Tag: writing

Patience and Productivity: What I’ve Learned About Writing and Working During the Pandemic

Spenser Secrest, Writing Consultant

Everyone knows that writing is difficult. And writing, especially creative writing, has become quite difficult during the COVID-19 pandemic. Writing during the pandemic has posed several different challenges, and this still feels unusual to me. Every aspect of our lives has seemingly been interrupted or altered due to the outbreak of COVID-19, so why should writing be any different? For me, writing during the pandemic has become more difficult because there is no end in sight and every related action becomes increasingly polarized in the news each week. Writing is the last thing I can think about right now, and access to support networks is gone. While the pandemic has posed a unique challenge, it also offers us the opportunity to help us grow, hopefully both as writers and as people.

Although the act of writing is usually thought of as being done in solitude, which can, obviously, be done during the pandemic, this still feels as though certain aspects of the writing process are being left out. I have always viewed getting feedback as a vital part of writing – from friends, colleagues, and peers,for any piece of writing that I do, whether that is a piece of academic or creative writing.  While emails, texts and other forms of long distance communication have been beneficial, this is still not a substitute for discussions of the piece as a whole in person with someone whose thoughts and opinions I value. Even this very blog post, I intend to have someone proofread.

            The COVID-19 pandemic has affected other aspects of writing as well. It is now much more difficult to write with anyone and in any public space. Although these difficulties are the result of measurements taken for our safety, knowledge of this fact does not make these challenges any less difficult to work with. In fact, knowing that some people have openly violated such measurements has, for me, at times, made focusing on the prospect of writing all the more difficult. When thinking about how the pandemic has disrupted life and how long it has lasted, to see or hear of someone openly not care about precautions for one’s own safety, as well as the safety of those around them, can add another topic of distraction from any activity, including writing of any kind.

            Creative writing can also function as a therapeutic act. However, as the pandemic has continued, with no end in sight due to the U.S. government’s current administration’s lack of leadership on this issue, this raises the question as to what writing during the pandemic can accomplish, as the pandemic is still ongoing and all of the trials and tribulations will continue, even after one has finished writing something. If writing can be seen as a potential way to come to terms with something or to make sense of something, what can be accomplished when the circumstances keep changing due to the pandemic?Ideally, any act of creative writing would provide some form of catharsis, even if the difficult circumstances under which that writing was produced continue for the foreseeable future.

            Working as a Writing Center consultant for the first time, I have found that, despite any technological issues and doubts that the writers have had with their writings, they still desire feedback from the consultants. This has shown, to me, that all writers value feedback, even if this feedback is for assignments and academic writing. Something that I had not expected was that working with other writers, from a variety of different areas, and in different stages of drafting, has improved my own academic writing skills.  I’ve found that working with other writers can be beneficial to both the writer and the consultant. As a consultant works with a writer to improve their draft, so too does the consultant’s understanding of the strengths and weaknesses of writing.

            Finally, since I have been in graduate school, I have found patience to be the greatest asset to writing during the pandemic. Whether this be patience with technology working or patience in waiting for inspiration in writing, the pandemic has shown that patience is an incredibly valuable character trait to have during this time. The pandemic has led to us all making adaptations in our work and patience is a necessary component when learning something in an environment that is new to everyone. Additionally, developing more patience is something that would seem to be only to one’s benefit. Hopefully, everyone has developed more patience since the outbreak of COVID-19.

On Distance and Embodied Writing

Amanda Dolan, Writing Consultant

Prior to the pandemic, I wasn’t very attentive to the body’s role in writing. Because of my background in both visual and performing art, I largely saw the world as impressionistic. This perspective carried over into my literature studies and ultimately led me to consider writing a predominantly mental discipline. I found myself not only fixating on ephemera and reminiscence within my research, but also only writing to articulate, recreate, and relive the past. Worst of all, I idolized and sought —always unsuccessfully— an incorrect/reductive/harmful conception of the notorious, transient “flow state”. 

I realized just how skewed my perception of the flow state was shortly after lockdown began. Time drastically slowed down, but that effortless focus never occurred and I almost entirely lost the urge to write (certainly academically). For years I had written about and through nostalgia, but strangely I could not put pen to paper during the first several weeks of lockdown even though these were so filled with nostalgic feelings. 

I now think this initial inability to write stemmed from confronting the fact that, contrary to my long-held belief, the space/time separating our memories from the events in our lives is perhaps the least tragic form of distance. Many, even those of us who previously felt loved ones were reassuringly distant, started to wish for nearness. Naturally, this physical distance and the resulting virtual interactions made embodied experiences much more important for a significant percentage of the population —myself included. Like many others, I started spending more time exercising, cooking, and residing outdoors. These healthy habits, however, were joined by the new (to me) practice of doomscrolling. Even though this latter habit is often ultra destructive and the former are generally quite beneficial, I noticed a commonality between all of them: immediacy. While doomscrolling isn’t as directly an embodied process (although the anxiety it frequently creates can definitely pull you back into your body), it is certainly similar to one as it’s also a matter of immediacy —instead of distance. 

Because the libraries were closed, I started going through my backlog of owned books. One of the books I finally (“finally” as in “the English version was published in 2009”; this was one of my first quarantine reads) got around to reading was Haruki Murakami’s What I Talk About When I Talk About Running. The book discusses the reciprocal relationship between running and writing, and, although I am not much of a runner, it provided a lot of insight about distance versus immediacy and embodied writing. I realized after this read that because writing was, for me, so much about processing impressionistic, past information, it naturally became difficult to write during a time when (because of uncertainty) all most of us could do was preserve information in a largely unprocessed state. I think this inclination to preserve the feeling of ideas before we understand them contributed to the increased interest in Twitter (and, consequently, doomscrolling) during this time. Of course some —or even most— of this pull to social media was a result of needing incessant communication for the sake of connection, but I think the immediacy of semi-unprocessed information was oddly comforting during a period marked by physical distance. 

