necessary for university success
The article states that by 2003 it became obvious that there was an urgent need to improve these Student Structures and to establish a writing center, which they did. The first services were offered to students in September of 2003 and included:
• Face to face tutoring where students were assisted with problems related to all stages of the writing process, from brainstorming for ideas to revising and editing final drafts
• Regular workshops that focused on a variety of topics, such as business writing skills and strategies for improving written drafts
• The START program, which consists of a variety of self-study reading comprehension worksheets
• The “Reading Excellence” computer program to improve reading skills
In 2006 the article states that the writing center changed its name to the UNISA Academic Literacies Center as the number of services offered by the center was increased. Currently, it offers reading, writing, quantitative literacy as well as information literacy services. The article goes on say that there are currently 18 UNISA writing centers spread throughout South Africa.
The conclusion of this article further reiterates the importance of writing centers becoming an “essential part of distance educations like UNISA”. IT goes on to state that a writing center should no longer be regarded as a service that is complementary to the course content, focusing only on giving students the necessary assistance to understand the course content. The improved and upgraded UNISA Academic Literacies Center aims to “assist all learners to achieve a high quality of learning, and the services are available to all learners at any stage of the learning process”.
I really liked this article and the simplistic ways it dealt with complex issues such as diversity and prosperous centers of writing and learning.

WC idea

A way for someone to become good at something is if they are interested in it and practice. So to become better writers, students must write. Not only write but also read..They may not be interested in what their teachers have assigned them to write about..but what if they wrote (or read) about something that they are interested in?

My idea is : what if every month or so we had a writing-marathon where students (ones who have registered with the writing center) can come and ..just read or write! We can have different themes each meet (ex :poetry,quotes,novels,fiction, nonfiction) We could make the WC like a cozy coffee house atmosphere and possibly similar to what we are doing for the National Novel writing for November. But since it's only for November-we should have this monthly. This could even be like a book club! This would help spread the word about the WC and get students involved . It could possibly help improve students' writing skills.

Script

Let's not forget to add a line where the student says, "I need to make an appointment at the WC" and then uses the online system to do that...

Promotional writing center video

This is a rough script for a video where a malificent professor assigns an outrageous topic. I think it would be very effective as it highlights nearly all the services the writing center provides, and would hopefully appeal to both students who want to do their best and students who doubt their abilities.


(Optimistic Student enters university whistling)- " Its a grand day to learn something new! Nothing wrong could possibly happen today!

(Optimistic Student enters classroom)- "Hello everyone! Isn't the weather phenomenal! Today may be the greatest day of the year!"

(Dubious fellow classmates respond with a tone of obvious reservation)- " I doubt it. I doubt that I have the ability to pass this class. I just know a writing assignment will be on the horizon that will be just beyond me. I doubt the professor will be in a good mood, as I saw him outside talking to the dean, who also looked doubtful.

(In storms angry professor with pipe)- "Hello, CLASS (said sarcastically)! As there are some who refuse to take this class seriously, I have decided that we need some rigorous academic work to sharpen our minds. (Reverse shot to optimistic student, who is visibly dismayed) For our next assignment you must write a twenty page paper showing the relationship between ten topics in our class that must have perfect puncuation and be introduced with a poem with an ABABAAB rhyme scheme and accompanied by a PowerPoint which will include a comprehensive resume. This paper must be in both MLA and APA format, (sinister close up on professor, who announces with relish and possibly tobacco smoke) This project will be 90% of your grade!

(Dubious student abruptly speaks)- I doubt you can smoke that pipe in here professor.

(Professor, infuriated)- NEVER MIND THAT! Don't you have enough to worry about with this intimidating writing assignment? (Cue sinister music) MUHAHAHAHA!

[top down shot of student. The room is black, possibly with grey diagonal streaks on the floor to represent trepidation. A spotlight is activated on the student] (Optimistic Student utters hopelessly)- What am I going to do?

[lights go up] (Dubious student declares) Whenever I'm in doubt I go to the writing center. They can help you become more skilled in all areas of writing!

