UofL Writing Center

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Archive for the category “Working in the Writing Center”

A Year of Successes, In and Out of the University Writing Center

Bronwyn T. Williams, Director

Any time you move you have dreams about how your life may be in a new space. Yet you never know what the reality will look like, so you go forward with your fingers crossed and hope for the best. Looking back on our first full year in our new space on the first floor of Ekstrom Library, it’s gratifying to see how many of our hopes have been realized and how excited we are to continue this work in the year ahead. We had hoped that the new, larger, space for the University Writing Center would both make us more visible and offer us more room in which to hold consultations, events, and other activities that would foster and celebrate a culture of writing on campus. All of that has happened, and more.

In Fall 2016, we set a record for the number of one-on-one consultations in a single semester (and we may be headed for a record for spring semester as well). Thousands of writers at UofL come to see us, and come back again, because they feel they’re engaging in productive conversations about

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The 2016-17 University Writing Center Staff

writing that help them grow as writers. The writers who come to the University Writing Center represent every college in the university and include undergraduates, graduate students, faculty, and staff. It takes an extraordinary staff to work with so many different writers from different disciplines who bring distinctive and individual concerns about writing to their appointments. So, while it’s great to have a shiny new space, it is our talented and dedicated writing consultants and the inspired teaching they do, day after day, that are at the heart of our work.

One of our other goals for our new space was to be able to hold writing-related events and sponsor writing groups, and that is another of our dreams that we have been able to realize. We’ve held a range of events, from a Halloween Creative Writing Open Mic night, to celebrating the National Day on Writing and International Mother

Language Day , to doing our part to participate in events such as Banned Books Week, Kick Back in the Stacks, and the Celebration of Student Writing.

We also want the University Writing Center to be a place where people can come to do their writing, so in the past year we have expanded our sponsorship of writing groups. In addition to continuing our Graduate Student Writing group and LGBTQ Writing Group, we added a very successful Creative Writing Group this year. We will be continuing all of this groups, so be sure to check our our website for information and dates.

It’s also worth noting that not all of our work takes place inside the University Writing Center space. In the last year we have conducted writing workshops across both UofL campuses that have served more than 1,000 undergraduate and graduate students. If you would like to request a workshop, you can contact us through our website or by email. We also collaborated with the Digital Media Suite on workshops to support faculty teaching. In the digital world, our social media presence on Twitter, Facebook, and Instagram continued to grow. And this blog, with its combination of posts about writing and writing pedagogy and our ongoing How I Write series, continues to increase in popularity, with more than 12,000 hits this year.

We also have expanded our community literacy work this year. In addition to holding regular writing workshops and consultations at Family Scholar House, we have begun a Amy Picture2partnership with the Western Branch of the Louisville Free Public Library. At the Western Branch Library we’ll be working with young people, both through literacy tutoring as well as organizing a variety of writing-focused activities. You can read more about these partnerships in this blog post.

It is important that credit goes to the fantastic administrative staff who are the brains and heart of the University Writing Center and support UofL writers in so many ways, both large and small. Associate Director Cassandra Book, Assistant directors, Layne Gordon, Amy Nichols, Jessica Newman, and Chris Scheidler handle every opportunity or challenge with creativity and good humor. Robin Blackett runs the front desk, with the help of our student workers Brianna McIntyre and Bailey O’Leary,  with warmth and professionalism.

Whatever we do, we are committed to always putting writers and their writing first. We work to make the University Writing Center an inclusive and safe space where all writers can explore their ideas. We want writers to know that we will respond respectfully and thoughtfully to their work, and that we can learn from them as they learn from us. Such a reciprocal and collaborative relationship is essential to our the work we do. So I want to end by thanking the writers who have trusted us with their writing and their ideas this year.

We will be open during the summer, starting May 8, from 9-4 every weekday. Meanwhile, take a look at our website and we hope to see you soon.