In closing, I just want to share what this shift away from distance and pure mental processes and towards immediacy and physicality forced me —with the help of Murakami’s book— to recognize about writing. Firstly (though these points are very much related), it relies on both the body and the mind, and it benefits from being fortified through physical activity/patterns just as much as mental. I actually achieved a proper (refer to Mihaly Csikszentmihalyi for this) “flow state” after developing small habits —like snacking, stretching, and playing very familiar music or white noise— that establish a physical, sensory space for writing. Secondly, the process is located in both physical and temporal spaces, whether immediate or distant. Although my interest in memory has returned since school has resumed, my academic writing/processed information can now be suddenly immediate —just as my prose/semi-unprocessed feelings can be distant. Together these two discoveries have, during a time of uncertainty and physical insulation, helped me value writing other futures —everywhere and all the time.

A Penny For Your Thoughts: The Real Value of Writing in a World That Prioritizes Capital

By: Chuck Glover, Writing Consultant

There is nothing capitalistic about the process of education for an individual. Education, of course, takes time, and time is money that could be well-spent. What is capitalistic is education’s outcome: the skills to participate as a cog in the machine that is society, and therefore attribute some monetary value to yourself and the economy. What happens between birth and that participation is simply preparation, to be completed as swiftly and mess-free as possible.

            These values — whether we like them or not — are internalized by writers. We write and rewrite until we find satisfaction, and maybe even eventually pride, only to look back on our work years later and feel embarrassed by it. We frustrate ourselves for not writing enough, or for writing too much of what we perceive to be garbage; we attempt over and over to emulate writers we want to (but can never) be. The problem lies in the fact that writing never stops being an education in and of itself. Writing relies on you being the best you are in the moment; and, because we are human beings who grow and learn and change, your best will vary day to day.  There is no equation to becoming the next Shakespeare. And, because writing also functions as an ongoing education, no writer will ever wake up and suddenly be the best they will ever be. (Even if they did, it’s not like they would know it.)

            Writing is so rarely about capital gain (if it is, it almost never starts that way). Yet, we continue to maintain capitalistic values when looking at our own. How many years has that novel been a work in progress? How long have you been struggling with that essay? How many times have you rewritten that poem? When we have not moved from Point A to Point B with efficiency, when we have not produced content we deem “good enough,” it is frustrating at best; a perceived waste of time at worst. Key word: perceived

            How do we change that perception? Well, the question we should really be asking ourselves is: why do we write? I write to feel joy. I write to inhabit new worlds. I write to feel heard, even if nobody else reads it. Maybe those aren’t the reasons you write; that’s okay, too. Whatever the reason, I think the key to engaging our students and ourselves in writing is to emphasize it as a process, not a product. Writing has inherent value because of the labor that was put into it — because of the voice that lies within it — because of the skills learned in its making. How exciting it is to see each new page as an opportunity to be better, as opposed to far more daunting steps to completion.

            We put so much pressure on ourselves to participate in our writing the same way we are pressured to participate in society: with blinders to the finish line. But, outside of the deadlines we face in academia and our careers, there is no real finish line to the writing process. You will never be Shakespeare. You will never wake up and suddenly be the best writer you will ever be. (Even if you do, you won’t know it.)

            So why, pray tell, do you write?

Writing Center Tutoring in the Time of Pandemic: A Focus on Written Feedback as a Conversational Space

By: Olalekan Adepoju, Assistant Director for Graduate Student Writing

Writing centers, like many other private and public workplaces, felt the unprecedented impacts of the coronavirus pandemic as much of the work in the centers had to be readjusted for remote operations. In the wake of this pandemic and remote operations, writing center tutoring necessarily had to also take a different and creative turn to ensure that writers have a space to discuss their writing processes and concerns. Hence, instead of meeting face-to-face with consultants, tutoring was transferred online either synchronously (over videoconferencing) or asynchronously (via written feedback). Unsurprisingly, both approaches continue to record remarkable success as writers’ goals and concerns are satisfactorily addressed. It is, however, important to discuss the dynamics of the written feedback approach to ensure that both writers and tutors are maximizing the low-hanging opportunities this approach affords, especially seeing that it is the most used appointment option.

The written feedback approach, which mainly requires the tutor to read, review and provide written comments on writers’ draft bearing the writers’ concerns in mind, does seem to lack the dialogic exchanges that make for a typical, productive tutoring session. Nevertheless, this does not make the approach less productive. In fact, it appears that the peculiarities of written feedback in terms of its un-dialogic exchanges make the approach very effective in writing center tutoring. Written feedback approach allows writers to establish the writing concerns they require help with––as it would obtain in a face-to-face tutoring. (The appointment forms writers fill require that they provide a detailed description of their writing project and writing concerns). And this serves as the premise for the kind of conversation/un-dialogic exchanges the tutor engages in with the writers’ drafts.

In a discussion on how comments and feedback on writers’ draft can be viewed as conversational, Busekrus (2018) explains that the art of asking thoughtful questions is one significant tool for instilling a conversational lens in feedback. Questions like: “Can you say little more about how you managed this situation rather than just hinting at it?”; “I’m not sure how this sentence connects to the purpose of the paragraph. Could you make that connection clearer or move this sentence closer to paragraph 3, or what do you think?”; “would an example be appropriate here?” among others. Busekrus, quoting Kjesrud (2015), further describes conversational questions as including those framed as non-interrogative (give more information about this point.); leading (isn’t this approach too simple?); tags (The author does not give facts to support it, does she?); and open-ended (How does the author further this discussion throughout the book?).

