An Abrupt Release of Responsibility: A Constructivist Approach for Graduate Writing Consultants

Q: At what point does a consultant step back and let the student take the reins?

A: At the moment they enter the session.

We, as writing consultants, are often expected by graduate students to be their editors. We cannot let ourselves fall into this trap. This will not help these students grow to be the writers they feel like they should be or help them accomplish their goal of completing a thesis, project, or dissertation. The primary issue being addressed here is that we may find ourselves so comfortable with our students that we can sometimes forget that they are the ones who are doing the writing. How do we avoid this predicament?

Perhaps the answer to this question can be summed up in one word—listen.

In my three years of experience as a Graduate Writing Consultant I have found that when I’ve been listening too much to my own voice, during a consultation, I know I must immediately stop talking. At this point, we, as consultants, need to stop and ask them how they would go about fixing the sentence, or paragraph, or entire first chapter. We are not the end-all-be-all and, on top of that, I’ve found that the students, with whom I’ve worked, often have a more interesting voice than my own. All writing consultants, and/or tutors, should stop themselves if they have talked longer than 10 seconds and ask questions that lead the students to their own conclusions, which will give them time to have their own moment of realization. I have found that these pauses are very important.

On a personal note, I was rarely given my own amount time to think and come up with my way of learning/retaining information. This was often the case as a high school student and especially as an undergrad. I didn’t figure out how to solve mathematical equations on my own until I took the CBEST test. I had a moment of realization during that seemingly unending time frame when I suddenly learned my way to solve math problems—by drawing. All students have subjects with which they struggle. When it comes to writing, I find myself comfortable. Yes, I may know how to construct a sentence, but how can I help a person who is uncomfortable with the written word become comfortable? They need a guide to help them find their way of writing.

One way of teaching a child to swim is to throw them into a body of water without telling them what to do. This may seem sudden and cruel, but the child has seen the water, has probably seen others swim, is probably being thrown in by a person with whom she/he is familiar, etc. The child, mid-air, is subconsciously evaluating the situation, and is searching their biological instincts to find a way to survive the experience. They also trust that, if they fail, they will be saved. Throw the student in, but be there to save them from drowning. Grammar, logical continuity, syntax, research, outlining, the drafting process, and other processes have been a part of every graduate student’s life at some point—this is their pool of water. They may not have the vocabulary to explain these things and they may not know how to explain the functions of language on the page—they may not know that they already know how to swim—but they have been exposed enough to paddle their way to safety.

Students often get caught up in sounding scholarly. When encountering this, try to ask them, “How would you write this sentence?” Often, after they have let go of that Jiminy Cricket on their shoulder who is telling them that they need to write to a scholarly audience, they dismantle the facade and rewrite the sentence in their own authoritative voice. These students haven’t quite learned that they have already become the scholars and they definitely do not trust themselves. How do we show them how to trust themselves? We ask them to explain the subject in their own words. We should listen, ask, and then listen again. They have the tools and a constructivist approach would assume that they would find their way. A consultant should say “there is the pool,” throw them, in and be the “life jacket” in case the student flounders. Nine times out of 10, the student will find their way toward a clear, scholarly, voice that belongs to them.

Ronald Dzerigian

Presenting Papers at Academic Conferences

Academic conferences in your field of study are valuable (and often initially intimidating) scholarly experiences. Since I am preparing to attend a conference next month, I’ve compiled a series of tips for applying to, getting to, and presenting at graduate and undergraduate conferences.

Finding a Conference

This step may sound like the simplest, but it can be surprisingly overwhelming to find current CFPs (calls for papers) considering the hundreds, if not thousands, of conferences held every year in the U.S. (not to mention those taking place overseas).

• Literature:

Since my field is literary studies, the two sites I use most often to find CFPs are https://www.cfplist.com/ and https://call-for-papers.sas.upenn.edu/. Both sites contain mountains of requests for abstracts, but both allow you to narrow your search by your field of interest (e.g., digital humanities, interdisciplinary studies, rhetoric and composition, etc.). CFP List even has a nifty feature that allows you to sort your results by abstract deadlines and event dates.

• Philosophy:

http://philevents.org/

• Computer Science, Engineering, Biology, Psychology, Statistics, Music, and More:

http://www.wikicfp.com/cfp/allcat

This wiki contains CFPs from a vast array of disciplines, with the most popular being computer science and artificial intelligence.