Writing Center Staff Achievements

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

Cassandra Book, Associate Director of the University Writing Center, presented at the International Writing Center Association Conference, Thomas R. Watson Conference on Rhetoric and Composition, and International Writing Center Association Collaborative at the Conference on College Composition and Communication. She was also awarded a the Christine Cozzens Research Grant by The Southeastern Writing Center Association for the project “Online Writing Tutoring: Usability, Access, and Participation.” She also published a book review in IEEE Transactions on Professional Communication of Tracy Bridgeford and Kirk St. Amant’s Academic-Industry Relationships and Partnerships: Perspectives for Technical Communicators and co-authored a post on the Coalition of Feminist Scholars in the History of Rhetoric and Composition Blog on “Teaching and Researching Feminist Rhetorics: Digital Curation as Collaborative Archival Method.”

Layne Gordon, Assistant Director for the Writing Center, presented at Thomas R. Watson Conference on Rhetoric and Composition and the Popular Culture Association/American Culture Association National Conference and co-authored an article titled “On Multimodal Composing.” in Kairos: A Journal of Rhetoric, Technology, and Pedagogy.

Jessica Newman, Assistant Director for Graduate Student Writing, presented at the International Writing Center Association Conference, Cultural Rhetorics Conference, and Conference on College Composition and Communication.

Amy Nichols, Assistant Director for the Writing Center, presented at the Thomas R. Watson Conference on Rhetoric and Composition and co-authored a policy brief titled, “Charter Schools Not Just for K12 Advocacy,” in Policy Analysis Initiative. She also published the poems “For my men” in Pine Mountain Sand and Gravel and “Cave Run Lake” and “Passing Through” in Appalachian Heritage.

Chris Scheidler, Assistant Director for the Virtual Writing Center, presented at the College Conference on Composition and Communication and participated in the Louisville “Hack The Ville” project focused on providing resources to help the     transition for refugee and immigrant populations.

Kevin Bailey co-edited the Miracle Monocle literary magazine and was awarded a Department of English Creative Writing Scholarship. He will be the Assistant Director of the Creative Writing program next year.

Kelly Carty will be the Morton Endowed Chair Research Assistant next year and will present at the South Central Modern Language Association Conference.

Emily Cousins presented at the Northeastern Modern Language Association Conference and was awarded U.S. Dept. of State’s Critical Language Scholarship to learn Bengali this summer.

Katie Kohls presented at the College English Association of Ohio Conference.

Carrie Mason was accepted to present at the national Community Writing Conference in October.

Michael Phillips presented at the Louisville Conference on Literature and Culture since 1900 and the Kentucky Philological Association Conference. He is also the Henry James Review Research Assistant for next year.

Melissa Rothman completed her MA degree and defended her thesis, “Ironic Deference-An Inquiry into the Nineteenth Century Feminist Rhetoric of Kesiah Shelton”

Ashleigh Scarpinato gave readings of her poetry in the Flying Out Loud and River City Review creative writing series in Louisville.

Ashley Taylor founded the River City Revue Reading Series and read at the Flying Out Loud reading series. She also co-edited the Miracle Monocle literary magazine and was awarded a Department of English Creative Writing Scholarship. Her poems will be published in the following journals: “Shipwreck,” The Merrimack Review; “Shipwreck,” Lavender Review; “A clean void paints a silhouette where your dresser was,” The Stillwater Review; and “Botanical garden duplex” & “The Seamstress,” FIVE:2:ONE.

Finally, along with former University Writing Center staff members, Adam Robinson, Tika Lamsal, and Ashly Bender Smith, I co-authored an article “`Find Something You Know You Can Believe In’: The Effect of Dissertation Retreats on Graduate Students’ Identities as Writers” for the edited collection Re/Writing the Center: Pedagogies, Practices, Partnerships to Support Graduate Students in the Writing Center, to be published this summer. Also my forthcoming book, Literacy Practices and Perceptions of Agency: Composing Identities, draws in part from research conducted over the years at the University Writing Center.

The Writing Center: Every Step of the Way

Kevin Bailey, Consultantkevin-b

The spring semester is drawing to a close.  Tensions are high, schedules are full, and it seems like there’s no way on earth that all the work that needs to get done will ever get done (at least not on time).  Of course, it will get done, though; it always gets done.  And when it does get done, there’s a feeling of exhaustion, followed by a moment of relief, and then, within a matter of days, an overwhelming sense of – “What now?”