A cursory look at these questions shows the tutor in a dialogic mode with an ‘imaginary’ writer as if it were a face-to-face interaction with the aim of extending the conversation to the writer for their thoughtful responses and opinion to the questions through revision. This goes to emphasize the point that, though asynchronous, a written feedback properly done not only helps the tutor engage in a productive exchange with writers (and their drafts) but also provides writers with viable nuances to help make revision to their drafts and avoid similar issues in subsequent drafts.

The written feedback approach, thus, provides a conversational space for both tutor and writer to converge and exchange valuable revision ideas: the writer, in their appointment forms, leads the exchange by pointing the tutor’s attention to primary areas of concerns while the tutor enters into the draft with these concerns in mind for their interaction with the draft, asking thoughtful questions. Since the success of the conversation depends greatly on how much detail the writer provides in their appointment form, it is recommended that writers are encouraged to see the written feedback approach as conversational.

As we navigate the unnerving period of this pandemic, written feedback approach seems to have afforded writing centers an opportunity of a different and creative approach for continuing in the task of producing better writers.

Work cited

Busekrus, Elizabeth. (2018). “A Conversational Approach: Using Writing Center Pedagogy in Commenting for Transfer in the Classroom.” Journal of Response to Writing, 4(1): 100–116.

Writers & Consultants: Meeting in a Virtual World

By: Amber Yocum

Today marks the third week of the semester and so much of how we operate – as a university, as a writing center, as faculty, staff, students, and humans  –  has changed and continues to change as everyone adapts to different teaching and resource modalities.

This semester, along with many other university resources like REACH, the Career Center, and the Counseling Center, we decided to offer virtual appointments in order to keep you and our staff safe. Admittedly, it’s been difficult for us because seeing you as individuals and writers and getting to interact and collaborate with you in-person is one of the aspects of writing center culture we value so much.

Our goal this fall is to ensure that you, as writers and members of the university community, do not lose that connection. And to continue to assist you with your writing and writing processes in ways that reflect our consultants’ commitment to provide individualized feedback.

Whether you visit the Writing Center one time or multiple times over the course of your academic and professional careers, our consultants are here to learn about you as writers and people, as well as to help you with your writing. So much of their own academic and professional experiences, as well as interests, contribute to that process. As you navigate how to adjust to a more virtual environment, we hope that you take the time to get to know our consultants whose aims are the same as if we were meeting you in-person: to listen and to help you become a better writer.

 

 

Decker
Maddy Decker

Writing Tip: “Write with the mindset of telling a story, even if you’re working on something like a research paper. Finding the story you are telling is often an approachable way to work through your own thinking, and it can help you make sure that your reader will follow the argument and reasoning in your writing.”

Madelaine “Maddy’ Decker is interested in producing fiction as well as researching topics related to 18th century literature and African American literature. She earned her BA in English and Anthropology from the University of Kentucky. Her favorite book is The Thief Lord, and her outside interests include knitting, Irish archaeology, 2010’s pop punk, and the Muppets.

Dolan
Amanda Dolan

Writing Tip: “Try not to make unreasonable rules about what your process should look like or how long a piece of writing should take you to finish.”

Amanda Dolan is a second year MA student whose research interests include memory, literature and other art forms, and the syncretization of myth. Prior to her return to academia, she worked in education research.

Glover
Shelbi “Chuck” Glover 

Writing Tip: “Just start writing. you can always improve it later, but if you spend all of your energy worrying that it will be bad, you’re cheating yourself.”

Chuck Glover completed her BA in English at the University of Louisville. Her academic interests include creative writing, screenwriting, and the study of feminist, socialist, and LGBT literature. Her favorite TV shows are King of the Hill and It’s Always Sunny in Philadelphia, and her favorite movies are Parasite and Gone Girl.

Hays
Ian Hays 

Ian views language as the practical analogue to conceptual expression, and, while working toward his degree, hopes to expand his understanding of the relationship between rhetoric and world view. His interests include low-fiction, creative non-fiction, and identity as defined in a media saturated age. Outside of university, Ian enjoys biking, hiking, and writing essays on contemporary culture; as well conversations with everyday people throughout whichever community he finds himself in.

Hutto
Andrew Hutto

Writing Tip: ‘Write every day. Even if it is just a few lines, the practice will pay dividends.”

Andrew received his BA in English from the University of Louisville. His critical research focuses on 17th-century British literature as well as René Girard’s theory of mimetic desire. Presently he serves on the Pine Row Press editorial board. His poetry appears in Thrush Poetry Journal, Cathexis Northwest Press, Math Magazine, Poet Lore, High-Shelf Press, Twyckenham Notes, and elsewhere.

Ismail
Ayaat Ismail

Writing Tip: “After getting the assignment and starting your writing process (whatever that might be) jot down all the thoughts you have forming in your head on to the paper. I say this because it is astonishing how many of those quick ideas will become improved concepts later in your paper.”

Ayaat received her BA in English from the University of Louisville. Her interests are in sociolinguistics and British Literature with a focus in feminism and social class. Her love of language was developed at a young age having been raised in a bilingual household. She is from Chicago, Illinois and loves watching baseball as an avid Cubs fan, and spends the rest of her free time reading and writing.

Litzenberg
Zoë Litzenberg

Writing Tip: “Your best friend in the writing process is time. There are a few exceptions, but in general more time you spend on a project (and the sooner you start it!), the less stressful it is to work on it and the better your work ends up. Sometimes I procrastinate because I don’t know where to start; that’s where talking with a friend or visiting the writing center to flesh out your ideas is a great use of time!”

Zoë, a San Diego native, is joining the Writing Center with a background in Humanities and Creative Writing. A true enthusiast for all facets of academia, Zoë loves how the writing process can empower and embolden any student of any discipline to be more effective in their field. Right now, her research interests include children’s literature, the pedagogy of leadership, the writing theory for the student-athlete. When not in the Writing Center, Zoë is probably working out, dancing, watching movies, laughing, or doing all of four at the same time.