Submitting a Conference Proposal

Once you’ve found a conference at which you’d like to present, the next step is submitting your proposal. Some conferences will ask for a short abstract (typically ranging from 150 to 500 words) of the paper you’d like to present. Other conferences require you to send your entire paper for consideration. If you’re sending an abstract, be sure it includes your thesis, topic, and the terrain the paper will cover. Attach your abstract (in Word Doc or PDF form) to an email that includes your name, paper title, university affiliation, and class standing. Unless you’re attending a conference specifically for undergraduates, it’s best not to include your academic year if you are an undergrad.

“I’ve been accepted to present at a conference—Now what?”

If you’ve been accepted to present, congratulations! Your first step should be to find out if the conference offers any assistance (such as travel grants or free accommodations) to presenters. If not, don’t despair; contact the department office of your academic major and ask if funding is available. At Fresno State, most of this funding is provided to graduate students through their individual departments or through travel grants awarded by the Division of Graduate Studies (see http://www.fresnostate.edu/academics/gradstudies/financial/travel.html).

Revising a Paper for a Listening Audience            

• Kerber (2008) points out that hearing a paper is much different from reading it; she advises presenters to make good use of examples and quotes: “Listeners have difficulty absorbing abstraction after abstraction; they need to be grounded in lived experience. Think about the ratio between example and argument as your paper develops.”

• In the same vein, make sure you’re using reader-based prose throughout your paper; incorporate helpful transitions, and “turn complex sentences into simple, declarative statements” (Kerber, 2008).

Preparing to Present a Paper

• Find out how long you’ve been given to read your paper. The conference organizers should email you with a schedule. Time yourself as you practice reading your paper aloud, and be sure to leave time at the end for audience questions. Remember that it’s better to conclude your paper too soon than to go on for too long.

• According to the Writing Center at the University of North Carolina at Chapel Hill, “A general rule of thumb is that one double-spaced page takes 2-2.5 minutes to read out loud. Thus an 8-10 page, double-spaced paper is often a good fit for a 15-20 minute presentation.”

• Pepper your paper with cues to “remind yourself to pause, look up and make eye contact with your audience” (The Writing Center, University of North Carolina at Chapel Hill).

• Add cues to remind yourself when to take a breath (Kerber, 2008).

• If you’re worried about reading a parenthetical citation during your presentation, you can remove in-text citations from the copy of the paper you’ll be reading aloud. You will still want to have an extra copy with your references included in case you get a question about one of them.

• Don’t use staples. When presenting, flipping through a stapled conference paper is more distracting than simply putting aside unstapled pages as you finish them.

• Print your paper in 14- or 16-point font “so that you do not need to squint to see it when you are standing at a podium” (Kerber, 2008).

Conference Etiquette

It is considered proper to attend at least one conference panel other than your own. Just as you want attendees at your panel, your fellow presenters are eager for audiences.

References

Kerber, L. K. (2008, March 21). Conference rules, part 2. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Conference-Rules-Part-2/45734

The Writing Center, University of North Carolina at Chapel Hill (n.d.). Conference papers [handout]. Retrieved from http://writingcenter.unc.edu/handouts/conference-papers/

Eryn Baldrica-Guy

Teaching Associate, First-Year Writing Program

Consultant, Graduate Writing Studio

Just About Time

This week I am going to feature two of our amazing writing consultants and their thoughts on the best use of time and managing life during the writing process. We are losing Katy as she is moving on to a job in her field of study and expertise, but Scott will be back to discuss his ideas further in a continuing series. First up, Katy Hogue:

Returning to school after a break is always rough. You have to get used to the routine and rhythms of school life again. All of a sudden your schedule fills up and for a few weeks you mourn the loss of your free time. For graduate students, breaks can be problematic. The pressure of graduate school makes breaks necessary for survival with sanity intact. Yet, advisors will tell you that you should be working on your thesis during your breaks to do out-of-town research and to finish your program on time. Struggling with these conflicting demands is just one of the things that make graduate school a learning experience inside and outside the classroom. One of the things you learn, whether you work during your breaks or not, is to take advantage of the time off to tackle long-term projects with fresh vigor. By focusing on a few things at the beginning of the semester, the transition back into academic life can go more smoothly.

• Manage your time well.
• Take the time to sit down with all your syllabi and write out your schedule for the whole semester. This is especially important if you are managing multiple jobs and/or a family life. Use a daily planner, Google Calendar app, etc.
• Plan to do as many small assignments, in which you pick the due date, early in the semester. You will be fresh from the break, and later in the semester you will be focused on your larger research projects.
• Build time into your schedule to work on your thesis even if it is only 30 minutes a day.
• Learn to “read like a grad student” for your seminars that are not related to your own research. Focus on argument, evidence, and scholarly conversation, and less on factual content.

