Academic Accountability

When my co-worker, Ronald, suggested I write a blog post about “academic accountability,” I immediately felt a tightness in my chest. The word accountability on its own usually evokes a shame response in me. As a perfectionist, I rarely believe I am holding myself to a standard that achieves anything close to my “academic potential.” Essentially, at the mention of “accountability,” I have flashbacks to all the ways in which I have failed at holding myself accountable. In this particular instance, at Ronald’s suggestion, the tightness in my chest coincided with images of incomplete essays, house projects, books, and missed appointments. I thought, “Who was I to write about academic accountability if I couldn’t even hold myself academically accountable this summer?”

Now, if you are like me, a perfectionist (or somewhere on the achievement-oriented spectrum), you probably like to think big. You probably make endless lists of far-fetched dreams and goals you hope to achieve. Additionally, there is a chance that you prepare tirelessly: overbooking your future self and assuming you can handle anything. In theory, these are useful skills and people have always complemented me for having this tendency. On the flipside though, after the initial dopamine high of making lists and dreaming big, you probably (like me) have abandoned those lists almost as quick as you made them. Then, as your various obligations to approach (appointments, meetings, etc.), instead of cancelling in a timely manner (admitting defeat), you may not show up.

Maybe you can relate; maybe you cannot. There are many iterations of these patterns. Either way, the end-result is usually a feeling of stress and shame.

Therefore, as a new academic year approaches, perhaps the best tool for academic accountability is to be kind to oneself. For me, I need to look at what I have accomplished and give myself some grace for what I haven’t. I should make an effort to question the validity of the internal narrative telling me I should not set goals anymore because I never achieve them. When I feel the need to make a list, I try to remind myself to pause and examine if there something deeper hidden beneath my desire to daydream about the future. Instead, maybe there is something I can achieve (right in that moment) that will help me accomplish the goal I have already set (instead of just adding more goals to the list of future accomplishments). In this pause, what I usually find is that I am feeling overwhelmed, hungry, or maybe I need to move or sleep. I may even realize that going to my already scheduled Graduate Writing Studio appointment (that I am dreading because I have convinced myself I am unprepared) will actually help me connect with others and see that the feeling of burnout is mutual/normal.

In reflection, I would argue that academic accountability comes down to being realistic and being realistic comes from being present with yourself: acknowledging your needs in the moment. It is important to remember that our lists and goals will change on a day-to-day basis and we don’t have to abandon them when we feel overwhelmed. So, if nothing else, try being kind to yourself and that may open the door for an honest assessment of where you are at and what you need. Remember, 2021 has been a tough year and we are in grad school! Each day that we acknowledge our purpose, show up, and make an effort to be present, we are one step closer to reaching a major milestone in our academic lives.

By: Rosie Bates

RIGOR: Thoughts and Comparisons Regarding the Initial Drafting Processes for Poetry and Academic Writing

Last month was National Poetry Month and, due to the prompting of a fellow employee, I found myself contemplating similarities between the early stages of drafting processes for essay and poem writing. I feel that it’s necessary to ​inform you that I am a poet; however, I am also a supervisor/consultant​ for the Graduate Writing Studio at Fresno State. It is my daily duty to help students with their writing and I am often engaged in the necessary discussion of how to get writers started on a project, any project.

​Sitting down to write a poem is a struggle. Most writers, of any genre, find themselves in this position and I speak to students on a daily basis regarding this dilemma. Often, I find myself boring our over-worked students with a brief anecdote intended to help them feel less alone—that I, too, have writing troubles. I make sure that they know that from the moment I sit down to write, I—like them—inevitably trip over several types of stumbling blocks: self-doubt, comparison (to my past work and other writers I admire), a vacancy of ideas, whether or not I should be folding laundry or washing dishes or taking out the trash instead, or I’m asking the big question: why is my writing important or necessary? These thoughts are problematic and should be avoided. This avoidance, though, is easier said than done.

As writers, we are all faced with the initial problem of getting started with that first draft. In Anne Lamott’s edifying essay Shitty First Drafts, she claims that “the first draft is the child’s draft, where you let it all pour out and let it romp all over the place, knowing that no one is going to see it and that you can shape it later” (22). I wholeheartedly agree; but how do we get to that place of play or freedom? The answer is not magical; there is no easy way to turn on the stream-of-consciousness-Kerouac-switch in our brains. The answer comes in the form of rigor, hard work, an unrelenting schedule, and draft after draft after draft until we have something that can be let loose into the intimidating world of scholarly works.