Minnick-Tucker
Demetrius Minnick-Tucker

Demetrius hales from Atlanta, GA and received his undergraduate degree from Boyce College. He loves reading the literature classics and played college basketball. Friendships are really important to him. His favorite event in Louisville is attending summer-time Shakespeare in the Park plays. His favorite books are the Chronicles of Narnia by C. S. Lewis. His favorite line in poetry is from George Herbert: “Love Bade Me Welcome/ Yet guilty of dust and sin I drew back.”

Secrest
Spenser Secrest

Writing Tip: “Do not doubt yourself, as even the best writers need to edit and revise their works.”

 Spenser is from Lancaster, PA and received a BA in English with a history minor from McDaniel College in 2019. While at McDaniel, he served as an editor for both the college’s newspaper and literary magazine. His areas of interest include modernism, 20th Century American literature, and Marxism, with an emphasis on cultural hegemony. Outside of the classroom he enjoys reading, creative writing, hiking, and binge watching movies on Netflix.

 

Turner
Emma Turner 

Writing Tip: “Try to invest yourself in whatever you are writing about. Whether you love or hate the topic, find a way to connect to it so it’s more than just an assignment.”  

Emma received her BA in English and Women’s and Gender Studies from Lindsey Wilson College in May 2020. From 2018-2020, Emma served as a peer Writing Center Consultant in the Writing Center at her undergraduate institution and began to develop an ever-growing writing pedagogy. During this same time, Emma published several papers in undergraduate research journals on topics ranging from Greek literature, Wuthering Heights, “The Yellow Wallpaper,” and Dolly Parton. Her research interests have continually been a mixed bag; however, she always loves what she is studying.

 

Writing Tips and Advice: Our Online Resources Can Help You Started, Write a Draft, and Figure Out Citation Styles.

Staying safe this year means that we are all often working away from campus and the classroom. The University Writing Center is open for online appointments this semester, so you can get feedback on your writing wherever you are and you can find out more about that on our website. Even so, we know there are times that you want support for your writing or answers to writing questions, but it may not be convenient to make an appointment (say, it’s midnight and you’d really like some ideas about how to write a stronger introduction to your paper). We have a wide range of resources on our website to help you with writing questions and issues. Are you stuck getting started? Or needing to understand citation styles? Or trying to figure out how to incorporate sources effectively in your writing? Or wanting to sharpen your understanding of active and passive voice? On our website you can choose from more than 75 online resources from Writing FAQs,to Video Workshops to Handouts about writing issues. If you go to our website and explore, you’ll find ideas that will help you whether you’re a first-year student or working on your doctoral dissertation. Here are a few highlights:

Getting Started

Getting started on a writing assignment can be intimidating or frustrating and, consequently, we often put off work on writing because we not sure how or where to begin. Take a look at our Writing FAQs on how to figure our your assignment prompt and brainstorming strategies you can use to get your ideas flowing. It may also be helpful to use our handout on Writing About Reading for some strategies about how to take effective notes about what you’re reading that will help prepare you for starting your draft. We also have an infographic on the Library Research DIY page on Getting Started Drafting. If you’ve been given a digital assignment, such as a video or podcast, take a look at our handout on Getting Started with Digital Assignments.

Using Sources When You Write

Academic writing means being part of a scholarly conversation, which means drawing using sourcesfrom other research for evidence, ideas, as well as to establish your credibility. Our videos on how to use sources in your writing can help you with Quoting, Paraphrasing, and Summarizing, as well as making sure you’re Avoiding Plagiarism. We also having a handout on Using Sources which includes lots of examples. It’s important to connect your ideas to the research you are reading, and for some ideas about how to make those connections in your writing, see our video series on Rewriting: How to Do Things with Texts.

Drafting and Revising

When it’s time to start your draft, we have advice that can help you. If you’re not quite sure what your instructor means when asking for more of an “argument” in your draft, fingerstake a look at our Writing FAQ on creating an argument in your paper. Maybe you’ve been working on a draft, but you’re not meeting the page requirement, here are some idea for how to get more details and ideas into both your research and personal writing. You’ll also find good writing tips in our handouts about how to write stronger, Introductions, Conclusions, and Transitions. Finally, when you’ve received feedback on your writing from either your instructor, friends, or the University Writing Center, we’d suggest our handout on Using Written Feedback When Revising or our Writing FAQ on strategies for doing more substantial revisions of your draft.

Citation Styles and Grammar and Style

If you’re new to using citation styles, or just want to make sure you’re getting things APA videoright, take look at our APA Video Workshops and MLA Video Workshops or our handouts on APA , Chicago, and MLA styles. If you’re unsure about how some of your individual sentences sound, we have a Writing FAQ on how to improve your grammar and punctuation use as well as many handouts on issues of usage and style, including Articles, Commas and Semicolons, Parallel Sentence Structures, and Active and Passive Voice.

Check out all these resources and more. You can also find lots of good writing advice on this blog from the University Writing Center staff. And, of course, we hope you make an appointment and let us help you make your writing as strong as it can be!

 

 

Good Writing Response Stays the Same: How We Will Work with UofL Writers This Semester

Bronwyn T. Williams, Director

It would be easy to start this post by talking about all the things that are different this year in the University Writing Center, from online tutoring to adapting to daily lives of masks, disinfectant, and physical distancing. Yet, by this point, we are all familiar with those aspects of daily life. Instead, I want to focus on the continuity of this year in the dscn2185University Writing Center. This past week, our new consultants met for our orientation and began to plan for the year ahead. Just as in years past, this year’s new consultants are a talented, dedicated group of graduate students who are eager to start working with UofL students, faculty, and staff to provide them with feedback and strategies that help them become stronger and more confident writers. Our consultants remain committed to helping writers at every stage of writing – from brainstorming to revising drafts – and with every form of writing, be it academic, professional, or personal. And, as in the past, we plan to work collaboratively with writers, listening carefully to their concerns and working together to create plans for revision to make their writing more effective and engaging.  Some things don’t change.