• Don’t forget about your thesis or dissertation.
• When buried with work from your seminars, it is easy to get sidetracked. Avoid this by making appointments with consultant at the Graduate Writing Studio or by forming a discipline-specific study group in which you only discuss your larger projects.

• Look after your physical well-being.
• Get enough sleep. Don’t let the workload overwhelm you to the point that you’re burning the candle at both ends. Lack of sleep makes everything seem more overwhelming.
• Eat well. Food is a vital source of energy, yet when we get busy we reach for fast food first. This habit can make us sluggish and turn the Freshman 15 into the Grad School 20. Some prep at the grocery store can make healthy choices much easier.
• Exercise and get some sun. Sunlight is a natural mood enhancer and Vitamin D producer. Everyone knows it’s wise to exercise for health, but it can also help relieve stress and boost your attitude.
• Don’t forget to socialize. Even if you don’t think you have the time or energy, the stress-relieving and mood-improving benefits far outweigh the costs, in moderation.

With these few tips, I hope your semester will go well.

Thanks Katy! Let’s see what Scott has to say:

A Series on Self-Care, Time Management, and Writing at the Graduate Level

By Scott Trippel, Graduate Writing Consultant

Welcome to graduate school. A parade of assignments, group projects, and heavy reading designed to enhance and overwhelm the life you once knew. Common wisdom tells us that graduate school is tough. It is potentially catastrophic for family relationships, a near impossibility when working full-time, and effectively the end of our social lives.
But does it have to be?

With careful consideration of what you value, you really can do it all. It isn’t easy. It takes discipline. But with a little effort you can have more of that precious commodity — time.

Take Care of Yourself

Sleep, exercise, and a healthy diet are often the first casualties of a graduate education. Why? Maybe because we never had great self-care habits to begin with or because we’re convinced we can “catch up” on our sleep over the weekend. Whatever the case may be, “crunch” times are common in graduate school. Healthy habits go out the window when all our assignments and readings are due at the same time.
My advice? Before anything else, consider your sleep hygiene. You might feel better emotionally working on a paper at 2 a.m., but the clarity of your thinking (and writing) will be impacted by a lack of sleep. Poor sleep can lead to a racing mind, sensitivity to pain, irritability, trouble concentrating, and an ongoing feeling of exhaustion. So, instead of spending 3 hours in the middle of the night, try sleeping, wake up refreshed, and get your paper done in 1 hour. I found a lot of advice about sleep hygiene online, one of the best comes from the University of Michigan Health System. You can find it here.
As far as exercise and a good diet, take it seriously. Treat it as a part of your graduate experience and not something supplemental. Taking care of yourself is necessary for your success. And if you need help, try contacting the Student Health and Counseling Center.

What Do You Think?

Please add your comments to this posting. Is there a connection between self-care and academic success? Is there something you do that gives you a physical or mental edge? Do you eat brain food? Have a secret to exercising? Have trouble sleeping?

Further Reading

A 7-step plan to jump-start your natural energy. (2011). Boosting Your Energy (2011) (pp.
35-43 9p). Stamford, Connecticut: Harvard Health Publications.

Gellis, L. A. (2007). The link between education and sleeping difficulties: The role of sleep hygiene. Dissertation Abstracts International, 67, 5401.

Mullally, B. A. (2011, January 1). Knowledge, attitudes, perceptions, and beliefs regarding physical activity on a college campus. ProQuest LLC.

Ploughman, M. (2008). Exercise is brain food: the effects of physical activity on cognitive function. Developmental Neurorehabilitation, 11(3), 236-240 5p.

Williams, D.A. & Carey, M. (2003). You really need to sleep: Several methods to improve your sleep. University of Michigan Health System.

The Benefits of Getting Feedback From the Writing Studio

Students often ask how the Graduate Writing Studio, or any writing center for that matter, can help them with their writing. While we are fluent in MLA and APA at the GWS, writing centers are about much more than citation help. Research has shown that visits to writing centers benefit students in myriad ways, from motivating habitual procrastinators to write to improving the overall quality of their essays.