(Optimistic Student)- Even poetry and Powerpoints that include resumes? Is there any aspect of writing they can't help with?

(Dubious Student)- I doubt it.

From here we could Segway into the optimistic students triumphant entrance into the writing center which would include confetti, saxophones, and pyrotechnics.

The Writing Center & Market(ing) Capital

Pictured: The creators of communism, the Marx.

As the proletariat w/in the Writing Center, we (the advisers) must market ourselves in a fashion which will receive the biggest capital. Therefore, we must use the rigors of a (bourgeoisie) capitalistic enterprise to achieve capital, i.e. gain and increase in service, etc. So, as the proletariat, we have reigned in ideas (the modern human's hammer and sickle) to achieve our capital. Like shooting a fish in a barrel or luring a moth to a flame, we will achieve our means to produce capital (better writers, better papers, better grades) through audio/visual techniques. In essence: Chris will be the Oppressive Teacher (signifying the bourgeoisie), Jesse will be the Student Reaching for Enlightenment but Never Achieves Enlightenment b/c of The Oppressive Teacher (the proletariat), w/ Leeroy and Mrs. McLellan being the Enlightenment (uh, yeah...) and I shall do camera work to document the Student Reaching for Enlightenment Achieving Enlightenment through the uuuh... dang, I'm losing ground here... Enlightenment People! Writers of the World Unite!

Advertising Campaign for the UM-Tupelo Writing Center

Today we talked briefly in our meeting about the importance of "face time" for advertising the Writing Center. While I think we are doing a great job of promoting the Writing Center through word of mouth, we can always do more. I have spoken to students in several classes and have appointments for one more class session. We have also conducted several writing workshops and I think those have proven useful for helping people feel comfortable with the center.

But I'm more excited about a possible Elvis "campaign" for promoting the center. At the beginning of the semester Ms. Miller, Ms. Rauch and I brainstormed different Elvis songs which could fit the WC. For example, "You Ain't Nothin' But a Hound Dog if you don't go the WC." Or, "A Little Less Conversation, A Little More Writing." We've gotten some positive feedback from our first flier "All Shook Up." I'd like us to create some really fun advertising pieces: bathroom stall fliers, sidewalk chalk ads, restaurant board ads, roving sandwich board ads. If we can get a cardboard Elvis we have have pictures of our consultants with the Elvis. He could also stand in the foyer with a sign advertising the WC.

Our biggest challenge at the Tupelo campus is that we are limited as to the places we can put advertising - cork boards, plastic displays at the front lobby, emails. How do we advertise the Writing Center effectively within these limitations?

Establishing a Rapport with Students

http://www.youtube.com/watch?NR=1&v=NTpBs4DL7KI

This video, Tutor Training Video Part 1, explores the different recommendations for establishing a rapport with a student who comes for a consultation. Although the video is not very exciting, it does offer some good advice for new consultants. The first speaker, Debra Hamilton, speaks about student anxiety. She makes a good point that many students feel extremely anxious, especially if they are just returning to school. Since many of our students at UM-Tupelo are returning students we need to recognize how stressful writing classes can be for them. Another tutor proposes that consultants should see themselves as allies; their role is ask productive questions which produce results.

One problem I see with this video is that Debra says she often tells students about professors' idiosyncrasies if she is familiar with the professor. I think this practice can be very dangerous, especially if those comments get back to the professors. Instead, I do think it is useful to discuss a professor's expectations if we have had a class with that person, but we should not be negative or critical of the professor.

