MU Writing Center Annual Report 2014-15

the MU writing center2014-15 annual report

table of contentsLetters from Our Directors....................................................................................2Mission Statement................................................................................................5The Writing Center Year At A Glance..................................................................6 Writing Center Growth.................................................................................7 Writing Center Usage...................................................................................8 Data By Semester..........................................................................................9 Data By Location.........................................................................................10 Demographic Data....................................................................................11 Student Feedback......................................................................................12 Tutoring Locations......................................................................................13 Student Success Center.....................................................................14 Residence Halls..................................................................................15 Ellis Library..........................................................................................17 Total Person Program........................................................................18 The Online Writery.............................................................................19 Graduate Writing Support Services..........................................................20Organizational Chart...........................................................................................21Writing Center Recognition...............................................................................23Appendix..............................................................................................................28 Student Feedback......................................................................................29 2015H Syllabus............................................................................................31 Course Evaluations, Fall 2014...................................................................35 Course Evaluations, Spring 2015..............................................................37 Tutoring Workshop Training......................................................................38 Workshops..................................................................................................40 Writing Center Tutor Lists..........................................................................41 Writing Center Assistants...........................................................................44 Promotional Materials................................................................................45Contact Information............................................................................................50

letters from ourdirectorsAY 2014-2015 was busy year at the University of Missouri Writing Center, as you will see in following pages of our first ever Annual Report. This past year the Writing Center had the highest number of contacts in its 38 year history: 12,986. To meet the growing demand for writing support on campus, in proportion to MU’s increasing enrollments for the last five years, the Writing Center employed 67 hourly tutors (mostly at the undergraduate level), 22 Grad Fellows and 2 Writing Center Assistants. In good Writing Center fashion, it was—and is—a collaborative effort.

Like many folks who run and work in Writing Centers, we believe in the fundamental importance of writing, revision,

and collaboration, but for the last eight years, we have described our ethos through the metaphor of The Razor & the Compass. In 1998, Dr. Greg Foster, the former Online Writery Director, wrote a short first-person account of his then first-year experience as a tutor in MU’s Writing Center. When I began directing the Writing Center with Dr. Foster in 2007, “The Razor & the Compass” became the closest thing we had to a mission statement. That’s still true today. Take a look on page 4.

And now for a bit of history. Since 1977, The MU Writing Center has provided writing support to MU undergraduates for any writing project and at any stage of the writing process. In addition to providing both face-to-face and electronic assistance (since 2004), the Writing Center partners with multiple departments to offer writing support in seven locations on campus. While some of these partnerships are long-standing, each program has significantly expanded in recent years to offer even more support to MU students. In 2002, for example, the Writing Center began partnering with the Office of Residential Life to provide writing support in three residence halls. We are now staffing four res halls three nights a week for a total of 48 hrs/week. In 2009, the WC collaborated with Ellis Library to offer some walk-in writing support in the Reference Area of the library. What began as a 10 hours/week pilot program is now an established 50 hrs/week program with funding from three separate units.

Rachel Harper, Ph.D.Director, Writing Center

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letters from ourdirectors(continued) In 2012, we began conversations with The Total Person Program, the tutoring division of Athletics, to provide 9 hrs/week of tutoring. We are now providing 20 hrs week of tutoring and roughly 30 hrs of administrative support.

While the Writing Center is, at heart, an undergraduate writing support service, we have always provided limited support for graduate students, who have historically comprised 13-15% of our contacts across all modalities and locations. This graduate support, however, was unfunded until last fall. In FS2014, the Office of Graduate Studies began providing 1/3 of the funds for our walk-in writing support in Ellis library, where grad students typically make up 40% of the contacts. Also, the College of Education provided funds to hire one advanced graduate student in the college so we could offer discipline-specific support for CoE graduate students. Both funding ventures were successful, and we look forward to continued collaborations with these units and others in support of graduate education.

To everyone who supported and visited the MU Writing Center this past year: Thank you! We’ll see you next year!

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In May of 1994, the MU Writing Center was granted additional funding to launch the Online Writery (OW), an asynchronous web-based application for tutoring writing. In November of 2013, it was re-christened TONY by one of our award-winning tutors, and the name has stuck. This past May, TONY turned 21. And with that important birthday, we’ve achieved several other milestones of development. As you’ll see in the pages ahead, our online tutoring contacts have consistently grown each year, and thanks to a fantastic group of collaborators, we’ve been able to continually tailor our online services to meet the needs of our growing student body.Aaron Harms

Online Writery, Director

Since 2012, the Writing Center has been partnering with MU’s Application Develop-ment Network (ADN), pioneering a new form of collaborative student employment and project management. They have successfully replicated the initial features of the original OW, translating it into a currently supported programming language, as well as provided professional support from the Division of IT’s Help Desk.

This year, we were also approached by both the College of Education graduate pro-gram and the Master’s in Public Health program to provide discipline-specific GWS for their students. While we piloted the CoE program this semester (as you read in Rachel’s letter), we are also happy to report that we’ll be serving both programs for the coming year, and, because of the afore-mentioned upgrades to TONY, we are prepared to handle more requests like these, as they arise.

But all of these partnerships and technical leaps forward are the tools that allow us to fulfill our primary mission. When I started this position, I off-handedly told a group of our tutors to “go change lives” as they were starting their shifts. Like the naming of TONY, this too has stuck. There hasn’t been a week during the past year when Rachel and I haven’t either said or heard the phrase in reference to what our tutors do, 365 days a year. And while TONY is never closed, this letter must come to end. Thank you all for each part you have played in another life-changing year!

letters from ourdirectors

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our mission statementAdapted from former Online Writery Director Dr. Greg Foster’s “The Razor & The Compass”

As writing tutors, we should have not only an expert command of the craft of writing, but also an ability to use both the compass and the razor. That may sound like a strange metaphor to use in tutoring writing, but it means that effective tutors must be able to see a paper from both the writer’s and the reader’s perspective. Our job is not to “fix” student essays according to our own sense of what constitutes good writing, but to help the writers determine what they want to say and recognize the array of writing choices available to them. The critical razor is the editor’s tool, but the best tutors know how to survey others’ writing with the compass oriented toward the student’s own north and south.

And so, we approach each student draft as if it was a foreign country or town we have never visited. What sort of place is this? Who lives here? Which ways are their north and south, their mountains and rivers, their post office and town commons? What are their languages? Their customs? Their values? We explore, and orient ourselves like mapmakers—applying the compass. Only then, when we feel we know something about the place from the inside, do we consider sitting down to discuss ideas for further landscaping.

Translated into practical terms, in a writing tutorial, this comes down to a humble and genuine respect on the tutor’s part for even the least accomplished draft. Every piece of writing has its own topography, its own values, which the tutor needs to understand before undertaking to help the writer fix it. No draft is ever intended as a prototype of the finished piece the tutor could imagine.