As you can imagine, however, we are making some changes to adapt to the pandemic. The most significant change is that all our appointments for Fall 2020 will take place online. We have two kinds of appointments from which you can choose – live video chat or written feedback. A live video chat is a real-time video chat with a consultant. Our live chat format, which is part of our online scheduling system, includes a video chat capability and a shareable digital whiteboard where both the writer and consultant can make notes on the draft. Live video chat appointments allow for conversation between the writer and consultant.  Written feedback appointments are asynchronous. Writers upload a draft and receive a  typed, written response by email.  All our appointments are 50 minutes long. Before your first appointment, visit the our website to learn more about the two appointment types to decide which best fits your needs. http://louisville.edu/writingcenter/appointments-1.

Tips to Make the Most of Your Online Appointment

The online appointments we are using this year may be new to you, and so here are a few tips to help you get the most out of the experience.

When you make your appointment: For all appointments, the more you can tell us about the assignment, and your concerns, the more we can help you. It it a huge help to us if you upload a copy of your assignment prompt to your appointment form when you make your appointment. If you don’t have a prompt to upload, please tell us everything you can about the assignment or writing task you are working on. Along those same lines, the more detail you can give us on the appointment form about your top concerns about your draft, the more able we are to respond effectively to those concerns. If, rather than just list a few words, you can write a detailed note about your concerns, we’ll be better able to give you suggestions and advice to address your concerns. It is particularly important to provide detailed information and writing prompts for written feedback appointments, because the asynchronous format means we can’t ask you direct questions.

As you revise your writing: If you’re not sure where to start in using the written comments to revise your draft, we recommend out handout on “Using Written Feedback When Revising.” You may also find our other handouts that cover writing strategies from writing introductions to citation to grammar and usage issues helpful when revising.

Other Online Resources to Help You with Your Writing

In addition to our appointments, do keep in mind that we have a wide range of online resources to help you with your writing that are available to you at any time..

  • We have Video Workshops on issues such as citation styles and formatting and how to use sources effectively.
  • We also have more than 35 handouts online with advice about writing processes, grammar and usage, strategies for approaching different parts of a draft, and more.
  • We also have Writing FAQs that cover the kinds of questions that come up often in our work and offer you suggestions on how to approach common writing situations.
  • We will be using our social media accounts (Twitter, Facebook, Instagram, Our Blog) to post ideas and resources about writing, and some things just to brighten the day.

Writing Groups and Events

Our writing groups will continue this semester to provide a supportive and productive environment for UofL writers. This fall, all our writing groups will be meeting online through Microsoft Teams. Please visit our website if you would like more information about our Graduate Student and Faculty Writing Group, our LGBTQ+ Writing Group, or our Creative Writing Group.

Unfortunately, we have had to suspend our usual fall events, such as open mic nights and panel discussions about writing. We look forward to resuming them when we can so safely.

Flexibility, Patience, and Caring

One other crucial thing that has not changed at he University Writing Center is our commitment to treating all UofL writers with respect and empathy. We are writers, just as you are, and we are living through unnerving and stressful times, just as you are. We know that getting through this difficult time will require flexibility, patience, and caring, on all our parts, and we commit ourselves to those values in working with all writers.

We look forward to working with you in the weeks ahead.

 

Building a Community of Writers – Wherever They May Be: Dissertation Writing Retreat 2020

Bronwyn T. Williams, Director

Every  May since 2012 the University Writing Center has held a Dissertation Writing Retreat  during which we have welcomed a group of doctoral scholars into the Writing Center for a week focused on writing and talking about writing. It is one of the highlights of our spring and one of the great pleasures every year is the way a group of individual scholars who have never met before coalesce into a community of writers. I had always thought that part of the recipe that helped that happen was the physical presence of the writers in the University Writing Center space. Talking with other writers, sharing lunch, and even just being in the same room writing together, created an environment in which a supportive community of writers developed, and often carried on well after the Retreat.

When we knew six weeks ago that in-person events would no longer be allowed on campus this spring and summer, we decided that we would go ahead with the Dissertation Writing Retreat as a virtual, online event. While there was much to work out

DWR Day 1 2020
Our morning check-in meeting with all the writers.

about logistics and planning to make this change, one of our concerns was also whether we would be able to foster a sense of connection and community in a virtual retreat.

Still, we planned the Retreat to have essentially the same elements as before. The Retreat offers writers working on their dissertations time to focus on their writing and the chance to get feedback on their writing and to talk about issues connected to dissertation writing. In this year’s Retreat, as before, we provided daily, individual writing consultations for each writer. In addition, each day had morning and afternoon check-in meetings to set goals for the day and talk about accomplishments. We also had daily small group discussions at lunchtime about writing issues such as structuring a dissertation, staying motivated, responding to committee feedback, and writing during a pandemic. While the elements were the same as in previous years, there is no doubt that the dynamic was not always the same. Even so, what did not change is that people were still engaged and excited about working and talking about their projects and had productive weeks, both in terms of what they wrote and in terms of refining their writing processes and strategies. By the week, everyone was tired, but part of a community of writers. This year’s Retreat illustrated that it is the commitment and openness of the people involved that determines how a community will grow, more than their physical proximity. It was heartening and exciting to see.