Although this video has been previously posted, I find that the particulars - and perceived minutiae - should be further explicated to demonstrate Jason's professionalism and dedication to his writing center. His dogged persistance, in the face of such adversity, is meritorious and warrants well-deserved accolades.
One can begin the examination of this video by evaluating the contrasting hairstyles found within the work. The stark and Spartan mise-en-scène gives prominence to Jason's close-cropped hair - perhaps an indicator of previous military experience (a speculation that may well prove relevant later). He seems both approachable and affable. However, the student, given the unfortunate state of her coiffure, presents herself as hygenically negligent... or the unfortunate victim of recent electrocution. Steve McQueen vs. Joan Crawford. My money is on Steve, but I digress.
The clip also demonstrates the importance of body language. Tutors must gauge their clients in a myriad of ways. Jason is not only greeted with a rapid, dismissive handshake(0:08), he is confronted with a measured degree of soon-to-be-escalated hostility, further compounded by the uncontrollable flailing of the student. Her overt hostility, coupled with her apparent inability to modulate the volume of her voice, produces a veritable powder keg of volatility within the Writing Center. This potential for danger is fully realized at 2:14 when Jason cooly observes the camera man sprint from the room in a desperate attempt at self-preservation. Jason, well-groomed and watching the clock, is confronted with the Nagasaki of appointments. All he wants to do is help some folks with their writing - and maybe grab a quick burrito at the Student Union before his next class. After all, burritos are good.
Instead, if one consults the clip at 0:18, one can see the palpable distress that Jason feels as the student fans her hygenic unsoundness in his direction. His obvious recoil at the stench wafted from her virulent, purple sweater seems to re-ignite his earlier military training.  Any further gastronomical Tex-Mex musings are, beyond this point, out the window - or, at least,  relegated to the sidelines for the time being.
The most telling indicator of Jason's fortitude (and dedication) can be found in reviewing 1:28 and 2:10 of the clip. In each of the aforementioned instances, he subtlely moves his hand into a position to press the silent alarm under the table. Her apparent instability, presumably fueled by lead paint chip consumption and the early onset of Tourette's, prompts Jason to notify the proper authorities. While she faces the prospect of pushing a grocery cart and shaking her fist towards the sky mumbling," Syllabus...the stinking syllabus." His job is done. He did not, given his obvious training, choose to apply sufficient blunt force to her skull as to cause its collapse. Jason's steely resolve, although not fully revealed in this video, leads to the removal of a dangerous sociopath from the Writing Center. This action serves to make both the university campus and the whole of society much safer.  His restraint is legendary and we should, as tutors, raise a glass to him whenever we struggle to persevere...or just want a friggin' burrito.

The Golden Moment

The first time I saw this video, I was working at The College of Wooster in the Writing Center, sharing an office with other teacher/writing consultants who were as passionate about the messy, collaborative excitement of the writing process as I was. My friend Jenny showed me this - and I cried. Words have power, and revision metamorphoses and amplifies that power.

For me, writing is not a neat, tidy process. It involves pacing (stomping), scribbling, sketching, and talking (ranting), but when I reach that golden moment when things click, when I finally feel like I've found a steady rock to stand on in the middle of a frothy, flooded river in springtime - that's the moment that drives me to write again. One of the biggest challenges I face as a writing consultant is helping to lead students through the river rapids until they find that rock that makes the whole journey seem doable, managable, and more exciting than scary.

What does writing look like to you? How do you paint the picture of your writing process? What's your golden moment look like?

Why Write?

In the video above American writer Robert Coover discusses the question "Why Write?" During the process of discussing why he writes literature, Coover explains the very reasons why anyone should write--even if it's an essay or just a blog post. Writing is just one tool for interacting w/ the world at large and the better that tool is sharpened and/or strengthened, the better a result the writer will have in the process. Writing well and literacy have been a big issue in modern times. While one person can only do so much, it's always great to have a helping hand in the process. That is what the Writing Center is all about: helping in a much larger process.

Personal life distractions..

Writing Center Vid

GET THEE TO THE WRITING CENTER

An Irate Student

This poor writing consultant has his work cut out for him. Perhaps if he had not let the session get out of control in the beginning, the student's anger wouldn't have climaxed.

Welcome!

Welcome to the writing center!

~Emily

Youtube

Here's a link to a video on our youtube account.

Attitude is Everything

Hello




I think she did a great job of redirecting the student's attetntion to the paper.

Hello everyone!! I'm thrilled to be part of the writing center.

hello

hi :)

Welcome!

Welcome to the blog for student writing consultants in the Ole Miss Writing Center Network.