That doesn’t mean, of course, that we advocate for completely abandoning the razor. But we use it alongside the compass. Indeed, none of us can hope to be really useful to the writers we work with if we limit ourselves to one or the other. The razor is forged from our practical skill in the craft—a crucial part of our credentials; we need its mental sharpness when we think about another writer’s work. But every good tutor values the compass just as highly, knowing that successful tutorials demand a good deal more than technical expertise. At the MU Writing Center, the razor and the compass are part of what we mean when we insist that all of the people we work with are writers as truly as we are ourselves: like us, they are worthy of both.

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the writing centeryear at a glance

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Over the past three years, the Writing Center has experienced significant growth in student usage. Since the 2011-12 year, total usage has increased 66%.

The following pages detail specific demographic percentages for the past year.

writing center growthN

umbe

r of C

onta

cts

Academic Year

13,000

10,000

7,000

4,000

1,000‘11-’12 ‘12-’13 ‘13-’14 ‘14-’15

KEYTotal WC Contacts

Undergraduate

Graduate & Professional

Online Writery

Writing Intensive

Face-to-Face

12,986

11,140

6,4706,205

3,348

1,846

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2014-2015 writing center usageOur largest demographic areas are broken down here.

The following pages detail semester usages in those same categories.

Academic Year Total Contacts: 12,986

Graduate & Professional: 1,846

Undergraduate:11,140

Face-to-Face: 6,205

Outreach: 199

Online Writery:6,470

WritingIntensive:

3,348

Non-WritingIntensive:

9,638

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Graduate & Professional: 805 Face-to-Face: 3,147

Online Writery: 3,026

Writing Intensive: 1,467

Non-Writing Intensive: 4,818

data by semester

FALL 2014 Total Contacts: 6,285

SUMMER 2014 Total Contacts: 741

SPRING 2015 Total Contacts: 5,960

Undergraduate: 5,480

Graduate & Professional: 144 Face-to-Face: 348

Online Writery: 393

Writing Intensive: 73

Non-Writing Intensive: 668Undergraduate: 597

Graduate & Professional: 897 Face-to-Face: 2,822

Online Writery: 3,051

Writing Intensive: 1,808

Non-Writing Intensive: 4,152Undergraduate: 5,063

Outreach: 87

Outreach: 112

data by semester

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Ellis Library:510

Residence Halls: 328

Athletics: 345Outreach: 87

Online/Offsite:501

Academic Year, 2014-2015

Ellis Library:588


Athletics: 394Outreach: 112

Online/Offsite:525

Student Success Center:4,394

Student Success Center:4,189

Online/Offsite: 1,205

Outreach: 199

Athletics: 739


Ellis Library: 1,155

StudentSuccessCenter:9,087

Fall 2014 Spring 2014

data by location

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Colleges, Schools & Programs Served

College of Agriculture, Food and Natural ResourcesCollege of Arts and ScienceTrulaske College of BusinessCollege of EducationCollege of EngineeringSchool of Health ProfessionsHonors CollegeCollege of Human Environmental SciencesSchool of JournalismSchool of MedicineSinclair School of NursingHarry S Truman School of Public AffairsPublic HealthApplication MaterialsEnglish Language Support Program

demographic data

International Student Usage

SS ‘14 FS ‘14 SP ‘140.00% 05.63% 05.62%49.47% 49.88% 51.50%00.46% 02.24% 04.39%02.89% 03.51% 03.58%01.67% 00.48% 01.21%02.28% 06.47% 08.90%01.22% 01.35% 01.54%07.15% 10.61% 09.75%03.50% 04.27% 03.32%00.00% 00.02% 00.09%21.46% 01.62% 01.17%00.30% 00.73% 00.61%00.76% 01.24% 00.61%08.83% 11.68% 07.42%0.00% 00.26% 00.3-%

0

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Summer 2014 Fall 2014 Spring 2015

Type/Location of Tutoring

All

Ellis

Non

-Elli

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Ellis

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This year, the Writing Center received 53 submissions of Writing Center feedback from students who received tutorial services. Students ranked their tutorial experience (on a scale of 1 to 5) based on the following criteria:

• Overall (overall satisfaction with Writing Center experience)• Promptness (received response in a timely manner, typically only online)• Quality (how helpful the tutorial was)• Welcoming (how helpful and supportive the tutor was)• Performance (odds of reusing the Writing Center again)

Average Rankings, 2014-2015 Academic Year

0.5

1.0

1.5

2.02.5

3.03.5

4.0

4.5

5.0

Overall Prompt Quality Welcoming Performance

Aver

age

Rank

ing

Criteria

student feedback

For more detailed student feedback, see page 29 in the Appendix.

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writing tutoringlocations

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The Writing Center is centrally-located in the Student Success Center. We offer close to 300 hours of tutoring per week throughout the semester. This site is also our administrative hub, where appointments can be scheduled in person or via phone.

It is also the site for our Writing Intensive Tutorial Services, a collaboration with the Campus Writing Program, where we provide 100 hours of tutoring per week for Writing Intensive (WI) courses. All of the WI tutors are quarter-time graduate assistantship positions.

LOCATIONS

student success center

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residence hallsThe Writing Center has been collaborating with the Office of Residential Life since 2002. This year we offered both walk-in and pre-scheduled sessions in four residence halls, generally located in the four main quadrants of campus.

Our tutors are available from 6pm to 9pm on Tuesday, Wednesday, andThursday every Fall and Spring, beginning the second week of courses and ending on the last week of regular classes. The graph below shows writing tutoring usage at these residence halls during the 2014-15 academic year.

bingham commons

LOCATIONS

Bingham Center Mark Twain Tiger Diggs

50

100

150

200

Residence Hall

Num

ber o

f Con

tact

s

Fall 2014

Spring 2015

Total

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center hall

mark twain hall

tiger diggs

LOCATIONS 15

ellis libraryThe Writing Center also has a long-standing collaboration (since 2009) with Ellis Library. Via collaborative funding between the library, the Office of the Vice Provost for Undergraduate Studies and the Graduate School, the Writing Center provides 50 hours per week of walk-in tutoring on the main floor of the library. All regularly scheduled tutors at this site are quarter-time graduate assistantship positions.

LOCATIONS 16

total person program

Since 2012, we have been partnering with the Total Person Program (TPP) from Mizzou Athletics to provide both training for their full-time writing tutors and staffing assistance for their in-house writing center.

These tutors,a mix of graduate and undergraduate students, work throughout the week at the Mizzou Athletic Training Complex (MATC).

LOCATIONS 17

the online writeryThe Online Writery has been the Writing Center’s asynchronous web-based tutoring software since 1994. Thanks to a continuing collaborative venture with the Applications Development Network (ADN), we have both rewritten and updated the application to continue to meet the needs of current MU students, as well as the Writing Center. We also named it TONY, at the behest of a graduating tutor.

TONY is linked to Mizzou’s Student Information System, allowing us up-to-date course information for all students who use the Writing Center. TONY also allows us to keep in-person tutoring data and online reports in the same database, an additional functionality that we added in 2013 in order to provide completely paperless reporting, as well as more reliable data.