A study conducted at the University of Central Florida found that students who received feedback on a written assignment “started writing their papers significantly earlier than [those] who didn’t receive feedback” (Rapp Young and Fritzche 49). Students with a high tendency to procrastinate actually began to write their papers early only if they were going to receive feedback from the writing center (50). The researchers concluded that students who use the writing center ultimately procrastinate less on their writing (52). In addition, writing-center attendees reported greater satisfaction with their writing habits than students who didn’t visit the writing center (53). Another study from Indiana Wesleyan University showed statistically significant improvements in the clarity, precision of thesis statements, and quality of writing-center students’ essays (Henson and Stephenson 3). In 2010, a British study found that writing-center attendance “is significantly associated with higher student achievement” (Yeats et al. 505).

A great deal of students we see at the Graduate Writing Studio are completing degrees in psychology, nursing, and physical therapy. While health-centric disciplines may not be popularly associated with writing, the GWS can offer guidance on literature reviews, case reports, evidence-based papers, and any other written projects. In a 2013 evaluation of its own writing center, the Medical University of South Carolina found “that nearly all students who used the Center agreed (and most strongly agreed) that it met their needs” and use of the Center was “associated with a better written product” (Ariail et al. 132).

Having a set appointment with a writing consultant motivates students to write, likely because they know someone will be reading their work in a matter of days. The GWS provides another set of eyes to notice confusing wording and passages that may need further explanation. While reviewing one’s work alone is a valuable tool, writing consultations allow the formerly hypothetical reader to ask the writer questions and offer advice immediately.

Eryn Baldrica-Guy

Works Cited

Ariail, Jennie, et al. “The Value of a Writing Center at a Medical University.” Teaching and Learning in Medicine 25.2 (2013): 129-133. Print.

Henson, Roberta, and Sharon Stephenson. “Writing Consultations Can Effect Quantifiable Change: One Institution’s Assessment.” Writing Lab Newsletter 33.9 (2009): 1-4. Expanded Academic ASAP. Web. 22 Jan. 2016.

Rapp Young, Beth, and Barbara A. Fritzsche. “Writing Center Users Procrastinate Less: The Relationship between Individual Differences in Procrastination, Peer Feedback, and Student Writing Success.” The Writing Center Journal 23.1 (2002): 45-58. JSTOR. Web. 20 Jan. 2016.

Yeats, Rowena, et al. “What a Difference a Writing Centre Makes: A Small Scale Study.” Education + Training 52.6/7 (2010): 499 – 507. Emerald Insight. Web. 25 Jan. 2016.

Spring 2016 at the GWS

The quiet is deafening. Students have gone home for the holiday break and the Graduate Writing Studio is, for the most part, empty. It is a time for reflection and looking toward next semester. Here are some things to look forward to:
• All of our consultants will be back for another semester in the Graduate Writing Studio. We will be scheduling appointments starting January 19th.

• The Graduate Student Success Series will kick off early in the semester.

The series will include
• Beginning Endnote
• Thesis Formatting Labs
• Thesis Information Session
• Introduction to APA Style
• Writing Literature Reviews
• Grammar for Grads

• Look for a new set of workshops centered on writing in the humanities. These workshops will include MLA style, writing a research paper, MA English thesis writing, and a few other, yet-to-be determined sessions. The exact schedule for these sessions has not been set, but we will get that information out early next semester.

• The GWS has now also become the GSS. This semester, two statistics consultants began taking appointments in the Graduate Study Center. In January, the stats team will add more consultants to help students with their statistics work for classes and theses. The addition of statistics consultations for graduate students has been a long time coming and has been sorely needed at Fresno State.

• We will be offering more ZOOM hours for those students who cannot make it to campus but would still like to work with a writing or statistics consultant. ZOOM is an online screen sharing program that allows for real time collaboration between students and consultants anywhere there is access to the Internet. If you have a difficult time making it to campus and you have not tried a ZOOM appointment, give us a call and we can tell you more about it.

There is more to come, but this should get you excited for next semester. If you have not already done so, make it a point to come speak with us about what services might benefit you. All of the services in the Graduate Study Center are designed with your academic success in mind. Have a peaceful and relaxing break and we will see you at the Graduate Study Center in January!

William Anderson

GWS Staff

Fear to Fail or the Other Way Around

A friend of mine recently graduated from Fresno State with a Master’s degree in English composition. He has now entered a Ph.D. program at the University of Kansas, and though I don’t get to speak with him nearly often enough, I’m sure he is continuing the great work he did in Fresno. I feel very privileged to have watched his development as a teacher and theorist of composition studies. I want to share with you some things that he had to say in his thesis about helping students learn to write and the ways in which teachers (and writing consultants) perceive the concept of failure in writing and writing assessments.