As poet Richard Hugo so eloquently states in his essay The Triggering Town, “The hard work on the first poem is responsible for the sudden ease of the second. If you just sit around waiting for the easy ones, nothing will come” (17). Hugo is not only revealing a disappointing truth about the illusion of inspiration, he is also letting us know that, if we spend our time waiting, nothing will get done. With that being said, a poet should begin writing whether or not there is something to write about. A student/essayist, similarly, should be taking notes while reading source material. These actions motivate the writer to begin thinking about the content of their first draft in a way that is almost subconscious. But, thinking about adding one’s poems to the world of the great poets or contemplating that jump into the bigger academic conversation can be intimidating.

Academia is scary. We read scholarly articles and studies and we may find ourselves shrinking away from that kind of writing. Perhaps we are thinking: “how in the world can I write this way?” This is a similar experience for the creative writer. A dedicated artist should always be engaged in the work of others, whether contemporary or classic. In addition, we poets are always thinking about the development of our individual voices. Students should also consider their own voice when composing an essay. Intellectual or unique language in one writer’s work will never be another writer’s way of speaking. Ben Lerner, author of The Hatred of Poetry, makes clear the problem of a poet aspiring to sound like another. He says, quite bluntly, “if poems are impenetrable, they are elitist” (77). This is important to keep in mind if one finds oneself attempting to emulate the apparent intellect of another author, no matter what we are writing. The truth is this: our own scholarly voice comes from our knowledge of our subject matter/material, along with the ability to construct a clear sentence, and nothing else. The statement “write what you know” has been a mantra for poets since it was first mentioned by Mark Twain. The same goes for any writer of any genre. First know your stuff and then, as Hugo would say, “get to work” (17).

That first “shitty draft” will never write itself. Create a rigorous schedule and make it a necessity to be productive during the hours of the day when your brain is most active. For me, this is early in the morning. For others, it may be late at night, in the middle of the day, or at the horse races. Then be sure to give yourself a goal. My goal, for instance, is to create one finished poem a week. This means that two or three poems (or multiple drafts of the same poem) may need to be written in order for me to end up with an acceptable result after seven days. If your essay requires fourteen sources, perhaps you can attempt to write seven summaries a week for two weeks. It is also extremely important to offer yourself a reward for each weekly accomplishment. Remember to be strict with yourself. Be responsible for your goals and your rewards.

Finally, write about something that is of interest to you. Your subject matter needs to have relevance to you on some level. Richard Hugo knew that the “trigger,” or motivation, for a poem should be one that lights that flame of inspiration for the writer. So pick a subject that is meaningful: “Your triggering subjects are those that ignite your need for words” (15). There is nothing worse than a poet who writes about something that doesn’t interest them or that they know very little about. For instance, I may want to write a poem about the Great Depression, but if I have no experiences or have not taken the time to gather research to support or add to my knowledge of the subject, I will inevitably fail in my attempt. Similarly, a student who writes an essay about something to which they are not attached will truly dread the process of gathering research and will write a lackluster piece.

All writers, at any level, should remember that we are in this together. Writing is difficult for everyone. ​There is no romance in the act of writing poems, nor is there a need for intellectual prowess in academic writing. We learn, as students of any subject, that we are responsible for our own contributions. Putting in the hard work, maintaining rigorous practices, finding the courage to resist our own insecurities, and maintaining productivity despite our fears and busy lives, are ways we can learn to have confidence in ourselves as scholars and as participants in a conversation that will always seem bigger than us.

by Ronald Dzerigian

Works Cited:

Hugo, Richard. “The Triggering Town.” The Triggering Town, W. W. Norton & Company, 1979​, pp. 15 – 17.

Lamott, Anne. “Shitty First Drafts.” Bird by Bird, Anchor Books/Doubleday, 1994​, p. 22.

Lerner, Ben. The Hatred of Poetry. Farrar, Straus and Giroux, 2016, p. 77.

Revision as a Strategy to Overcoming Impostor Syndrome

Impostor syndrome, also commonly called impostor phenomenon, is the feeling that despite your many successes, you don’t deserve the recognition you are receiving. It’s most common in minority populations and those who are trying something new (read: graduate students). Students struggling with impostor syndrome feel like they don’t belong in graduate school, they link their successes with luck rather than skill, and they experience heightened anxieties about being discovered as an “impostor” by their peers. This can make students less likely to be open with their peers, submit their work for publication, feel ownership over their achievements, take risks, and make connections, due to the fear of being “found out.”