This past year, we’ve also added outreach appointments to our data collection, in order to keep better track of the in-class presentations that our tutors give throughout the academic year.

LOCATIONS 18

graduate writing support services

Our partnership with the Sinclair School of Nursing’s Graduate program is part of a long-standing collaboration funded by Mizzou Online to provide content-specific writing support to all of their students, most of whom are enrolled in distance education courses. The graph to the left shows the total number of contacts by nursing graduate students, broken out by semester.

nursing online writery

During the 2014-15 academic year, the Writing Center offered two support services for graduate students in addition to its regular writing support services.

education online writeryThis was our pilot year for another Graduate Writing Support program, this time with the College of Education. With their funding, we hired a quarter-time graduate student to provide content-specific writing tutoring to their students for the Fall and Springsemesters. Because of scheduling concerns (i.e. our tutor’s hours were not always compatible with the graduate tutees’), we will offer this service next year with a different strategy. However, the graph to the left shows the total number of CoE graduate students seen by Writing Center tutors this year.

Spring ‘15Fall ‘14 Total

Academic Semester

Num

ber o

f Con

tact

s

50

100

150

200

250

300

Spring ‘15Fall ‘14 Total

Academic Semester

Num

ber o

f Con

tact

s

20

40

60

80

100

120

Summer ‘15

140

19

Provide 50 hours/week of walk-in tutoring

in Ellis

Provide 20 hours/week of athletics writing lab

tutoring

Train tutors hired by TPP for athletics

writing lab

Provide Online Writery to online Nursing graduate program

Collaborate on the development of

web-basedapplications

Provide 45 hours/week ofres hall writing tutoring

SSC 1150

RN-BSN Program

FIG Sections

Teach General Honors 2015H (WI) every Fall

and Spring

Hire primarily Honorsundergraduates

Provide assistantships for graduate fellows

Ellis Library

Total Person Program

Mizzou Online

Graduate School

Applications Develoment Network (ADN/IT)

Res Life

RequestedPresentations

Honors College

The Learning Center

The Writing Center

organizational chart

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The Learning Center

Mentor/Supervise MAtutors on fellowship

Mentor/Supervise Grad TA

Teach English 2015H (WI) every Fall and Spring

Present panels and workshops

Serve on implementation team

Provide Online Writery forgraduate Nursing students

Coordinate with Nursing faculty

Coordinate tutoring forSummer Transition Program

Make referrals for students with resumes

Field referrals for students with cover letters andpersonal statements

Coordinate Writing Intensive tutoring

Present workshops to WI faculty

Serve on Campus Writing Program board

Serve on Composition staff

Hire and train .25 graduate fellow for CoE grads

The Writing Center EnglishDepartment

MU Connect

Sinclair School of Nursing (Grad)

Academic Retention Services

Career Center

Campus Writing Program

College of Education

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writing centerrecognition

A glance at some of the awards and recognitions receivedby the Writing Center staff during the 2014-15 academic year.

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2014-15 bonnie zelenak excellence

Jen Para, an English Major and graduating senior, began working for the Writing Center in the fall semester of 2013, after completing our tutor training course the prior spring. She instantly went to work being awesome: working in the residence halls, subbing for other tutors, and volun-teering for almost everything we needed. In the spring of 2014, for example, Jen began assisting in the coordination and

Joy Han, an MA student in Journalism, began what has seemed like her life’s work with us in the spring of 2012 when she was still an undergrad. She tutored in the general Writing Center until her graduation in 2014, and just couldn’t quit us, staying on to tutor for another year as a Grad Fellow with our Writing Intensive program and as graphics designer extraordinaire and social media diva/guru. She has also cared for

in tutoring award recipients

presentation of our outreaches to English 1000 classes, even going so far as to create (what we now use) as our Writing Center outreach presentation. Jen Para doesn’t al-ways make outreach presentations, but when she does, they’re full of memes! We are grateful to have had her work for us and even more grateful that she’s agreed to stay around for the summer and pinch hit for us a little longer.

the WC website and the OW, designed PR documents for the Learning Center, and brought Rachel and Aaron donuts, cookies, and cake. All the important food groups. Some of her design work, including her promotional material for next year, appears in the Appendix.

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2014-15 writing centeraward for teaching composition recipient

Johanna SaleskaMA Student in English

The Writing Center Award for Teaching Composition recognizes the successful efforts of a graduate instructor pursuing an MA or MA/PhD in the Department of English during her first year of classroom teaching. It is intended to honor the instructor who has most successfully translated her first year of work as a Writing Center tutor into a pedagogically sound environment for teaching composition.

This year’s winner is Johanna Saleska. That Johanna was able in her first year of teaching both to create a set of successful writing assignments and to carry off the day-to-day teaching of writing in a way that left her students feeling taught but not taught down, critiqued but not criticized, and encouraged but not discouraged would

have been pretty amazing by itself.

Johanna is also a teacher who, not unimportantly, sees the interconnectedness of teaching and tutoring. In her informal reflection Johanna wrote about how her experience working in the Writing Center informed her teaching of English 1000. For example, her four “big” goals were to 1) Instill in students a sense of their identity as writers, 2) Offer opportunities to write portions of papers in her presence, 3) Have students discuss their writing out loud in small groups, and 4) Model tutoring techniques like reverse outlining.

Glancing through her evaluations, we’re pretty sure she succeeded in doing all of these exceptionally well. Here’s proof from those evals:

• “I learned so much from this class… I definitely have become a better writer because of it.” • “I will take most of this class with me.” • “She is awesome! I’m amazed it’s her first semester. I truly feel like a better writer.” • “I have no criticism. I learned a ton from this class, and I was challenged, which I needed.” • “I liked the discussion style classroom, and I felt comfortable sharing my ideas in class.” • “One of the best English instructors I’ve had.”

And perhaps our favorite comment: “Made a subject I hate my best class.”

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CAMPUS WRITING PROGRAM

CWP.MISSOURI.EDU

TEACHING EXCELLENCE

AWARD

2015 writing intensiveteaching excellence award recipients

Writing Center directors Dr. Rachel Harper and Aaron Harms were the recipients of the 2015 Writing Intensive Teaching Excellence Award. This award recognizes outstanding WI teaching that helps achieve the mission of Writing to Learn and Learning to Write within the disciplines.

2015 william t. kemper fellowshipfor teaching excellence recipient

revitalization of the Honors Humanities Sequence, bringing together respected and distinguished faculty from across the campus to lecture in the Humanities Series. Harper also has worked to enhance the training of student tutors in the Writing Center, improving teaching techniques among student tutors from diverse departments.

In addition to serving as a teacher and mentor to more than 100 students, Harper is a member of the Honors College’s curriculum committee and the Honors Humanities Advisory Board. Harper earned bachelor’s degrees in English and Spanish from Illinois Wesleyan University, and she holds master’s and doctoral degrees in American literature from the University of Missouri.