The credit for the success of the Retreat, as always, goes to the hard work of the writers – 14 doctoral students from nine different disciplines – as well as the hard work Cassie Book, our Associate Director, and all of the University Writing Center staff who planned and took part in the week. In addition, our thanks go to The Graduate School for once again providing funding for the Retreat. My thanks to them all.

It’s always best, though, to hear from the people involved about how the Retreat went for them. Here are a few thoughts from writers and consultants about the week.

First, the writers:

Aubrey Mojesky, Biology: During the dissertation writing retreat, I learned to be more intentional with my writing by looking at the function of a piece of writing, not just the content. The retreat also connected me to a community of writers with similar goals and an understanding of this unique and challenging project. The retreat allowed me to feel more supported in writing my dissertation, particularly during a very difficult and isolating time.

Diane Zero, Public Health: Thank you very much for this experience. I learned so much from my consultant; on how to improve the technical   aspects of the writing process, and to see the big picture of my dissertation. Working with Liz helped me visualize the ‘so what’ part of the dissertation. It helped me articulate need for my proposed research and possible important changes in practice stemming from my work. Because of this, my dissertation is much improved. Since social distancing began, I have struggled as a student and as a member of the University of Louisville community. By the end of this week, both are back- I am excited to move forward!

Sunita Khanal, Biology: Dissertation Writing Retreat 2020 was very helpful to me. I participated in this retreat during my final semester. That’s why, I was a bit worried when I joined thinking if this will be supportive for me or will it just chew away my dissertation writing time. However, this retreat ultimately proved beneficial to me. So, I can say that you can participate in this retreat, irrespective of the phase of dissertation writing you are in. Even though the retreat was held virtually this time, writing center staff worked around the clock to make this a beneficial experience. Their dedication is not only seen in technical arrangements, but also through their eagerness to address any questions/concerns. Workshops held at noon as well as one-on-one consultation were very helpful and interactive. Overall, I had very productive week. Big thanks to writing center faculty, consultants, staff and all the team for the opportunity.

Greg Clark, Comparative Humanities: The Dissertation Writing Retreat was very helpful to me.  The overall structure for the week and daily tasks allowed me accomplish important work.  I will also be able to take skills I gained from the workshop and apply them to the remainder of my work on my dissertation.

From the consultants:

Megen Boyett, Assistant Director for Graduate Student Writing: I came into the week a little nervous about a virtual set-up. I love working with writers face-to-face and seeing the community that forms during the week. I knew that this week wouldn’t be that, and even though I said to other people “this will just be different; it’ll have different strengths,” what I meant was “this will be better than nothing.”  In fact, a virtual retreat does have different strengths. Where the joy of an in-person retreat is the in-person community and solidarity, during the virtual retreat, I had a chance to connect deeply with writers as individuals. I saw their workspaces and discussed literature reviews as they fixed lunch for kids. Our talk about writing processes felt placed: rather than being in the writing center, which can feel like a “break” from the outside world, writers were in their homes, and so our discussions included the material things in their day-to-day lives, like mealtimes, toddler and spouse schedules, and nap breaks. Each person took the writing work of the week seriously, accomplishing astounding amounts of work in a five-day span. I wonder if, as they move out of “retreat” mode, it won’t actually be easier to implement the practices they started in this virtual space, having already done the work of integrating “real life” and intensive writing.

Rachel Rodriguez, Assistant Director of the University Writing Center: This year’s retreat, my third working as a consultant, was unique to say the least. In some ways, the retreat looked nothing like my previous ones, but in other ways, it felt like returning once more to a fitting conclusion to another academic year. Much of this year’s retreat was unprecedented, on both a global and a personal level. My writers were dealing with unexpected changes to their research plans and writing timelines because of COVID-19, and I never anticipated that as a consultant I’d one day help writers figure out how to discuss a global pandemic in the methods section of their dissertations. This year we were also working from home, which meant glimpses into the chaos of our quarantining lives. For me, this looked (and sounded, sometimes noisily) like the presence of small children, significant others, and even maintenance workers. Still, in the end, tutoring with a three month old baby in my arms to the staccato banging of construction workers re-roofing my writer’s apartment building resulted not in frustration or anger, but in patience, grace, and empathy. No matter the circumstances, these emotions always resonate in each dissertation writing retreat: writers learn the balance between endurance and self-care, and a community of emerging scholars both commiserates and lifts each other up. How wonderful that a retreat without a space or even the physical presence of others can still create that magic.

Olalekan Adepoju, incoming Assistant Director for Graduate Student Writing: The Dissertation Writing Retreat was a satisfying experience for me (and my assigned writers) as it practically connected me to the varieties of struggles encountered during the dissertation writing phase of doctoral program. One of the many concerns that came up during consultations was the need to establish authorial identity in writing, which most graduate students struggles with because of the student-scholar identity crisis. Discussions between me and my assigned writers highlight that one of the possible strategies to resolving this is to consciously produce drafts that are written in active voice (even if such draft has to go through multiple revisions). We concluded that it is imperative to approach dissertation writing from this perspective as it will help to cultivate writerly confidence and establish authorial stance.

Aubrie Cox, Assistant Director of the Virtual Writing Center: For the virtual version of the dissertation writing retreat, writers were asked to write and post their daily goals and a recap each day. Any other year, this would be a verbal sharing, which created a sense of immediacy; however, as the week went on, it was powerful to scroll through and see the accumulation of everyone’s goals and accomplishments. They had created an archive and record of their work and experience throughout the week. Having worked with writers in-person during last year’s dissertation writing retreat, I saw the way lunch hour and breaks helped people to form bonds and connect. It was something I had worried would be lost this year–it’s hard to form fast bonds in virtual spaces–but every writer I interacted this week with commented on the sense of community and working together helped them to focus. I think it speaks to an innate part of what the dissertation writing retreat is–it creates a sense of solidarity, both among their UofL peers and in the writing dissertation process.