As we start out the semester, I find that many of the students I consult deal with impostor syndrome in one way or another. Either they don’t feel like they belong in a particular class, in graduate school, or in academia in general. Writing can be a huge block that prevents people from acquiring academic discourse and entering into the academic conversation. Even (and, in my experience, most often) the brightest students struggle with articulating an idea in a coherent way. This barrier can increase feelings of being an impostor, causing frustration (why can’t I just do this), self-doubt (I don’t deserve to be here), procrastination (I’d rather not do this at all than try and fail), and anxiety about writing in front of a consultant (I don’t want to bring my work in to him/her, because then he/she will know that I don’t deserve to be here). Overcoming this in a 50-minute appointment is no easy feat, but it is necessary in order to be able to help the student.

I’ve found that establishing rapport, and creating a safe atmosphere early on, to be an important first step. Demonstrating vulnerability to a student who you feel exhibits signs of impostor syndrome gives the student the freedom to be vulnerable and open as well. This safe, personal connection can help bridge the divide, and encourages students to share their writing at any stage in the process.

Beyond simply being friendly and open, breaking down the misconception that good writing comes naturally is another way to address impostor syndrome. Reinforcing the idea that everyone in academia must revise extensively (barring a few annoyingly talented writers, but even they have had years of practice) levels the playing field. This strategy, commonly used in writing classrooms, comes from Anne Lamott’s Shitty First Drafts. Lamott argues that the best strategy to overcome writer’s block is to write with abandon. Maybe don’t “write drunk, edit sober,” as the advice commonly misattributed to Ernest Hemingway suggests, but certainly don’t be afraid to write ugly. Encourage students to write that long, clunky sentence, and then help them edit for clarity. Emphasizing the idea that writing is a process, which relies heavily on revision, takes the pressure off those first attempts at articulating an idea, and gives hope to students who feel like “bad writers.”

A revision activity that I like is to break up a paragraph line by line, so that each sentence is its own line. The visual space between each sentence makes it easier to revise, without the clutter of the overall paragraph. Have a conversation with the student about what each sentence is saying (summarize the ideas) and what it is doing (introduction, defining, transitioning, etc.). This helps to visualize the structure of the paragraph, and the student can move the sentences around to restructure the paragraph into a logical order. After that, the student can add transition phrases, introductions, and conclusions as needed, and can ensure that the sentence structures are varied. This can help students practice revision skills, build confidence, and break through writer’s block.

Revision Activity Example

Free Write:

Writing is a process which requires reading, critical thinking, writing, and revision. Nobody writes perfectly without revision. Every good writer must revise their work. Even the ugliest, longest, most redundant sentence can be revised to be clear, concise, and to the point. Sometimes students feel embarrassed to write this way in front of consultants, because they don’t feel like they belong in graduate school, or don’t feel comfortable making a mistake in front of their consultant. Consultants should emphasize revision to make students feel more comfortable about making mistakes, and to help them feel like they belong in graduate school and will be successful. 

Step One: Saying & Doing

1. Writing is a process which requires reading, critical thinking, writing, and revision.

            –defines writing process

2. Nobody writes perfectly without revision.

               -furthers argument

3. Every good writer must revise their work.

            -furthers argument

4. Even the ugliest, longest, most redundant sentence can be revised to be clear, concise, and to the point.

            –furthers argument

5. Sometimes students feel embarrassed to write this way in front of consultants, because they don’t feel like they belong in graduate school, or don’t feel comfortable making a mistake in front of their consultant.

            –a reason why students struggle with this

6. Consultants should emphasize revision to make students feel more comfortable about making mistakes, and to help them feel like they belong in graduate school and will be successful.

            –the reason this activity will help

Step Two: Restructure

5. Sometimes students feel embarrassed to write this way in front of consultants, because they don’t feel like they belong in graduate school, or don’t feel comfortable making a mistake in front of their consultant.

6. Consultants should emphasize revision to make students feel more comfortable about making mistakes, and to help them feel like they belong in graduate school and will be successful.

1. Writing is a process which requires reading, critical thinking, writing, and revision.

2. Nobody writes perfectly without revision.

3. Every good writer must revise their work.

4. Even the ugliest, longest, most redundant sentence can be revised to be clear, concise, and to the point.

Step Three: Revise  

5. Many graduate students feel like they don’t belong in graduate school, a phenomenon called impostor syndrome. This can contribute to a student’s fear of making a mistake in front of their consultant, a common problem early on in the semester.