Writing Center director Dr. Rachel Harper was named a 2015 MU Kemper Fellow. Rachel Harper has called teaching at MU one of the great joys of her life. It is her passion for teaching that led Harper to her position as director of the MU Writing Center in 2007.

Harper is not only a teacher and a tutor; she is also a leader, with exceptional energy and generosity, say her students and colleagues. In her 20 years of teaching at MU, Harper has been instrumental in the

Source: http://cwp.missouri.edu/awards/WI_Excellence.php#Writing Intensive Teaching Excellence Award

Source: http://kemperawards.missouri.edu/fellows/2015/harper.php

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tutor spotlightAzeem Khan, senior biological sciences major and writing tutor, was recognized by Mizzou News in its January 2015 publication. This fall, Azeem will be attending the

University of Missouri School of Medicine.

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appendix

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student feedbackSkills

(Please describe one aspect of your tutoring sessionthat was especially helpful.)

• “I have never written any papers so all the information given was helpful”• “He not only found my mistakes but also suggested some new ways of

writing those sentences/words.”• “Bonnie gave a well thought out reply with constructive criticism. I could

tell she spent a lot of time about what medical schools are expecting.”• “Devin provided valuable feedback for content of the essay. I’m a strong

writer, but it’s nice to have an extra set of eyes to judge overall fluency and clarity of my essays. Devin offered well crafted advice to improve the overall quality of the essay. Very satisfied with this experience.”

• “It has helped me focus by asking pointed questions. I have actually just submitted a second draft that discusses how pleased I am with the Writing Center.”

• “Connor highlighted specific things within my writing that I needed to correct. It helped because he only had to do it once, but then I noticed it a few other times throughout the rest of my paper. So, by drawing attention to something within my writing, I was able to apply that example.”

• “How to word my paper better and different writing techniques that may be useful in the future.”

• “It helped me get an outsider’s view of my paper. It helped me understand what points of my paper I was not getting across as well as I thought I was.”

• “It helped me realize key points I was missing in my paper.”• “I have used the Writing Center many times while in school and they have

always helped me with my organization and focus, which is what I normally need the most help on.”

• “She helped me with transitioning between topics/paragraphs, gave me advice and feedback on my creative content and gave me resources to help with citations.”

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student feedbackOther Comments

(Additional comments or thanks to a particular tutor)

• “Karah was absolutely fantastic. She made a very critical assesment of my statement, and really put things into perspective.”

• “Thank you so much Katie for your timely response and great feedback! I will be using the Writing Center often now!”

• “I would like to thank Connor. He was super helpful and answered my email back within an hour or two so that was super great! Also, he provided me with a lot of feedback that allowed me to make my paper even stronger. So, thank you Connor!”

• “I cannot thank Norma (who critiqued my paper twice!) and Eric for giving me thoughtful ideas and helped me develop my paper. I am new to the world of graduate writing and I will most definitely use the services of the Writery with each paper. This is a fantastic service! Thank you so much!”

• “This was my first time using the Online Writery and I will definitely use it again. It was helpful and convenient.”

• “Thank you for your help! I will be using this service again as it was an easy way to get some feedback about my paper before submitting it! Thanks!”

• “Thank you to Audrey for reviewing my paper and sending back a response with an hour and a half of me submitting it! Her feedback was wonderful and really helped me reconstruct my paper!”

• “Thanks to Heather for reading through the rough draft of my personal statement. You provided great feedback! Working on this statement was initially a daunting task, now I’m excited about making it better.”

• “Stephanie reviewed my most recent paper and she did a phenomenal job. Her suggestions were extremely helpful and I feel confident in my paper after rewriting it. thank you so much!”

• “This was my first time using TONY and I was quite skeptical whether or not it would even be helpful/the tutor would even understand the obscure writing assignment (TAM doesn’t seem very ordinary!). But Meng did awesome, I can’t rave about her enough. Thank you!”

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2015H course syllabus

Dr. Rachel Harper Email: [email protected]

GEN HON 2015H/ENG2015H: THEORY AND PRACTICE OF TUTORING WRITING General Plan: This course provides students with the theoretical and practical frameworks for the one-on-one tutoring of writing. Students will 1) examine the major tenets of writing center philosophy and pedagogy through readings, discussions, and observations, 2) explore the practical application of theory to tutoring through study, observation, writing, discussion, role play, and hands-on tutoring in the Writing Center, 3) study writing as a craft, 4) conduct one observation of an experienced Writing Center tutor each week beginning the third week of the semester. Course Materials: Murphy, Christina, and Steve Sherwood. The St. Martin’s Sourcebook for Writing Tutors. 4th ed.

Boston: Bedford, 2011. Selected articles available in Readings folder, Course Documents section of BB site. Attendance and Participation: Attendance is extremely important for your success in this course. Students who have more than 3 unexcused absences may be dropped from the class.

First Submissions of Essays (4) 300 (75pts each)

Second Submissions of Essays (2) 200 (100pts each) Observations/Write ups of Tutorials (10) 100

Group Presentation of Observed Tutorials 75 Exercises (6) 150(25pts each)

GET (Grammar Explanation Test) 75 Final Exam 100

Total 1000

Plus/Minus Scale: 980-1000: A+; 930-979: A; 900-929: A-; 870-899: B+; 830-869: B; 800-829: B-; 770-799: C+; 730-769: C; 700-729: C-; 670-699: D+; 630-669: D; 600-629 Late Assignments: Assignments are due by the beginning of class, unless otherwise arranged, on the date listed on your syllabus. 10 points will be deducted for any late assignments.

WPA Statement on Plagiarism: “In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledg-ing its source. This definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers….Ethical writers make every effort to acknowledge sources fully and appropriately in accordance with the contexts and genres of their writing. A student who attempts (even if clumsily) to identify and credit his or her source, but who misuses a specific citation format or incorrectly uses quotation marks or other forms of identifying material taken from other sources, has not plagiarized. Instead, such a student should be considered to have failed to cite and document sources appropriately. Students who are fully aware that their

Aaron Harms Email: [email protected] Office Hours: MWF 3-4 Phone: 884-8725 Office: 100 Student Success Center

Rachel Harper Email: [email protected] Office Hours: MWF 1-2 Phone: 882-4420 Office: 100 Student Success Center

Eric Russell (TA) Email: [email protected] Office Hours: 1-2 MW & by appointment Office: 100 Student Success Center

SPRING 2015

The Writing Center directors teach an undergraduate course, Theory and Practice of Tutoring Writing, every Fall and Spring semester. It is crosslisted in General Honors and English, and carries both the Honors and Writing Intensive designations. Students who do well in this course are typically offered positions in the Writing Center for the following semester. These positions are then typically available to them throughout their time at the University.

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2015H Syllabus, p. 2

actions constitute plagiarism—for example, copying published information into a paper without source attribution for the purpose of claiming the information as their own, or turning in material written by another student—are guilty of academic misconduct.” http://www.wpacouncil.org/node/9

ADA Accommodations: Students who have special conditions as addressed by the Americans with Disabilities Act and who need any course materials to be furnished in an alternative format should notify us immediately. Reasonable efforts will be made to accommodate the needs of these students.