And the answer to that question is different for all of us.  Perhaps you’re finishing your first year of college and making plans to take more difficult coursework next semester.  Or perhaps you’re jumping straight into summer classes.  Maybe this is your final semester before graduation and you’re preparing to enter the job market.  Or maybe you (like me) are gearing up to teach for the first time in the fall.  These are all big and potentially scary changes.

It can be daunting to consider all the work that lies ahead.  No matter what stage of your academic career (or life) you’re in, new obstacles are always going to stand in your way and new responsibilities are inevitably going to take up your time.  And I can’t in good conscience recommend you put these things out of your mind.  It’s important to plan.  It’s important to look ahead and approach your “What now?” with confidence.

The point I’m making, I think, is that even though your workload may increase and you’ll take on larger projects, you will always be able to adapt to new challenges, especially when resources like the Writing Center are around to help you along the way.  One of the many mantras I’ve memorized from my time tutoring over the past year has been: “We’re here to help with any writing project at every stage of the writing process.”  This phrase is usually applied to the standard college essay, and by it we tutors often mean we can help regardless of how much of said essay has been written.  We help to brainstorm topics for papers that have not yet been started as readily as we discuss strategies for revision on papers that are mostly finished.   But this same mantra can be slightly repurposed to say “We’re here to help with every step of your writing career,” and it would remain equally true to the Writing Center’s purpose.

The Writing Center can help in a big way with every one of those “What now?” scenarios I mentioned earlier.  If you have a summer project you want to work on, the Writing Center is open for consultations during the summer.  If you’re entering the workforce or applying for positions, you can set up an appointment to construct or review your CV, resume, or personal statements.  If you’re teaching next semester, you can bring in and receive feedback on your syllabi and lesson plans (something I’m already making plans to do).

No matter what’s next for you, you’ll be writing.  And no matter what you’re writing, the Writing Center can help.

Evaluating Sources in the Age of “Fake News”

Melissa Rothman, Consultantmelissa-r

Alternative facts, fake news, disinformation, propaganda…despite their recent step into the spotlight, none of these concepts are by any means new phenomena. Nonetheless, the recent stir in the media has even caused the Oxford Dictionary to name “Post-truth” the word of the year for 2016. Many have pointed to the ever-increasing availability of information in our digital age as the cause of our current skepticism, but publicity stunts and sensationalized media date back to the early stages of mass publication. In 1809, Washington Irving is perhaps one of the earliest cases for knowingly fabricating “fake news,” placing a fake missing person’s advertisement in several local newspapers for a Mr. Diedrich Knickerbocker just prior to releasing his first work published under this pseudonym. Tabloids such as “Star” and the “National Enquirer” have stared back at us from the supermarket lines our whole lives reminding us to question the validity of printed news. Even in academia, the notorious “Sokal Hoax” serves as a cautionary tale illustrating the value of close reading. However, despite the apparent prevalence of misinformation in our world, we should not slide into the nihilistic view that truth is relative. In fact, this recent heightened interest in the validity and soundness of sources has fostered a necessary awareness of misinformation. Likewise, there are several strategies available for evaluating sources.

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[CC Image courtesy of The Public Domain Review  on Flickr]

To begin with, there are several research guides available on the web. Ekstrom Library even has a list of strategies for evaluating sources here. It includes questions of context, authorship, and credibility that are useful for evaluating any type of source, but is specifically geared toward academic works. However, sometimes we want to use data from outside scholarly databases.  There are tons of tips online for building digital literacy, but I’ll break down these lists into the cliff notes version that we college students know and love.

