The University Writing Center And The Academic Success Center

Writing is an essential skill that students will use and apply for the rest of their lives. Teaching students to become strong writers is a daily task and involves writing more than just an essay. Research indicates that by the middle school level students should be writing at least 60 minutes a day. A practice of daily writing helps build writing fluency that transcends across the curriculum. However, this can be a daunting task especially when students don’t like to write. In a time when writing is essential to the curriculum, how do we build a community of lifelong writers? (Especially when we are in the age of standardized testing that limits what and how students are being taught writing.) Many experts state that daily writing in

University Writing Center (UWC) and Academic Success Center (ASC) are two of the university facilities that help students enrich their academic experience. While UWC assists students in improving their written and oral communication skills through one to one consulting sessions, online resources, and workshops, ASC works to enhance students’ intellectual performance through academic coaching, supplemental instruction, drop-in tutoring sessions, and peer mentoring. Both of the organizations take a collaborative learning approach to encourage students to develop necessary study skills for academic success and increase student retention. ASC offers various student development programs; however, our focus for this proposal will be on drop-in tutoring services offered by ASC.

My high school years were not spectacular, nor were they terribly productive.I left high school without learning how to proficiently write an essay. However, CUNY's Borough of Manhattan Community College afforded me a desperately needed second chance. It was at BMCC that I sharpened many of the skills I should have mastered in high school. I was able to greatly improve my writing ability. I began college as a student who found writing a 2 page paper to be a terrifyingly daunting task, but due to practice and numerous resources offered by CUNY, I soon was able to compose papers consisting of 10-14 pages with confidence and efficiency.

Sure, we all have that one parent that claims they know how to edit your paper, but oops they forget to spill the beans of how they could barely get above a B on papers themselves. The truth of the matter is writing is tough, and it does not come easy for everyone. For me, I struggle with grammar and just all the logistics that go into paper writing. However, there is a very big and bright light at the end of the tunnel for me. Yes, I will have to take more writing classes at Liberty University, but this time I will actually be able to get legitimate help. Thanks to Liberty University’s Undergraduate Writing Center, I will finally be able to get that writing help that I will need on my papers I will have to write. The writing center offers students the ability to sit down with a coach that will help them through what they are trying to accomplish on paper. Some of these coaching sessions can be in larger groups or can be requested to be one on one. Lessons on how to properly format MLA or APA will also be available at the writing center. For a student like me that does not exactly like writing, these resources will come in very handy. I truly believe that if I need help on a certain paper, then I will go there to make sure I get it. It is something that will give many students an edge over the tough papers that they will have to write as they make their way through

One of these programs is the AIM Program. Within this program, the students selected receive academic, financial, and emotional support. First generation students can take advantage of this resource by talking to Peer Advising Coaches to relieve the stress that comes with a heavy academic workload. Alongside the Office of Academic Support, students have access to the Writing Studio formally known as the Writing Center. The Writing Studio is conveniently located on the main campus in Tigret Hall room 302. The services provide by the Writing studio include tutoring on Mondays-Thursdays from 10 o’clock in the morning to 4 o’clock in the afternoon and Fridays from 10 o’clock to 3 o’clock. For students who cannot make those times, the Writing Studio also has night hours offered inside of Library West on Mondays-Thursdays from approximately 5 to 8 o’clock in the evening. Tutors will work alongside students to help them expand their proofreading, editing, and overall writing skills so they can become competent writers. It is

Undergraduate programs in recent years have become more and more specialized and there is a lack of diversity in the writing styles taught in writing classes. This has led to students being less prepared to enter the workplace and less qualified than the people who know the writing style of the specific job.

Throughout the first eight week’s courses, Amy demonstrated a high level of competencies in understanding and applying theory into practice. She was also able to utilize the supports provided to her through the college to vastly improve her professional writing skills, limiting her grammatical errors and increasing her well-deserved passing grades.