If a student fails a class, if a student fails a test, if a student fails to meet standard conventions, then there will be negative consequences. This association with negativity can lead to the fear of failure. And this fear is debilitating. But, many times, failure leads to success. Failure becomes an opportunity for learning and growth. In a macro sense, an individual learns what success is only after she has experienced failure. At the same time, failure seems to be dependent on the individual; one person’s idea of failure might be another person’s idea of success. Failure cannot be measured which only complicates its multifaceted nature. Regardless of who or what
determines failure, there seems to be significant value in its nature. Failure almost
always provides an opportunity for us to see improvement and success. In the
moment we might not be able to understand or see that opportunity for growth, but
in the broader perspective, we almost always see that there was growth from our
failure(s). (Wood 2014)

The idea of failure being a pathway to success is very difficult for some students to embrace, even at the graduate level. The expectations placed on grad student’s writing are elevated beyond what most students have ever encountered before. In my experience, students are often asked to compose specific types of documents, such as literature reviews, that they didn’t even know existed prior to entering their programs. So, it is not difficult to understand the fear of failing that arises when faced with new graduate level writing tasks.

As my friend has mentioned, failure is not really quantifiable. Yet, within our own personal experience, we certainly feel it when we encounter it. So, rather than letting it define us in some way, we need to transform it into a tool that helps us measure our success.

At the Graduate Writing Studio of Fresno State, we work very hard to maintain an awareness of student’s feelings about their writing and they ways in which they feel they may have failed in some manner or another. Positive collaboration with a writing consultant is a very effective way to help transform a sense of failure into a motivating means for academic and personal growth. Sometimes it can be a lengthy process, but with anything worth doing, with great effort comes great achievement.

William Anderson
Graduate Writing Studio Staff

Unwritten Benefits of a Writing Consultation

I’ve found that most of the anxiety students are facing has to do with the transition into graduate school. I feel, more than consulting on writing, our primary role is to assist with this transition. To build a graduate culture that is a community instead of a group of individuals working in isolation. When students feel they have mentors or guides, then they feel that they too can make it.
Scott, Graduate Writing Studio Consultant

Some of the most fulfilling consultations that we as writing consultants at the Graduate Writing Studio (GWS) experience are those in which good writing is a byproduct of getting to share our own academic knowledge with a peer. Whether the student is returning to school after a stint in the real world, fresh from undergrad, or well into their program, our collaboration can ease their anxieties and make them feel part of the larger campus community. The unwritten benefits of a consultation are numerous. For example, we often provide a friendly ear to frazzled overworked grad students. Another benefit is that we can share our own experiences and help interpret faculty feedback. In addition, we can help students to understand the academic rigor required at the graduate level across disciplines. Through these benefits, as well as our duties as writing tutors, we can create a space where an interdisciplinary graduate community can flourish.
The emotional support aspect of a consultation comes out of sharing your academic burden with someone who really understands. We know that graduate students are balancing many more responsibilities than undergrads, and feel pressure to excel since they are often prioritizing their education over time with their family. Talking out concerns about your assignments can be cathartic, since family and friends rarely fully comprehend the issues. We can help ease some of that stress by sharing our own experiences, since we too are graduate students in various stages of our programs and struggling with many of the same stressors. Knowing that you are not alone in your struggle for postbaccalaureate education can be immensely comforting. 
In addition to providing a sympathetic ear, we can help graduate students to understand the expectations at a higher academic level. Too often, various departments and faculty are unable to answer all of new graduate students’ questions. We can explain the big picture expectations as the GWS is administered at the university level through the Division of Graduate Studies. The transition from receiver of knowledge to creator of knowledge can be a tough one. One writing consultant recognizes that “many students try to engage with their graduate coursework in the same way that they did as undergraduates. As a result, they are often really, totally lost.” A large part of our consultation practice is to convey the message that
Graduate-Level Writing displays, above all, critical thinking skills. The writer demonstrates the ability to see various sides of an argument: he/she questions assumptions, avoids commonplaces and develops a clear argument from the available literature on the subject. This type of writing always establishes a purpose while addressing a specific audience. Often, graduate level writing also provides suggestions for further research and development beyond the limits of the course assignment.
Students receive the message that they are expected to create an original contribution to their field of scholarship designed for an educated audience each time they meet for a consultation. This is useful because it reminds the student to focus on higher-order concerns regarding the completion of their program, rather than become mired in the minutiae of the month. Even as a consultant, I value this particular benefit of my time at the Graduate Writing Studio.
Another unwritten benefit of a writing consultation is our ability to constructively interpret faculty feedback. One writing consultant notes that “interpreting instructor messages is a key component of our work…when translating teacher comments we have a unique opportunity to show how criticism is a positive and vital component of professional growth.” For example, a recent consultation with an international student, whose writing was very good, enabled me to share an insight about her professor’s comments. He had asked for more of the student’s “own voice” in her writing and I was able to explain that this was normal for first-year graduate students. I remember getting the same feedback that graduate school is about our critical analysis, not recitation, of the scholarship. Part of the professional development of a graduate student is learning how to handle poor grades or negative feedback from a professor. We, as writing consultants, can help our students develop academic determination in the face of discouragement. Getting that message across in a friendly, confidence-boosting way is the goal of each writing consultation at the Graduate Writing Studio. One writing consultant argues that