Observations: Observations are a crucial part of your training to become a writing tutor. In fact, you cannot pass this course without having observed a total of ten tutorials by tutors currently working in the Writing Center. Although we encourage you to use the observation form (in the Course Documents folder) to take notes on, we ask that all of your observations be typed and submitted to Blackboard. Typing up the observations will give you a chance to reflect on what you saw, and it will avoid us having to use the force to decipher your handwriting. If there is time after your observations, please talk with the tutor about the session; there is space on your observation form for this conversation. Submit Observation Assignments on our Blackboard site. These Assignments can be found in the folder marked, somewhat appropriately, “Assignments.” By the end of the semester, you must have ten observations, as follows. The first seven may be undertaken in any order:

1. Observation of a face-to-face tutorial in the Writing Center 2. Observation of a face-to-face tutorial in a Res Hall 3. Sneaky Observation of a face-to-face tutorial in either the WC or Res hall: an observation of body

language/space negotiations from a distance 4. Personal Observation of your own visit to a tutor: make an appointment with a tutor for help on one of

your papers (from any class) 5. Personal Observation of a tutorial response you receive on the Online Writery—for any essay. 6. Observations from any category (your choice) 7. Observations from any category (your choice)

The final three observations will be of/with a single experienced tutor who will serve as your mentor. You will conduct an in-depth interview with this tutor, observe and discuss two tutorials, and conduct a final tutorial jointly—observing yourselves, so to speak.

8. Observation of your mentor 9. Observation of your mentor 10. Observation of yourself!

Progress dates for these observations:

1. 3 observations completed—that means observed, written up, and submitted—by Wednesday, February 25 2. 4 more observations (7 total) completed by Friday, March 20 (before you leave for Spring Break) 3. Remaining 3 observations due by the last day of class

Dr. Rachel Harper Email: [email protected]

GEN HON 2015H/ENG2015H: THEORY AND PRACTICE OF TUTORING WRITING General Plan: This course provides students with the theoretical and practical frameworks for the one-on-one tutoring of writing. Students will 1) examine the major tenets of writing center philosophy and pedagogy through readings, discussions, and observations, 2) explore the practical application of theory to tutoring through study, observation, writing, discussion, role play, and hands-on tutoring in the Writing Center, 3) study writing as a craft, 4) conduct one observation of an experienced Writing Center tutor each week beginning the third week of the semester. Course Materials: Murphy, Christina, and Steve Sherwood. The St. Martin’s Sourcebook for Writing Tutors. 4th ed.

Boston: Bedford, 2011. Selected articles available in Readings folder, Course Documents section of BB site. Attendance and Participation: Attendance is extremely important for your success in this course. Students who have more than 3 unexcused absences may be dropped from the class.

First Submissions of Essays (4) 300 (75pts each)

Second Submissions of Essays (2) 200 (100pts each) Observations/Write ups of Tutorials (10) 100

Group Presentation of Observed Tutorials 75 Exercises (6) 150(25pts each)

GET (Grammar Explanation Test) 75 Final Exam 100

Total 1000

Plus/Minus Scale: 980-1000: A+; 930-979: A; 900-929: A-; 870-899: B+; 830-869: B; 800-829: B-; 770-799: C+; 730-769: C; 700-729: C-; 670-699: D+; 630-669: D; 600-629 Late Assignments: Assignments are due by the beginning of class, unless otherwise arranged, on the date listed on your syllabus. 10 points will be deducted for any late assignments.

WPA Statement on Plagiarism: “In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledg-ing its source. This definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers….Ethical writers make every effort to acknowledge sources fully and appropriately in accordance with the contexts and genres of their writing. A student who attempts (even if clumsily) to identify and credit his or her source, but who misuses a specific citation format or incorrectly uses quotation marks or other forms of identifying material taken from other sources, has not plagiarized. Instead, such a student should be considered to have failed to cite and document sources appropriately. Students who are fully aware that their

Aaron Harms Email: [email protected] Office Hours: MWF 3-4 Phone: 884-8725 Office: 100 Student Success Center

Rachel Harper Email: [email protected] Office Hours: MWF 1-2 Phone: 882-4420 Office: 100 Student Success Center

Eric Russell (TA) Email: [email protected] Office Hours: 1-2 MW & by appointment Office: 100 Student Success Center

SPRING 2015

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SCHEDULE

Date Assignments

January 21 Introduction: The Toolbox.

January 26 Exercise #1 Due on Blackboard Discussion Board: “My History as a Writer” and “How I Write”

Writing Center History. Reading: Stephen North’s “The Idea of a Writing Center” and Lunsford’s “Collaboration, Control, and the Idea of a Writing Center” in St. Martins, pp. 44-58; 70-77.

January 28 Reading: Keith Johnstone’s “Status” from Impro (Readings folder on Blackboard)

February 2 Role-Playing. Readings: Brooks’ “Minimalist Tutoring” in St. Martin’s pp. 128-132; and Corbett’s “Tutoring Style, Tutoring Ethics,” pp.148-155.

February 4 Analyzing Assignments. Status Transcript/Essay 1 Assigned.

February 9 Status Transcript Due on Discussion Board by Sunday 2/8, 11:59:59pm. Writing Workshop on Persona/Voice. Exercise #2.1 on Voice Due on Blackboard (after class)

February 11 Writing Workshop on Persona/Voice cont. (aka “Chicken & Waffles”). Exercise #2.2 Due on Blackboard (before class)

February 16 WI Outreach/Peer Review. Draft of Essay 1 Due in class.

February 18 Essay 1 on Status Due. Introduction to Personal Statements. Role-Playing/Active Listening.

February 23 Essay 2 Due: Personal Statement. Bring a hard-copy to class. Sign up for Conferences.

February 25 Writing Workshop on “Rules/Style.” Reading: Gopen’s “Bad Advice and Why not to Take it” and “Fifty Years of Stupid Grammar Advice” (Readings Folder on Blackboard). GET Assigned. 3 Observations Due

March 2 Mr. Paragraph.

March 4 Writing Workshop on Textual Analysis. Revision of Essay 2 Due. GET Due via Blackboard: Friday, March 7th

March 9 Exercise #3 Due on Blackboard: Choose a quotation and discuss two different interpretations. “Folding the Universe.”

March 11 GET Returned.

March 16 Introduction to the Online Writery. Reading: Lisa Eastmond Bell “Preserving the Rhetorical Nature of Tutoring when going Online.” Martin’s 326-333.

March 18 OW Post DUE (Exercise #4). Structural Analysis: Prioritizing your OW Response. Reading: TONY’s Wonderful Life—WC Staff Room. Schedule Request Form (in-class). 7 completed observations due before you leave for Spring Break.

March 21-29 SPRING BREAK

March 30 Evaluating Exercise #4 via the OW Checklist. Assign Tutor Mentors.