Here are some strategies:

  1. Consider the Source. Questioning an author’s motivation should be second nature to every college student by the time they graduate. There is no such thing as an agenda free text. However, this isn’t necessarily a bad thing. For instance, this blog post was written with two main goals: 1. To please my wonderful boss (*note the potential motivation of sucking up with my adjective choice). 2. To supply you guys with a handy-dandy tool for evaluating sources. But always be aware that some agendas are a bit more nefarious than others, particularly when you get into the realm of politics.
  2. Look for Evidence. This could be cited explicitly in the article, provided at the bottom of the page, or embedded in hyperlinks. But if the author is stating something as common knowledge, that…well…isn’t common knowledge, approach with caution.
  3. Fact check, Fact check, Fact check. Below I’ve listed some links to some great sites for this, but while they certainly do try, they can’t cover every piece of information available on the web. Luckily, if you have a question, our Reference Assistance and Instruction department is fantastic asset for questions like these.
  4. Pay Attention to Images: By now, pretty much everyone should be aware of the magical abilities of Photoshop. However, did you know that Google has a reverse image search that can help trace where else an image has appeared online? Find the original source can perhaps help identify the reliability of the image. Likewise be aware of charts and graphs. They can also be appropriated to distort truth…even when using real data.
  5. Check the URL. URLs ending in .edu and .gov are inherently trustworthy, but still continue to consider the source to identify possible partisan biases. During my undergrad I was told that .org was more trustworthy than .com. However, while there was a time when getting a .org meant you ran an actual organization, today anyone can get this type of domain. Also, beware of URLs designed to intentionally mislead you by using other organizations’ names. For example, ABC.com.co, is a fake news site mimicking ABC.com.
  6. Be Aware of Your Own Biases: Part of providing a convincing argument is showing that you’ve thoroughly considered all opposing viewpoints. The only way to do this is to read AND consider opinions from other people’s perspectives. They may not change your point of view at all, but in considering them you are enabled to form a stronger argument in support of your viewpoint.

Fact-Checking Sites:

Self Care and the University Student

Brooke Parker, Consultantbrooke-p

The ins and outs of the university can be stressful and anxiety inducing for many of us, particularly at this point in the semester. While Spring Break’s brief moment of relaxation has left us, our final exams and seminar papers are fast approaching. It’s easy to forget that engaging in self care is just as important as the writing and studying you’re doing.

As someone with a mental disability, self care is a really familiar and helpful concept to me, but this is certainly something every student can benefit from. The term “self care” refers to anything you yourself can do for your own physical or mental health. And while both physical and mental health are tied to each other, I’d like to emphasize self care’s benefits for emotional and mental well being in the university.

So, what does self care look like for a student? According to Psych Central, self care is individual and looks different for everyone. But they do provide some helpful suggestions:

  1. Think about what activities make you feel relaxed and write them down. For example, walking my dog, painting, and watching Rick and Morty with friends are all activities that make me feel calm and relaxed. So, I try to engage in them regularly.
  2. Schedule self-care moments on your calendar. Or, set an alarm on your phone to take breaks from writing or studying. I like to take frequent breaks when writing to decompress and give my mind some respite. In fact, I took a break will writing this post to take a hot bath, which is another helpful de-stressing tool.
  3. Get your self care in when you can. While some of us may be able to lock down a self care schedule on the calendar (I have a really hard time doing this), the rest of us can sneak in self care when a moment frees up. My colleagues and I often take turns laying on the couch in our consultant room between sessions—catching naps or just moments to close our eyes when we can.
  4. Take care of your physical health as well. This is something I’ve had quite a hard time doing this academic year. I often feel like I don’t have the time to go for a run or attend an hour long yoga session. However, even walking your dog or doing light stretching can be acts of physical self care that can also help you destress.
  5. Know that its ok to say no.  I grew up with a mother who never said “no” to her clients, and I saw how quickly she burnt out during the week because of this. Making sure not to overextend yourself is important. You’ve got enough on your plate as a student—don’t feel bad if you want to or have to say no to something.
  6. Keep checking in with yourself. I keep a bullet journal to track my state of mind each day. If my anxiety is high or I experience a dissociation, I will write about it. This allows me to find trends in my stressors so that I can recognize and avoid/navigate them in the future. I’ve found this to be one of the most helpful aspects of my own self care.

While this is in no way a comprehensive list of ways to take care of your self during these last stretches of the semester, I hope these examples provide a starting point from which you can construct your own, unique approach to self care.