It is the attitude and the ability to be resilient, take criticism, and turn it into something productive that we should foster. When students are at a low or feel attacked by a professor’s critique or grade, the student may not see through to the end goal and want to give up. This is where we, as consultants, can remind them that they are not undergraduates who may just be going through the motions and feel attacked, but turn it into a challenge. They came back to school for a reason, whether they want to prove it to themselves or someone else, they chose to be here and owe it to themselves to stick it out and just use the catastrophic rejection or whatever they are facing as motivation.

A visit to the Graduate Writing Studio will gain a graduate student an advocate and mentor who will help them to tackle difficult writing assignments. In addition, we understand the realities of graduate school and offer a place to get advice on how to handle the stresses of holding oneself to a higher academic standard while juggling the responsibilities of a full-time job and family. In this way, the Graduate Writing Studio and the Graduate Study Center have become the hub of the interdisciplinary graduate student community at Fresno State.

Katy Hogue, Graduate Writing Consultant

Why Writing Still Matters

As a teaching associate for Fresno State’s first-year writing program, I have noticed that many students believe that writing skills will help them in college, and, well, not a whole lot of other places. Both undergraduates and graduate students often seem to think of writing assignments as hurdles to get past, rather than steps to improving their abilities and, ultimately, making them more marketable in their chosen careers. Now that most professional communication is email-based, I’m curious why so many students don’t consider writing important for everyday life. How can this misconception be corrected?

The university may contribute to students’ idea of writing as a solely academic pursuit with the emphasis of writing curriculum on scholarly journals. It’s true that most college graduates probably won’t be perusing peer-reviewed articles on a daily basis. However, the skills I learned—both written and comprehensive—from reading and responding to scholarly journals have been the building blocks for every piece of text I’ve drafted. The ability to transfer thought to paper is a learned skill, one that is improved with practice. This practice can come in the form of freewriting, annotating articles and textbooks, or even through reading (and maybe even responding) purely for fun.

Virtually everyone can find a form of writing that they will enjoy reading. This writing doesn’t have to be academic or peer-reviewed. If you like fiction written for young adults, there’s no shame in reading it, no matter your age. Read BuzzFeed articles if they interest you, or topics in Google Groups based on your favorite things. Better yet, try making a blog to express your reactions to what you’ve read, or leave YouTube comments that actually relate to the video you just watched.

Even professions that aren’t thought to emphasize communication or expression require writing skills. In a recent interview with Business Insider, former Microsoft engineer Mike Borozdin extolled the virtues of writing to computer programmers: “I would advise folks in software to do one thing, and that’s write. . . . You need to know how to express yourself.” According to Borozdin, “Once you create a successful piece of software, you’re probably going to be writing English as much as you’re going to be writing Java or Objective C.” In 2011, a reporter for The Washington Post asked a group of executives and business leaders from multiple fields if good writing skills are still valuable today: “All of them emphasized the criticality of good writing skills and said that writing is even more important than in previous years.” According to the executives, “Professionals spend more time each day writing and are inundated with written communications (e-mails, reports, memos and such), so it is imperative that employees be able to write succinctly and write well.” Unfortunately, the executives felt that college graduates’ writing skills were on the decline. Now more than ever, college students have much to gain by improving their abilities to write and read.

We as consultants, instructors, and tutors need to remind students of writing’s uses beyond academia. Students I’ve talked with have been surprised to learn that they can schedule consulting sessions at the Graduate Writing Studio to review and discuss documents for professional development, such as résumés and cover letters for job applications. We need to take opportunities to emphasize the purposes of writing: communication, articulating thoughts accurately, and discovery (sometimes it’s easier to organize your thoughts when you’ve got them on paper). Even reading and writing for fun will improve one’s ability to write. Most importantly, composition is a key skill for students from all disciplines. Writing does not have to be a secret art form, practiced only by elbow-patched academics in moonlit cafes.