April 1 Essay 3 Due: OW Response. Sign up for Conferences. ESL Reading: Myers’ Reassessing the Proofreading Trap” in St. Martin’s pp. 284-301.

April 6 Exercise #5 Due for Class: Visual Analysis of Sample ESL Paper on “Privacy.” Group Presentation Work-time.

April 8 LOC Error Analysis. Reading: Carol Severino’ s “Avoiding Appropriation” (Readings folder on Bb). Interview of Mentor Tutor due on Bb.

April 13 Groking essays/ structural analysis revisited, aka The Class with Picasso’s Bulls. Revision of Essay 3 Due.

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April 15 Group Presentations: Observations.

April 20 Essay #4 Assigned: Why Tutoring is Like Catching Wild Raccoons, aka The Class Where Aaron Plays the Ukulele

April 22 List of Tips for Essay 4 Due: Bring a Hard-Copy to Class. Brainstorming Exercise.

April 27 Plagiarism and Documentation. Reading: Howard’s “Plagiarisms, Authorships, and the Academic Death Penalty” (Readings Folder on Bb) Exercise #6 due before Class. Exercise #6.2 due by Friday 5/1.

April 29 Role-Playing: How do I Cite That?

May 4 Essay 4 Due. Brainstorming/Learning Strategies: Monty Hall. Reading: Neff’s “Learning Disabilities and the Writing Center,” St Martin’s pp. 249-262

May 6 Scenarios. Final Observations Due.

Final Exam

Final Exam: Monday, May 11th 12:30-2:30 p.m. Location: SSC. Room 24

“A speed-dating-style, game-show-rific, 8th-wonder-of-the-final-exam-world, which you won’t-have-to-study-for-if-you’ve-attended-the-class-and-done-the-readings extravaganza”—the New York Times

“Better than anything I’ve ever done, ever.”—Azeem Khan

(W)riting Cat Approved

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course evaluations, fall 2014

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ngly

disa

gree

Disa

gree

Neu

tral

Agre

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ngly

agre

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N/A

1. This course met my expectations of an honors course.

2. The Honors College should offer this course again.

3. The instructor should be encouraged to teach this honors course again.

4. This course improved my ability to think critically.

5. This course improved my ability to communicate.

6. This course improved my ability to collaborate.

7. This course improved my ability to be creative.

• “I felt pushed throughout the semester.”• “I learned a lot and I think this course is good for anyone that wants

to be a tutor.”• “I communicated via email and office hours often. I also

communicated with a wide range of people.”• “We are also going to have to be creative as a tutor and I feel well

prepared.”

Additional Comments

The following table shows how students enrolled in 2015H during the Fall 2014 semester evaluated their experience taking the course. The numbers in each column represent the number of students who evaluated the class based on each question provided.

6 7

3 10

1 2 10

3 10

2 2 9

1 6 6

2 3 8

0

0

0

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0 0

0

0

0

0

0 0

0

0

0

0

0

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0

0

0

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course evaluations, fall 2014What aspects of the teaching or content of this course were especially good?• “Rachel and Aaron were exceptional teachers. Aaron, in particular, helped

me and was very empathetic when I was struggling. The class was engaging and I feel like I learned a lot from this course.”

• “Learning about actual examples of real sessions, concrete information about tutoring, how to respond to an Online Writery post, different citation styles.”

• “I think they had great discussions and generated excitement for the students.”

• “It’s been so long since I’ve taken a course that has improved my writing so much, and that will help me help others!”

• “Loved the discussions. Teacher-student ratio was awesome. The activities/assignments were great, one of few classes I could actually see a reason/ purpose for doing work that extended beyond a grade.”

• “Teachers’ knowledge of subject, teachers’ enthusiasm and passion for subject matter.”

• “I liked the stern grading because it forced me to improve with each draft. I also liked the status essay and personal statement.”

What changes could be made to improve the teaching or the content of this course?• “For some assignments for the GET and the last essay, it felt like the

expectations of the prompt became clear after the fact. Especially for the last essay, the time crunch to complete revisions was really difficult for me. Maybe review the prompt to make these expectations more clear next emester.”

• “I felt that the more abstract concepts of the class didn’t enhance my knowledge of tutoring.”

• “Make the expectations of the HW/essays clearer.”• “More clearly define how essays will be graded.”• “Can’t think of any.”

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course evaluations, spring 2015

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ngly

disa

gree

Disa

gree

Neu

tral

Agre

e

Stro

ngly

agre

e

N/A

1. This course met my expectations of an honors course.

2. The Honors College should offer this course again.

3. The instructor should be encouraged to teach this honors course again.

4. This course improved my ability to think critically.

5. This course improved my ability to communicate.

6. This course improved my ability to collaborate.

7. This course improved my ability to be creative.

The following table shows how students enrolled in 2015H during the Spring 2015 semester evaluated their experience taking the course. The numbers in each column represent the number of students who evaluated the class based on each question provided.

1 12

1 12

1 12

2 11

2 11

1 12

1 3 9

0

0

0

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0

0 0

0

0

0

0

0 0

0

0

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0

0

0

0

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0

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0

0

Additional Comments

• “Definitely made me think about status and tutor relations, etc.”• “Challenging, but I learned SO MUCH (especially about writing).”• “Good amount of group projects. Plus, my class was great to be

with.”

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tutoring workshop training

WRITING CENTER TUTOR TRAINING WORKSHOP

FALL 2014

Tuesday, August 19 Location: Student Success Center 24 (downstairs) 10:00 Non-Directive Style

Readings: Greg Foster, “The Razor and the Compass” (binder) Keith Johnstone's “Status” from Impro Jeff Brooks, “Minimalist Tutoring: Making the Student Do All the Work”

(St. Martin’s), pg. 128 Peter Carino, “Power and Authority in Peer Tutoring” (St. Martin’s),

pg. 112

11:00 HOCs vs. LOCs: Prioritizing and Pacing Readings: Stephen North’s “The Idea of a Writing Center” (St. Martin’s), pg. 44 Andrea Lunsford’s “Collaboration, Control, and the Idea of a Writing Center” (St. Martin’s), pg. 70 Sample Paper for Discussion (binder)

12:00 LUNCH {Shakespeare’s Pizza on the main floor}

1:00 Persona/Voice & Personal statements

2:30 Rules of Thumb? Readings: Gopen’s “Bad Advice and Why Not to Take It” (binder) Geoffrey K. Pullum’s “50 Years of Stupid Grammar Advice” (binder) 3:15 Intro to the Online Writery (please bring a laptop)

Readings: Lisa Eastmond Bell, “Preserving the Rhetorical Nature of Tutoring When Going Online” (St. Martin’s), pg. 326

4:00 Finish for the day

Homework: In addition to the assigned readings, please post a response to the Sample Paper on the Online Writery Training Board no later than 9am Wednesday. See binder for details. Wednesday, August 20 Location: Memorial South 204 (please bring a laptop)

10:00 Discussion of Online Writery Posts Readings: TONY’s Wonderful Life, Staff Room Link: https://writery.missouri.edu/tutorsonly/TONY%20Guide.pdf 11:00 Groking Revisited

All non-undergraduate tutors, either hired on year-long, quarter-time fellowships or for hourly positions, are required to attend a three-day training workshop before classes begin in August.