I’d like to add to this list taking advantage of counseling services. While self care is certainly beneficial to everyone, some students (including myself) have mental disabilities for which the structure of the university isn’t always as understanding. Counseling services can be a space in which we find that understanding. Further, coming to the Writing Center when you’re overwhelmed with an assignment or just don’t know where to begin can help relieve the stress you are feeling. Our consultants know that, for many, writing can be a stressful activity, but we are here to provide you with the tools to help you confidently (and hopefully less stressfully) navigate your assignments.

Silence in Writing Center Sessions

Emily Cousins, Consultantemily-c

I’ve always known that silence can be beneficial in various ways during writing center sessions. It recently dawned on me, though, that silence often requires a conscious effort to create, and that perhaps I could be doing more to actively create productive silences during meetings with writers.

My desire to incorporate more silence into my writing center sessions is largely based on the role silence plays in facilitating my own writing and thinking process. When I receive feedback on something I’ve written, I need time to comprehend verbal feedback and to process my own thoughts. I also need time to think of the words I want to use to articulate my responses. This is why I’m grateful whenever I work with people who, when giving feedback, allow for moments of silence throughout the discussion.

When I have my tutoring hat on while working at the Writing Center, I sometimes forget that the writers I work with may feel the same way about silence as I do. I always try to be ready with the next question or the next suggestion, to keep the trains of thought all moving smoothly forward without much pause. I tell myself that by doing this we’re getting the most out of the allotted 50-minute time frame. But I think it’s worth asking: am I not giving us enough time to nurture certain conditions that might fuel productive, reflective, creative thinking?

One strategy tutors use is to have writers brainstorm and/or write on their own; the tutor might walk to another room and come back after 5-10 minutes or more, depending on the context. This is one way to allow for quiet time for writers to work, and can be an effective way to incorporate silence into a session. However, this is not quite the kind of silence I have in mind. The silence I want to use more during my sessions is a mutually shared, collaborative sort of silence, during which both the tutor and writer are still sitting together side by side, thinking. Sometimes the silence might be broken to exchange an idea or two. I’m thinking of a type of silence that is the opposite of empty and/or uncomfortable – the anti-awkward silence.

The “awkward silence” is an interesting concept I learned about as I became more familiar with social conventions in American culture. Growing up in Japan, I always felt that silence was the default way to exist in the world, a way to convey respect and mindfulness. It was difficult moving to the U.S. where presence often seems to be measured by how much one speaks. There appears to be a widespread aversion to silence in social situations, which is perhaps linked to the phenomenon of “small talk.” So, while I personally appreciate moments of collaborative silence when discussing my own writing with people, I understand that some writers might find silence uncomfortable. So, as tutors, we should be attentive to cues that might suggest whether or not a writer might really benefit from silence during sessions.

I sometimes initiate collaborative silences by asking the writer, “can I take a moment to write this down?” Sometimes I will stop myself from thinking of the next thing to say. It has been surprising how many times writers will then break the silence with a new idea or insightful comment they may not have offered had we not taken a moment to pause. Whenever this happens, I remind myself of how valuable and productive silences can be.

Community Literacy and the Writing Center: Building Foundations

Amy McCleese Nichols, Assistant Director Amy N

For the past two years, the Writing Center has been working to build a commitment to community literacy into our activities. While writers from all over the university come to us for help with course assignments and beyond, writing centers constantly inhabit a liminal space where personal, academic, and professional writing collide. To honor this fact, we also wanted to expand our offerings to value writing that may happen off-campus, whether connected to higher education or not. While the role of writing centers and community engagement is still relatively new to writing center scholarship, we are excited about the potential benefits that what we might call writing center values, with their focus on listening and building trust over time, may have for the way university entities approach community partnerships.