6. & 1. To make students more comfortable with making mistakes, and to help them feel like they belong in graduate school with their peers, consultants should emphasize writing as a process which involves reading, critical thinking, writing, and revision.

2. & 3. Nobody writes perfectly without revision, and even the best writers must revise their work.

4. With revision, even the most redundant sentence can be revised to be to the point. Creating a welcoming environment which applauds risk-taking and mistakes helps students feel at home in graduate school, and will help them overcome writer’s block in a consultation.

Result: Polished Writing

               Many graduate students feel like they don’t belong in graduate school, a phenomenon called impostor syndrome. This can contribute to a student’s fear of making a mistake in front of their consultant, a common problem early on in the semester. To make students more comfortable with making mistakes, and to help them feel like they belong in graduate school with their peers, consultants should emphasize writing as a process which involves reading, critical thinking, writing, and revision. Nobody writes perfectly without revision, and even the best writers must revise their work. With revision, even the most redundant sentence can be revised to be to the point. Creating a welcoming environment which applauds risk-taking and mistakes helps students feel at home in graduate school, and will help them overcome writer’s block in a consultation.

Impostor syndrome can be a huge barrier to success in higher education. A student who doesn’t feel like they belong will be less likely to be open with their peers, make connections, submit their work for publication, or take risks, all of which are important aspects of succeeding in graduate school. Fortunately, consultants have the power to bridge that gap by providing tools for students to acquire academic discourse, enter the academic conversation, and feel like they have an ally and friend on campus who they can come to for help without judgement. This is just one example of using revision to overcome an obstacle. What are your favorite revision strategies? Have you encountered examples of impostor syndrome in your consultations? How did you work to help the student overcome it?

By: Tricia Savelli

Further Reading:

http://wrd.as.uky.edu/sites/default/files/1-Shitty%20First%20Drafts.pdf

http://www.apa.org/gradpsych/2013/11/fraud.aspx

https://www.nytimes.com/2015/10/26/your-money/learning-to-deal-with-the-impostor-syndrome.html?_r=0

Starting the Semester Strong as a Graduate Student

We all know the feeling of coming back to another semester of grad school. Intense lectures and seminars, long hours of studying and preparing for exams, meeting after meeting with professors and advisors, and of course hours upon hours of writing. Simply put, life as a graduate student can be extremely demanding and at times, very overwhelming. For the most part, no matter the program you may find yourself in, the truth is you will be required to do lots of writing and eventually write a thesis, dissertation, or project. As a second year graduate student, I would like to share several tips on how to start the semester off strong, successfully make it to finals week, and eventually graduation.

1. First, it’s important to begin with organization. Plan out your coursework and study times. Use Google calendar or an agenda to record your class times, work hours, meetings, and of course, study time. With all the responsibilities you have going on, it is crucial to be organized. This is also a way to avoid procrastination and falling behind in your coursework.

2. Once you have attended all your classes during the first week, you should figure out the writing assignments your courses require. Depending on your program, the writing assignments will differ. Some will keep you busier than others, so you want to know, at all times, what assignments are coming up and when they are due. Doing this will keep your time balanced so that you don’t find yourself working on two 10-page papers at the same time.

3. Visit your university’s graduate writing studio/center and make an appointment to see a writing consultant. No matter how confident you feel as a writer, you should be aware that it’s always good to have someone else look over your paper and give you feedback. Set up weekly or biweekly appointments for the entire semester. Furthermore, having appointments will help ensure you are writing on a weekly basis and, therefore, avoid procrastination.

4. Set aside “writing time” on various days during the week. Depending on how far you are in your program, and what assignments you are drafting, this time should be used to focus solely on the writing process. For example, if you are a second or third year student, this time should be used to work on your thesis and any preliminary research for your thesis or project.

5. Once you have set aside a time/day for writing, you should find a location where you will do your writing. Because some writing assignments can be more difficult than others, there will be times when you will need to force yourself to write. Book a study room, find a corner in the quiet area of the library, or pick your favorite Starbucks location. Ideally, you want to make sure your “writing time” is at the same time every week. This will help keep you motivated and accountable to yourself.