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12:00 LUNCH {on your own, meal cards for the Student Center}

1:00 Citation and Plagiarism Readings: Rebecca Moore Howard, "Plagiarisms, Authorships, & the Academic Death Penalty” (binder). WPA, "Defining and Avoiding Plagiarism: the WPA Statement on Best Practices." (http://www.wpacounsel.org/positions/plagiarism.html)

2:00 How Do I Cite This? 3:00 Brainstorming/Learning Styles

4:00 Finish for the Day

Thursday, August 21 Location: Memorial South 204 10:00 Working with ESL Students

Readings: Carol Severino's "Avoiding Appropriation" (binder) Sharon Myer’s “Reassessing the ‘Proofreading Trap’” (St. Martin’s), pg. 284

11:00 ESL: Discussion of Student Paper and Error Analysis continued?

Sample ESL Paper on “Privacy” (binder)

12:00 LUNCH {on your own, meal cards for the Student Center} 1:00 Writing on MU’s campus: English 1000 and Writing Intensive Courses

1:15 Scenarios 2:15 Nuts & Bolts 4:00 Finish for the Day

WRITING CENTER TUTOR TRAINING WORKSHOP

FALL 2014

Tuesday, August 19 Location: Student Success Center 24 (downstairs) 10:00 Non-Directive Style

Readings: Greg Foster, “The Razor and the Compass” (binder) Keith Johnstone's “Status” from Impro Jeff Brooks, “Minimalist Tutoring: Making the Student Do All the Work”

(St. Martin’s), pg. 128 Peter Carino, “Power and Authority in Peer Tutoring” (St. Martin’s),

pg. 112

11:00 HOCs vs. LOCs: Prioritizing and Pacing Readings: Stephen North’s “The Idea of a Writing Center” (St. Martin’s), pg. 44 Andrea Lunsford’s “Collaboration, Control, and the Idea of a Writing Center” (St. Martin’s), pg. 70 Sample Paper for Discussion (binder)

12:00 LUNCH {Shakespeare’s Pizza on the main floor}

1:00 Persona/Voice & Personal statements

2:30 Rules of Thumb? Readings: Gopen’s “Bad Advice and Why Not to Take It” (binder) Geoffrey K. Pullum’s “50 Years of Stupid Grammar Advice” (binder) 3:15 Intro to the Online Writery (please bring a laptop)

Readings: Lisa Eastmond Bell, “Preserving the Rhetorical Nature of Tutoring When Going Online” (St. Martin’s), pg. 326

4:00 Finish for the day

Homework: In addition to the assigned readings, please post a response to the Sample Paper on the Online Writery Training Board no later than 9am Wednesday. See binder for details. Wednesday, August 20 Location: Memorial South 204 (please bring a laptop)

10:00 Discussion of Online Writery Posts Readings: TONY’s Wonderful Life, Staff Room Link: https://writery.missouri.edu/tutorsonly/TONY%20Guide.pdf 11:00 Groking Revisited

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workshopsSince 2012, the Writing Center has been offering the Tutoring to Teaching Workshop Series to the English department’s MA and MA/PhD students who are on fellowship with us during their first year at the University. This set of workshops is focused on assisting them with the transition from tutoring to their first classroom teaching experiences during the second year of their program. We tailor the topics covered during the workshop to each cohort’s interests and needs.

Other Workshops and Presentations by Writing Center Staff:

• Art of the Personal Statement, FIG classes, and personal statement workshops for Phi Alpha Delta, Black Pre-Law, and the Sociology Club

• Plagiarism: Guidelines & Context, FIG classes, SSC 1150 sections• WAC & Writing Centers, for graduate seminar in English (8010)• ESL: Writing and International Students, WI Faculty Workshop• WITS: Common Misconceptions, WI Faculty Workshop, WI TA Workshop• A Discussion about Plagiarism, Video Series for Academic Integrity Committee• Summer Transition Program Opening Day• Trial Admission Program Opening Day• Sinclair School of Nursing Summer On Campus Orientation• New Faculty Resource Fair• Residential Life Staff Training Fair• English Department Fall Teaching Orientation

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Tutor: Area of Study:Katherine (Liz) Arnold English/FrenchSarah (Katie) Austin History/TESOLAlexander (Alex) Bailey BusinessSara Barba Journalism/Political ScienceGrace Borhart JournalismMallory Brown Journalism/EnglishEllen Cagle Journalism/Art HistoryHillary Caldwell BusinessAudrey Case German/Art HistoryAndrew (Drew) Cochran BusinessConnor Crouch JournalismElizabeth (Liz) Daugherty Biological SciencesDevin Day EnglishSamuel (Sam) Dicke History/Political ScienceLuke Dietterle EnglishRyan Doyle English/Film StudiesAnna Feyerherm GeographyNorma Fisk NursingShannon Fox International StudiesSamantha (Sam) Franks English/Political ScienceKatelyn Freund Economics/Political ScienceLydia Ghuman JournalismAlexandra (Alex) Gnibus JournalismZachary (Zach) Goree Physics/Computer ScienceLianuska (Lia) Gutierrez EnglishValerie Hellinghausen JournalismJohn (Jack) Howard JournalismRachel Johnson Online WriteryAlahandra Jones JournalismAzeem Khan Biological SciencesNatalie Kirst JournalismRuth Knezevich EnglishMichaela Lamb Health ProfessionsJacqueline (Jackie) Land English/Film Studies

writing center hourly tutor list

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Tutor Name: Area of Study:Kayla Loveless English/SociologyTerra Macken Biological Sciences/ClassicsAmanda (Mannie) Manno Arts & SciencesEmma McIntyre HistoryMary McIntyre International Studies/JournalismJackson Medel EnglishSpencer Melgren EconomicsBailey Mitchell FrenchHolly Moore English/HistoryHaley Myers Music CompositionErin Niederberger EnglishZachary (Zach) Omer JournalismCaitlin Palmer EnglishJennifer (Jen) Para EnglishAnnie Piasecki JournalismCaitlin Roller EnglishEric Russell EnglishAndrew Saeger HistoryAudrey Sanders HistoryMaiya Smith PsychologyStacey Sobelman EnglishBrendan Solis Arts & SciencesSarah Thompson Textile & Apparel ManagementMorgan Toczek Human Development & Family Studies Janessa Toro EnglishMarcie Veit JournalismAbbie Walker Food Science & NutritionKacy Walz EnglishBonnie Watson Russian/EnglishCorie Wilkins JournalismMichael Winkeler Political ScienceKathryn (Katie) Yaeger Journalism