 

 

 

 

 

It Has Been a Year Like No Other – Yet Some Things Have Not Changed

Bronwyn T. Williams, Director

This is the time of year, when the dogwoods are in bloom and classes are drawing to a close, that I usually draft up a blog post to look back on our University Writing Center accomplishments over the previous year. If you read over those posts from the past, you’ll find some common threads about what we value and what we’ve done. This year, however, though the dogwood in front of my house is reliably spectacular, this end-of-year blog post is unlike any of the others I have done in the past decade. As with all of us, the COVID-19 pandemic turned our world upside down – or at least sideways – in the middle of the spring semester. In two days we had to turn our entire University Writing Center operation, with two physical locations and one virtual schedule providing hundreds of appointments each week, into one, large integrated online Writing Center. What’s more, we had to develop a system to coordinate the daily work of a staff of almost 20 people who would now all be working at home. At the same time, our consultants, all students themselves, and our writers were all scrambling to adjust to a new environment of online learning and sheltering in place.

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University Writing Center Staff, 2019-20

Yet, when people ask why I say we have the best Writing Center staff in the business, it is for moments like these. Cassie Book, our associate director, and Amber Yocum, our administrative associate, worked fast and flawlessly to make the transition to the online schedule made for writers making appointments and for our tutoring staff. We didn’t miss a single appointment in the transition to the online schedule. Since that transition, our consultants, all working from home and balancing family and their own courses, have continued to provide exceptional feedback to writers from across multiple departments and disciplines. I am always proud of the people who work in the University Writing Center, but this year’s staff has been something special. I feel so fortunate to have been able to work with them and the University community has been fortunate to have them to help support and strengthen writing at UofL.

Even with the disruptions that have affected all of us in the past six weeks, however, much of what we have done, and continue to do, has not changed. Our consultants have continued to offer insightful advice about writing, as well as thoughtful support and suggestions about how to navigate the challenges of writing in such a rapidly changing and deeply unsettling time. We continued to believe that not only is every person who writes a “writer,” but that careful listening, thoughtful response, and creative collaboration can make everyone a more effective and confident writer. And, as always, we appreciate the trust that writers from across the UofL community display in letting us work with them.

We will be open during the summer, starting May 11, from 9-4 every weekday. You can find out more on our website. You can also follow us on our blog and on Twitter, Facebook, and Instagram.

Beyond Tutoring – Events and Community Writing

Before the pandemic, we once again worked to fulfill our commitment to supporting a culture of writing on campus and in the community.

Writing Groups, and Dissertation Writing Retreats: Our popular Creative Writing, LGBTQ+ and Faculty and Graduate Student Writing Groups continued to give UofL writers supportive communities through which they could create and talk about writing. We again held our annual spring Dissertation Writing Retreat in May. We will be holding the Retreat next month as a fully virtual Retreat. We plan next year to continue all of these groups, so be sure to check our website for information and dates.

Writing Events: Once again we hosted or took part in a range of writing-related events, including our Halloween Scary Stories Open Mic Night, Kick Back in the Stacks, a

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International Mother Language Day Celebration

Valentine’s Day Open Mic and International Mother Language Day. The open mic nights were thanks to our ongoing partnership with the Miracle Monocle Literary Magazine.

Community Writing: We also continued our work with our community partners, the Western Branch of the Louisville Free Public Library and Family Scholar House. Once again we are grateful for the participatory and collaborative partnerships with these organizations. You can find out more about these community writing projects, including how to get involved with them, on our website.

The Best Writing Center Staff in the Business

I am proud of our staff every day. They work consistently with care and intellectual insight to support the work of writers in the University. They also make me laugh and enjoy coming to work each day. Thanks go to Associate Director Cassie Book, Administrative Associate Amber Yocum, and Assistant Directors, Megen Boyett, Aubrie Cox, Edward English, and Rachel Rodriguez. Also special thanks go to Writing Center Intern and HSC Consultant Liz Soule. Our consultants this year have been Olalekan Adepoju, Ash Bittner, Michelle Buntain, Tristan DeWitt, Rose Dyar, Kendyl Harmeling, Kelby Gibson, Catherine Lange, Shiva Mainaly, Lauren Plumlee, Hayley Salo, Cat Sar, and Kayla Sweeney. Our student workers were and Milaela Smith and Jency Trejo.

Writing Center Staff Achievements

The University Writing Center is also an active site of scholarship about the teaching of writing. Staff from the Writing Center were engaged in a number of scholarly projects during the past year in rhetoric and composition, literature, and creative writing.

Cassandra Book, Associate Director, is now Dr. Cassandra Book after defending her dissertation “Students at a Crossroads: TA Development Across Pedagogical and Curricular Contexts” from Old Dominion University. In addition she was awarded the 2020 UofL College of Arts & Sciences Outstanding Performance Award for Staff. She presented at the International Writing Centers Association Conference and was accepted for the College Conference on Composition and Communication (which was cancelled because of the pandemic).

Megen Boyett, Assistant Director for Graduate Student Writing, was accepted at the Conference on Community Writing and the Conference on College Composition and Communication (that were cancelled because of the pandemic).

Aubrie Cox, Assistant Director for the Virtual Writing Center published “Reparative Leanings of Haiku Aesthetics: Ways of Knowing and Reading in Eve Kosofsky Sedgwick’s A Dialogue on Love,Juxtapositions: A Journal of Haiku Research and Scholarship Issue 5, December 2019. Two poems in ANOTHER TRIP AROUND THE SUN: 365 Days of Haiku for Children Young and Old. Brooks Books, 2019. Three poems in All the Way Home: Aging in Haiku. Middle Island Press, 2019.

Edward English, Assistant Director of the University Writing Center was accepted at the Conference on College Composition and Communication (cancelled because of the pandemic).