Amy Picture1In Summer 2015, we began conversations with academic support staff at Family Scholar House to find out how our skills might be of use, and started offering workshops and tutoring hours for student writers on FSH campuses. This year, we expanded those hourly offerings and began allowing some of our trained consultants to volunteer as well. Three accomplishments we are particularly proud of this year:

  • Working in conjunction with Bronwyn Williams’ Spring 2017 Community Literacy course, we have been able to expand our spring hours to offer hours on multiple FSH campuses throughout the week, meeting a long-term FSH goAmy Picture2al of providing more in-house academic support for student writers.
  • Assistant Director Amy McCleese Nichols led families in a set of “Story-Making Workshops” during Fall 2016, which focused on composing for fun using family (or imagined) stories. This 3-day set of workshops had a total attendance of 81 adults, 52 children, and 48 hand-sewn booklets with individualized covers were made for participants to write stories in and take home.
  • This spring, we have also added another community partner: the Western Branch of the Louisville Free Public Library. Also working with the Community Literacy course, we are providing writing help every Tuesday for K-12 students.

Throughout these conversations, we have kept several values in play: showing up, listening, and building partnerships gradually for continuity. In Bronwyn’s words, we begin by simply “showing up.” Showing up in our context has meant keeping a sense of flexibility when setting up programs and plans. While we have put time and effort into making sure our work is meeting a need articulated by our partners, we also save room for the moments when no one shows up – and then we show up the week afterward. By building our relationships and a sense of trust gradually, we have found ourselves more able to have conversations when offerings need to change for the mutual benefit of both organizations.

We are also creating logistical structures within the Writing Center to support long-term partnerships. As the first Assistant Director working with community literacy, I brought a unique skill set from my previous work as a nonprofit volunteer coordinator. As I have worked with our partners, I have written manuals, kept records of previous conversations, and passed that knowledge on to other staff in the Writing Center so that our partnerships are not bound entirely to a semester-by-semester schedule. While our offerings and volunteer numbers will ebb and flow over time as partnerships evolve, we hope that having a consistent contact who stays in touch from year-to-year within the university will provide a sense of continuity for us and our partners while also providing opportunities for graduate student assistant directors to gain experience in the logistics of managing partnerships.

We look forward to learning more with Family Scholar House and Western Branch Library. This fall, we are partnering with the English 508: Literacy Tutoring course, taught by Dr. Andrea Olinger. The course will cover teaching writing individually and in small groups in academic, professional, and community contexts, and students that have taken it will be qualified to complete internships and volunteer work through these partnerships.

Ultimately, we hope that what Tiffany Rousculp has termed a “rhetoric of respect” will define our community literacy efforts. By putting our partners’ voices first in the conversation, keeping elements of our partnerships consistent, and strategically partnering with service-learning courses, we look forward to learning more with Family Scholar House and Western Branch Library.

 

 

International Mother Language Day

Emily Cousins, Consultantemily-c

Last week, on February 21st, we hosted our first celebration of International Mother Language Day here at the U of L Writing Center.

I first found out about International Mother Language Day a few years ago, and I wish I’d known about it earlier. The UN Educational, Scientific and Cultural Organization (UNESCO) officially declared International Mother Language Day in 1999, and since then, countries worldwide have celebrated annually to promote multiculturalism, intercultural communication and linguistic diversity. February 21st was chosen for its historical significance, to commemorate the day in 1952 when university students in Bangladesh were killed by police while demonstrating for their rights to speak Bangla, their mother tongue. UNESCO is also committed to raising awareness about preserving endangered languages that are at risk of disappearing altogether. The 2017 theme was “Towards Sustainable Futures through Multilingual Education.”

In preparation for our event, we decorated using color printouts from an art series by Ella Frances Sanders featuring words in different languages that do not have direct translations in English (see her book here). We also set up a table with language trivia, and a poster on which participants could write in response to the question, “What do you love about your mother language?”

mother-lang-day-3

During the event, which took place from 2-4pm, nine student volunteers gave presentations about their mother language(s). The languages represented were Japanese, Mongolian, Korean, Bengali, Kazakh, Russian, Arabic, Spanish and Filipino. Presenters used Powerpoint, showed Youtube clips, played song recordings, and used the whiteboard to share about their mother languages. Audience members got a sense of what the languages sound like when spoken, as well as what the scripts look like in writing. The presentations were highly interactive, with participants inviting each other to practice saying different words aloud.