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Name: Area of Study:Nazneen (Urme) Ali EducationJessica Bernstetter AnthropologyCasey Bischel JournalismStephanie Chapman Art HistoryStephanie Ebbs JournalismJoy Han JournalismAdam Hirsch MeterologyAmanda Kenney HistoryStephanie Kimmey Art HistoryTravis Knapp EnglishDenise Leon Educational and Counseling PsychologyHeather McRae HistoryDaniel Miller EnglishKarah Mitchell EnglishSuzanne Morlock EnglishChristine Rega Wildlife EcologyMeng Ren EnglishChelsy Richley Atmospheric ScienceNicole Songstad EnglishCurtis Thomas EnglishLauren Trimble Anthropology/ArchaeologyColby Turberville History

KEY: (Colors denote tutoring locations or duties in addition to

the Student Success Center)

= Residence Hall Tutor = Total Person Program Tutor = Nursing Online Writery Tutor = Ellis Library Tutor = Education Online Writery Tutor

= Writing Intensive Tutor = English Department MA Student

writing center fellows list

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writing centerassistants

Eric RussellEric Russell, a fourth-year PhD candidate in English and Writing Center tutor since 2011, was awarded the Writing Center Fellowship for Fall 2014 and Spring 2015. As the recipient of the fellowship, Eric worked closely with and was supervised by Rachel Harper and Aaron Harms in his pedagogical and administrative roles. As the teaching

assistant for GEN HON 2015H/ENG 2015H (Theory and Practice of Tutoring Writing), Eric taught 2015H students how to analyze assignments that they would encounter as future tutors, as well as the fundamentals of personal statement writing. Throughout the two semesters, Eric graded a variety of 2015H assignments and conferenced with students. Outside of his role as TA, Eric was responsible for observing newly hired WC tutors while they met with tutees, and then providing the tutors with commentary. With more experienced tutors, Eric led “refresher sessions” on the Online Writery (TONY) in which Eric and the tutors critiqued the tutors’ TONY responses. Additionally, Eric was invited to conduct personal statement workshops for Phi Alpha Delta, Black Pre-Law, and the Sociology Club; the workshops generated highly positive feedback from members of these student organizations.

Joy HanJoy Han is a master’s candidate at the Missouri School of Journalism, completing her fifth (and final) year at MU. She became a writing tutor four years ago and has since worked with students from a variety of academic departments. Her final year as a tutor was spent working with students in Writing Intensive courses. Shortly following her debut as a writing tutor, Joy joined the Writing Center’s web team

as a part-web designer, part-social media coordinator, part-graphic designer, part-cookie-baker. Joy has since designed all of the Writing Center’s promotional materials for display and distribution in campus residence halls, dining halls, the Writing Center’s website, and of course, the Center itself.

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Writing Center Posters

writing a paper?

r

evising

br

ainstorming

p

urrrfecting

the

centerwriting

Writing Cat can help.Regular Hours:

Monday-Friday, 9am-5pm

Check our website forevening hours.

Schedule an appointment:(573) 882-2496

Find us on Facebook!writingcenter.missouri.edu

(and 24/7 via the Online Writery!)

Visit writingcenter.missouri.edu

Find us on Facebook!

Call (573) 882-2496 or come by theStudent Success Center for

help from Writing Cat!

writing a paper?

revising

br

ainstorming

p

urrrfecting

thecenter

writing

the

centerwriting

Writing Cat can help.


writingcenter.missouri.edu

r

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br

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writing

24/7 via the Online Writery

a paper?

&Tuesday-Thursday from 6-9pm

Get free writing tutoring in thecomputer labs at:

-Center Hall-Respect Hall

-Bingham Commons-Tiger Diggs (Campus View Apts)

-Mark Twain Hall

writing intensive tutoring

br

ainstorming

the

centerwritingMonday-Friday, 9am-5pm

Check our website for evening hours.

Schedule an appointment:



(and 24/7 via the Online Writery!)

r

evising p

urrrfecting

(573) 882-2496

promotional materialsSince the early days of the Writing Center, our outreach presentations have included the distribution of bookmarks. During the past two years we have added posters and flyers for residence halls and dining halls as well.

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Facebook Cover Photos, 2014(www.facebook.com/themuwritingcenter)

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Promotional Rebranding

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(573) 882-2496

Facebook Cover Photos

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Mondays-


alonemay youneverwrite

brainstormingoutliningrevisinganalyzingorganizingand citing!

“ ”

(573) 882-2496schedule anappointment:

9 am-9 pm

Fridays9 am-5 pm

Thursdays

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Writing CenterUniversity of Missouri

we canhelp with:

we areopen:

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Ellis Library Tutoring Hours:

Sunday: 4 p.m. - 9 p.m.

(and 24/7 on the Online Writery!)

Monday-Wednesday: 11 a.m. - 9 p.m.

W�iting Tutoring


this way!

Thursday: 4 p.m. - 9 p.m.

Sign up at 11:00 and 4:00!

University of MissouriWriting Center

Writing Center Posters for 2015-16

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100 Student Success Center

(573) 882-2496


Res Hall Tutoring inthe computer labs of:

binghamcenter

tiger diggsmark twain

Tues-Thurs 6-9pmWalk-ins are welcome!

[ [

and at

in Room 151E(near referencedesk)

Ellis

Mon-Wed:

&24/7via theOnline Writery

Sun & Thurs:11am-9pm

4-9pm

Writing Center Bookmarks

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(573) 882-2496

walk-in tutoringavailable in fourresidence halls:

binghamcentertiger reserve

mark twainand

Tues-Thurs 6-9pm

and at

ellis libraryin Room 151E

(near the reference desk)

Mon-Wed 11am-9pmSun & Thurs 4-9pm

...and 24/7 viathe Online Writery!

writingcenter.missouri.edu100 Student Success Center

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2015-2016

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we can help with:brainstormingoutliningrevisinganalyzingorganizingand citing!

“may youneverwrite

alone”

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(573) 882-2496

writingcenter.missouri.edu100 Student Success Center

Writing CenterUniversity of Missouri

Miscellaneous Promotional Materials

Mizzou offers free walk-in tutoring

CENTER HALLBINGHAMTIGER DIGGS mark twain&

at nearby residence halls!

writinga paper?

TUESDAYS, WEDNESDAYS, & THURSDAYSFROM 6 - 9 PM IN THE COMPUTER LABS OF

For more info, call (573) 882-2496or visit writingcenter.missouri.edu

the mu writing center

Dining Hall Table Tent

GRADUATE STUDENT

Make a face-to-face appointment withthe CoE Graduate Writing Tutor

by calling (573) 882-2496


http://form.jotform.us/form/42514162273145

WRITING SUPPORT PROGRAM

Submit your work to the Online Writery at

Get writing support for any project at any stage:

Join a writing group by applying at

Have questions?Email [email protected]

College of Education

MU Writing Center100 Student Success Center

College of Education GraduateStudent Services and Initiatives104 Hill Hall

College of Education Flyer

Celebration of Teaching Advertisement

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contact infoThe Writing Center

100 Student Success CenterColumbia, MO 65211


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