Rachel Rodriguez, Assistant Director of the University Writing Center presented at the IWCA Ideas Exchange and was accepted to present at the Conference on College Composition and Communication and the Rhetoric Society of America (both canceled due to COVID19). She co-authored a CompPile WPA Bibliography on Translingualism and published “The Unique Affordances of Plainness in George Eliot’s Silas Marner and Middlemarch,” in the forthcoming volume 72, no. 1 of George Eliot-George Henry Lewes Studies.

Consultants

Ash Bittner, defended his MA Thesis Long for Death will enter the UofL Humanities Ph.D. program in the fall on a University Fellowship.

Michelle Buntain, did a reading of her poetry at the Bard’s Town in Louisville.

Tristan DeWitt, chaired a panel at the Louisville Conference on Literature and Culture.

Rose Dyar, was accepted to present at the AEPL’s summer conference.

Catherine Lange presented at the Conference on College Composition and Communication Virtual Conference.

Hayley Salo, will be the Morton Chair Research Assistant for Dr. Deborah Lutz next year.

Cat Sar, was awarded a Department of English Creative Writing Scholarship

Liz Soule, presented at the International Writing Centers Association Conference in October and will enter the UofL Rhetoric and Composition Ph.D. Program next year on a University Fellowship.

Jency Trejo, one of our student workers, also passed her U.S. Citizenship Exam.

 

Writing for Sanity’s Sake: A Quarantine Companion

IMG_3633Edward English, Assistant Director 

When considering strategies for staying emotionally and physically healthy during these times of closed borders, social distancing, and toilet paper depletion, for most people writing would be an unlikely choice. Writing does, after all, carry a reputation for being a solitary enterprise.  I do, however, believe that writing offers great potential to help many navigate these tough times and here’s why.

The importance of having projects. For those with an ample amount of free time, having a project, or projects, can be a fun and rewarding way to learn and stay occupied. My wife, a junior high science teacher now instructing entirely online, has a loom and is in a weaving frenzy.  I’ve started gardening a bit and trying to get better at home repairs.  It seems I’m not alone in taking on these tasks either—yesterday while driving around, I noticed what seemed to be a Louisvillian ghost town suddenly transform into a dense expanse of cars parked in front of Lowe’s.

For many attracted to writing, the biggest obstacles can be a perceived lack of time and difficulty overcoming writer’s block.  Now, however, free-time is no longer in short supply for the bulk of us.  Also, for myself, I feel that writer’s block is often a product of feeling overwhelmed at the enormity of a project.  Perhaps now is the time for you to start that novel you always wanted to write, but something of a more manageable size might be a better strategy: a short story, a screenplay, or a thoughtfully crafted letter or e-mail to connect with loved ones, offer consultation to those in a difficult place, or express appreciation to those who are working so hard and acting bravely—particularly those in the medical field.

Additionally, it’s worth noting that writing can often be an activity that requires slowing down and thoughtfully managing your time, as former writing consultant Abby Wills explains: Slow Writing: 5 Ways to Rebel against the Culture of Urgency

The importance of working through emotions—especially uncomfortable ones.  These are anxious times—especially to someone in tune with the current headlines.  As many people have little communication with others during this unprecedented time, it might be challenging to process through difficult emotions. For some in these and similar situations, writing can serve as an outlet. In my own life, I’ve found that writing, especially journaling and poetry, can be an excellent way to give definition and clarity to fears, questions, and concerns.  And while these steps don’t necessarily eliminate problems, more often than not they help foster much clearer, and more pleasant, headspace.

For fun insight into journaling, check out former writing consultant Rachel Knowles’ piece: The Writing Center Diaries: Dispelling Myths About Journaling

The importance of exercise and creativity.

If you have the ability to responsibly exercise, jog, or take walks, it’s likely a good idea. The benefits are numerous: physical health, increased serotonin levels, vitamin D to name a few.  But also consider that exercise could be a great way to improve your writing quality and overall experience.

In a recent interview, acclaimed fiction writer Chuck Palahniuk (Invisible MonstersChoke, Fight Club) detailed how much of his writing process actually revolves around lifting weights—arguing that the physical movement and circulation were conducive to helping him feel creative and organize his thoughts. While weight lifting might be a limited option for most—particularly with the closure of gyms—the sentiment is clear, and alternative ways of exercising indoors abound with a simple Google search.

Along similar lines, a few years back Psychology Today published “To Become a Better Writer, Be a Frequent Walker” exploring significant benefits walking can give to writers.  As the article explains, avid walkers abound among great literary figures like Virginia Woolf, Charles Dickens, William Wordsworth and Henry David Thoreau.  Furthermore, walking can lead to increased creativity, provide inspiration, and hone one’s observational skills.

The importance of staying connected.

While a successful writer is frequently imagined as sitting hunched over a laptop typing away in a disheveled apartment, sterile office, or library, more often than not some of the most successful writers I have met put great effort into figuring out alternative and creative methods that work better for them, and this often incorporates social connection as a significant part of their writing process.

And, as many are discovering creative ways of connecting online, it might be worth considering that writing could be a useful means to get feedback or just brainstorm ideas with friends or people with similar interests online.  If you happen to be a faculty member or graduate student at the UofL and are interested, we are still our offering writing group online.  For more details, check out: Faculty and Graduate Student Writing Group

For many, these various options and suggestions might not be feasible. But either way, we at the University Writing Center hope you stay safe, healthy, and connected.  So happy writing…or whatever it is you do to help during these strange times.

Works Cited

“To Become a Better Writer, Be a Frequent Walker.” Psychology Today, Sussex Publishers, 28 Mar. 2016, http://www.psychologytoday.com/us/blog/minding-the-body/201603/become-better-writer-be-frequent-walker.