I have chosen option B : Ashford Writing center . I selected the writing center because I was never a powerful writer and feel these tools may be very valuable when not having a hands on approach when writing . That can be critical when I have to write certain papers or discussions and have nobody to proof read or look over before submitting. A few of the topics I reviewed include “Research Writing” , “Proof Reading “ and “Parts of Speech”. I looked over these topics first because these will become very useful when I begin my online courses. These play a large part in being able to understand and correctly write what is needed and how to successfully print a picture to what I am writing about. The first important piece of information I have

In 1984, Stephen North penned a landmark essay, “The Idea of a Writing Center.” In it, he wrote about writing centers’ struggles to be understood and emphasized the transactional, synchronous conversation about writing that most writing centers focus on as their mission. Current writing center scholarship still cites this article regularly. Its content has withstood the test of time, and the writing center experiences North transcribed are still relevant today. We work with many students who are well prepared for a writing center session, and of course, we have our regular clientele who clearly find value in our assistance. But we also frequently work with students who don’t understand what we do. Here at Union Institute & University, students send us brief emails, simply attaching a paper. Some include a note; some don’t. Sometimes students ask us to edit their papers or they’ll ask us to correct an essay and return it. Sometimes they tell us who they are;

Writing is frustrating. Writing is time consuming. Writing is thinking. Writing is different for everyone, and luckily public schools and universities have writing center for students where they can establish their writing as well as critical thinking skills in a comfortable environment. Nancy Maloney Grimm, a humanities professor and director of the writing center at Michigan Technological University, states in her article, “Re-articulating the Work of the Writing Center” that writing centers are, “a site of knowledge-making in the postmodern sense of knowing that [one’s] understanding is always partial, always capable of obscuring understanding of others” (537-8). Grimm is pointing out the importance of writing centers by being a place for not simply teaching like students get in a classroom, but being a place where “knowledge-making” is constructed with the face-to-face interactions of a tutor and tutee. Unfortunately, writing centers are slowly decreasing, for many do not find them essential to

Receiving counseling on written assignments, regardless of the author’s own confidence in their abilities, helps one to ensure that they are effectively executing the goals they may have for the assignment. However, I the Writing Success Program is especially unique because they go beyond the goals of academic success. Rather than solely focusing on a student receiving a good grade on an assignment, WSP aspires to encourage students to use writing as a means of self empowerment. Furthermore, because of the Writing Success Program’s prioritization of empowerment through writing, it is especially attractive to students of color and nontraditional students who, in many cases, didn’t receive the sufficient preparation for UCLA’s stringent academic demands. As a result, the resources provided by WSP not only aim to challenge and empower individuals as students, but also inspire students, specifically nontraditional students, to think critically in order to possess and assert agency as advocates for themselves.

When writing for school projects whether for a presentation to just too simply fulfill a requirement for the class one must utilize all avenues and resources to ensure the paper is well written and executed according to the guidelines of the school as well as the instructor. During this course, I chose to do a little research and analysis on Ashford University’s writing Center. In my reviewing of the writing center, I did find that it was

I always strive to improve upon my abilities, and taking advantage of these resources would play a vital role in this objective. In addition, I take pride in my writing and am always looking to improve it; thus, the Writing Center would be highly beneficial to me. My journey to fulfill this goal can be aided by recalling the idea of a growth mindset: “the understanding that personal qualities and abilities can change.” A growth mindset encourages the acceptance of challenges and exploring more effective learning methods. By employing a growth mindset, I will hopefully be more open to these new ways of learning and excel as a student. In accomplishing this goal, I will expectantly mature as a student, become more open to experiences I am initially uncomfortable with, and become a more well-rounded individual. I will know if I am successful in reaching this goal if I feel more confident in my abilities and have more extensive mastery of the material after attending office hours more often or my writing by going to the Writing Center. I am excited to develop both as a student and as a person during my time here at Notre

Many of the cohort sessions as well as the Writing Center here at Capella provide excellent resources in writing skills. Roberts (2010) brings up in her article the fact that only about 40% to 50% of doctoral students complete their degrees. The reasons may vary from family, financial, professional or other related life issues. An important factor for success is having a support network in the form of cohorts. This is a great source of support and resource. The supportive feedback and similar experiences can bring cohorts together during the dissertation journey as well as continued contact after the journey.

My Success plan activity and personalized feedback helped me understand my strengths and weaknesses and opportunities for improvement in my college level academic writing and grammar. I want to feel more comfortable with my writing style and I plan to utilize the SNHU online writing center for assistance and resources. I scored the lowest in the writing area and surprisingly math was higher, in which I struggle and have a hard time with math.