Eryn Baldrica-Guy
Teaching Associate, First-Year Writing Program

Graduate Writing Resources

There are a number of books that graduate-level academic writers should, at the very least, be aware of, and in many cases own. Creating a robust library of resource books is a must for anybody making their way through a master’s or doctorate program. I own several of the books mentioned here and I plan on checking out several more that appear on this list. I have borrowed this specific list from the University of Toronto: http://www.writing.utoronto.ca/books/writing-for-graduate-students. Their website has several categorized lists of resources for students of all levels including those in graduate programs. Here is the list that they offer online for graduate level writers:
American Psychological Association, Publication Manual
Besides giving detailed advice on format for referencing and page layout, this handbook covers such technicalities as abbreviations, numbers, and figures. Chapter 3 gives brief advice on writing style and a quick review of grammar, and sets out clear guidelines on avoiding unbiased language. Chapter 8 and the Appendix include advice on publishing, including reporting standards for articles using new data collections. Be sure to use the sixth edition, published in 2009: it changes a number of rules from those given in earlier editions.
Becker, Howard S. and Pamela Richards. Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article
For advanced work; advises on efficient ways to produce and publish academic work.
Cook, Claire Kehrwald. The MLA’s Line by Line How to Edit Your Own Writing
Solid and well-explained advice on academic style; worth studying for humanities scholars and anyone else aiming at clear complex prose.
Day, Robert A. How to Write and Publish a Scientific Paper
Solid, though old-fashioned advice on constructing and revising research papers.
Flemons, Douglas. Writing Between the Lines: Composition in the Social Sciences
An excellent guide to writing strong, logical, and clear prose to present research material. Focuses mostly on style at the sentence level.
Galvan, Jose L. Writing Literature Reviews: A Guide for Students of the Social and Behavioural Sciences
A comprehensive guide to writing reviews of empirical research: starts with how to read documents in their disciplines; discusses literature reviews as part of essays, dissertations, journal articles; includes samples.
Harman, Eleanor and Ian Montagnes, ed. The Thesis and the Book
Elegantly written and sometimes humorous essays asking for elegantly written academic books. Worth reading, but don’t look rely on it for quick solutions.
Huth, E. How to Write and Publish Papers in the Medical Sciences
Authoritative guide to advanced writing, good section on Vancouver referencing system
Locke, Lawrence F. et al. Proposals That Work: A Guide for Planning Dissertation and Grant Proposals
An excellent resource. Focuses on scientific argumentative patterns, shows examples of four kinds of proposals for different types of research.
Luey, Beth. Handbook for Academic Authors
Thorough and sensible discussion of the practical aspects of scholarly publishing. Chapter 2 on journal articles covers good writing style, selecting a journal, and dealing with rejections. Other chapters touch on manuscript preparation and proofreading.

Modern Language Association. MLA Handbook for Writers of Research Papers
The standard work for referencing methods in Humanities subjects. The seventh edition, published in 2009, has a thorough and helpful section on citing electronic and online sources. Chapter 3 gives advice the mechanics of writing.
Nickerson, Eileen T., The Dissertation Handbook: A Guide to Successful Dissertations
A brief guidebook on the various stages of the dissertation. Chapter 12, “Life After the Dissertation,” touches on professional presentations as well as articles. It advises on such practicalities as the query letter and timelines for responses.
O’Connor, Maeve, Writing Successfully in Science
Knowledgeable advice from a journal editor on planning, writing, and publishing academic work in the sciences.
Swales, John M. and Christine B. Feak. Academic Writing for Graduate Students: A Course for Nonnative Speakers of English
Thorough coverage of all aspects of writing academic papers, offering tips on vocabulary and grammar along with explanation of standard structures of reasoning. Units 7 and 8 cover Constructing a Research Paper, including comments on defining a niche for the topic and making rhetorical moves to convey that intention to the reader.
Swales, John M. and Christine B. Feak. English in Today’s Research World
More advanced than the above book; useful for native speakers of English too. Chapters on professional genres such as the conference abstract, poster presentations, some elements of dissertations. Targets specific problems, gives exercises and models, shows how to make judgements on your own.
M. Zeiger. Essentials of Writing Biomedical Research Papers
A thorough self-instruction guide to reasoning, style, and organization.