6. Form a study/writing group with other graduate students in your program. Working with a graduate writing consultant is an excellent way to receive feedback on your writing, but know that giving feedback is also an integral component of growing as a writer. Get together with two other peers (ideally the same ones) and meet as a group once a week, or once every two weeks, to share your writing. Since these students are in the same program as you, and are taking/or have previously taken the same instructors you’re taking, they’ll be able to provide you with tips on how to write an effective paper. Additionally, this will give you an opportunity to read what other students are working on while allowing you to offer them some constructive criticism. Research has demonstrated that one of the most effective ways for students to grow as writers, is through offering feedback to others.

7. Once a paper has been graded and returned to you, set up an appointment to meet with your professor to discuss your writing. No matter the score you received, in order to grow as a writer, you want to be sure you are constantly reflecting on your writing and finding ways to improve. Meet with your professor and discuss the things you need to improve as well as the areas in which you are doing well. Students need to be reminded of their strengths and weaknesses in order to grow as writers. If you are working on your thesis or dissertation, be sure to meet with your chair/advisor for this as well.

Keep in mind that apart from making sure you stay on top of your writing and other coursework, it is also important that you allow yourself some free time. You can (and should!) set aside a specific time during the week just for this. On your calendar write out “Free time” or you can use mine–“Relax and enjoy life”–and remind yourself that every Friday from 2-6 pm (or whatever day/time you choose), you will do just that. Giving yourself time to refresh is crucial to your success. It serves as a way to reward yourself for your hard work during the week, and motivate as well, by giving you something to look forward to.

By: Guadalupe Remigio Ortega

Plagiarism Ponderings

Plagiarism is a serious issue and has become more prevalent even at the graduate level. It is true – many students do not understand the multiple facets of plagiarism, and most are not intentionally copying the works of others. Access to internet sources has made it easy and convenient to copy and paste passages (short and long) from websites, peer-reviewed journals, and e-books. Many have employed this as a form of note-taking as they comb through their research. The problem is that as they copy/paste and write their own words, the two get intertwined. The student author may not remember what was copied, what has already been paraphrased, and what constitutes their own original thoughts.

It is important to educate our students on how to identify plagiarism, how to avoid it, and how to cite correctly. In fact, our librarians at California State University Fresno’s Henry Madden Library, offer workshops on “Avoiding Plagiarism” and our Grammar for Grad Students Series has also included a session on plagiarism.

While it is crucial for students to know how to avoid plagiarism, we also must equip them with strategies of how to incorporate information from sources into their own writing. They need to master the art of paraphrasing. We have seen many students who come into the Writing Studio poorly equipped with paraphrasing skills. They look at a paragraph and try to rearrange words or replace words in the hopes of making it their own. When this occurs, it is apparent that the student is engaging with words and not the overall topic itself. As they research literature related to a specific topic, they need to be gaining understanding of that topic based on what the experts in the literature are saying. They need to be able to understand the ideas embodied in the research and know how to cite appropriately. This requires much more than substituting a word here and there or re-ordering a sentence. If a student has taken the time to research and understand the topic, they will be able to communicate the issues embodied in the topic in their own words.

The progression of moving from reading and researching to creating the draft is crucial, and it is one reason we encourage students to come in and meet with a writing consultant early in the writing process. It is during the stages of brainstorming, research, outlining, and drafting where students are forced to articulate the information as they talk to the consultant. This gives them the opportunity to verbalize research themes and ideas and leads to a better understanding of the topic. In addition, it is at this time that paraphrasing skills can be developed with the guidance of a writing consultant.

I think that students need to be made aware of plagiarism. Consequences need to be in place when plagiarism occurs. I also think we need to continue to support students in their own writing processes, so they can confidently convey the research found in the literature while giving credit where credit is due.

Here are some helpful sites that provide more information, strategies, and exercises for paraphrasing and avoiding plagiarism:

http://writingcenter.unc.edu/handouts/plagiarism/: this is a great article from UNC. It outlines common knowledge, paraphrasing, avoiding plagiarism, and strategies for taking organized notes.

Several universities have created Plagiarism Tutorials:

The University of Southern Mississippi http://www.lib.usm.edu/legacy/plag/plagiarismtutorial.php

Duke University: https://plagiarism.duke.edu/

Penn State: http://tlt.psu.edu/plagiarism/student-tutorial/

Simon Fraser University: http://www.lib.sfu.ca/help/academic-integrity/plagiarism-tutorial

The plagiarism-checking platform (Turnitin) also has some resources: http://turnitin.com/en_us/resources

By Debra Neufeld

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