If you have other selections that you have found useful in your academic writing experience, please feel free to share them with us.

William Anderson
Staff, Fresno State Graduate Writing Studio

3 Quotes to Help Heal the Writer’s Heart

Working as a consultant at the Graduate Writing Studio has taught me a lot about writing as a process. I felt I knew an awful lot about writing before I started, but what I knew was limited to my own experience. As a consultant working with a diverse group of students, some of my initial ideas/beliefs have been confirmed, but also, my awareness about the particular challenges students face in writing has greatly expanded.
I have come to some insights about the written word, and how we as people relate to it. Below are three things to keep in mind if you are a writer with a broken heart and need some TLC:
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“Your writing reflects your thoughts.”
One of my professors once told me the above statement which I have always kept in mind as a good rule of thumb. Working at the GWS, I realize how much truth this statement holds, for a number of reasons. When I say this, I am not speaking about grammar, punctuation or awkward phrases which need to be worked out. More specifically, I am talking about content. Writing is expression, and the content, quality, and interest of your writing comes from your own individual understanding. Your own unique understanding comes from a variety of different factors, but generally, insight, analysis, and a creative/critical understanding can only be achieved after you have 1) gathered enough information on your topic, 2) had some genuine insights about this data.
Once you have conducted the bulk of your research, how can you make your writing better, more interesting, more insightful? One of the easiest ways is to simply spend more time thinking about your topic. Ponder it, explore it, find new and creative ways to reassess and re-analyze what you already know (away from your computer). Talking to others greatly helps. Talk to both informed individuals in your field, and laymen who know very little. Bounce ideas off  friends, visit your adviser, other professors within your department, or visit us at the GWS!
For what can research become without your own unique, creative understanding?
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“If he had been a great and wise philosopher, like the writer of this book, he would have now comprehended that Work consists of whatever a body is obliged to do and that Play consists of whatever a body is not obliged to do.”- Mark Twain

This quote comes from Mark Twain in The Adventures of Tom Sawyer, after clever little
Tom tricks a neighborhood boy into painting a fence for him (a dreaded chore). I believe this sentiment to hold true in many ways—but especially in regard to the work we do here as students. I believe many of us might actually enjoy research, writing, and find these activities to be (dare I say) enjoyable and energizing—yet when we focus solely on the expectations upon us, grading rubrics, deadlines, etc. writing feels very stressful. This is particularly true when it comes to original research and the amount of dedication needed to produce a quality thesis.
In my estimation, students too often forget they are in charge of their work. The paper is a blank canvas, and to a certain degree– they are allowed to determine what matters within that canvas. They forget their research is a result of the passion and commitment they have to a chosen field. In addition, their work represents an unique analysis, and is an incredible representation of the journey they have taken as both undergraduate and graduate students. This work represents one of the most important pieces to their adult life— education. I encourage students to reclaim their project, to reconnect with the original passion they had for their idea, and to remember their research project is one they should be proud of. Not only should students be proud of their work, but they should consider the potential it holds to truly make a meaningful difference in our society.

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“Suffering has been stronger than all other teaching, and has taught me to understand what your heart used to be. I have been bent and broken, but – I hope – into a better shape.”
― Charles Dickens
A lovely quote from Great Expectations, which I have chosen to include here because it speaks to my writer’s heart. This pains me to write, because no one actually wants to struggle. Yet, we all know this to be true to some extent in life. We don’t actively seek struggle out—yet sometimes it is necessary for meaningful change and growth to occur. So many graduates share their frustrations and anxiety; they feel overwhelmed and stressed with the prospect or activity of writing. They fear writing and all the complexity of such a task, as well as the mental effort and exertion needed to create something worthwhile.
Although you certainly have expectations from your professors to perform to a certain level, the reality is you are in a process of learning. Struggle, stress, and anxiety are natural responses to the growth process. It is expected you will feel such feelings; in fact, feeling the way you do is a sign you are actually growing and getting better at such academic tasks. Be aware of the context of your own life: you are a college student, in a rigorous intellectual program, and you are learning how to perform within this program. The more you continue to practice, the better you will eventually become, and subsequently, the less painful writing will be. This is true for many things in life, and writing is no different.
After all, if you were to cease growing, learning, and evolving, what would be the point, and what else would you have to offer? Your contributions would remain limited to where you have been…but of course, there is always so much more.

Toini Hiipakka

Graduate Writing Studio at Fresno State