 

I found myself truly inspired that day, seeing each volunteer speak in and about their mother language(s) with such enthusiasm, and also watching members of the audience raising their hands, asking questions, requesting presenters to repeat things or write words on the board. It’s this type of openly curious interaction and dialogue that I think can partly give rise to a sense of community we talk about and think about—often, unfortunately, in the abstract. As I reflect on the event, I think it was successful not just because of the diversity of cultures and languages represented, but also, more importantly, because participants were so actively engaged, eager to teach others and learn new things.

mother-lang-day-2

At the Writing Center, we tutors are constantly learning from the writers we work with – but not always as much as we’d like. 50 minutes goes by pretty fast. The cultural exchange that we’d ideally hope to foster often gets sidelined in the face of a looming deadline. This is why I think all Writing Centers should observe International Mother Language Day every February 21st, to take some time to look up from our day-to-day routines and learn more about the cultures and languages of the students we work with. Writing from the perspective of a Writing Center tutor and someone whose mother language is not English, I think curiosity goes such a long way in creating truly inclusive spaces – and celebrating International Mother Language Day is a perfect opportunity to create such a space.

Thank you to all the student participants for their wonderful presentations, and to those who attended and contributed to making the event a success. I’d also like to extend a thank you to the International Center office and OASIS staff, who helped publicize the event.

See you again next year!

 

 

There’s More to Life than School

Carrie Mason, Consultantcarrie-m

This weekend my fiancé and I traveled down to my home for some family time. I’ve done a little schoolwork, but not much, and this blog is the last thing I’ll do. I’m learning a slow lesson: school work – or even regular work – does not define my life. It is just a part. I enjoy academics, but it’s not the most important part of my existence.

You see, the thing is, on May 27 I’m getting married. There’s a lot of stuffs that go into this wedding planning and most of it I hadn’t even thought about before being engaged. And since I live with family in Louisville, while my fiancé lives in an apartment with friends, we also have to find a place to live. But I’m not writing this blog to talk about all the things that I have to do, I’m sure you also have tons of things you also have to accomplish.

What I am saying is that sometimes school just needs to take a back seat.

Don’t misread me, doing well in school is still a good and right goal; it would be foolish to abuse the privilege and skimp through the semester. However, it is infinitely more important for me to continue building a deeper, stronger relationship with my fiancé as we work toward marriage.

You see, dear reader, life is not all grades and articles and books to read. There is more than an essay exam. There are trees to see and flowers to smell. If I get straight As in every class and write the most profound papers, but I fail to cultivate lasting relationships, then I have wasted time. And if I end my academic career with institutional laurels, but have a mind full of demerits because I did not take time to care for myself, then I am worse than when I started.

So, dear reader, take care of yourself and your relationships. Keep working to achieve your academic goals, but remember there are other parts of life that would be unwise to neglect.  It’s hard to learn and remember, because right now everything seems to be on the very top of the to-do list, but remember, the academic accomplishments are more enjoyable if you have people to share them with. Besides, an essay exam only lasts about an hour anyway.

Flying Out Loud

Ashleigh Scarpinato, Consultantashleigh-s

As a Writing Center tutor, I am always encouraging the writers I meet with to read their work aloud because there are so many benefits: it helps find typos, places with awkward syntax, etc. Sometimes, I have noticed that hearing someone else read your work aloud is also very beneficial. So, I have also suggested to the writers I tutor to download reading software that will read their work back to them. Given that I offer this advice fairly regularly, you would think I would have taken that advice for myself.

I had the honor of reading some of my poetry for the reading series Flying Out Loud on Monday, February 13th. First there would be an open mic for any local poets, then the featured writers would each have ten minutes to read their work. I had never read in a coffee shop or for a reading series. I knew I needed to prepare accordingly, so I organized my poems and began reading them aloud, in a soft, mumbled whisper to ensure that I was within my time limit. With my printed poems in one hand and a copy of The Woman in White in the other, I walked into Sunergos Coffee Shop—the smell of freshly brewed coffee whisking through the air. Arriving early, I ordered a decaf Frappuccino, and when I picked up my order, I noticed that the baristas had pulled designs through the froth. I collapsed on the couch and attempted to get some reading done.

The open mic started just after 6 o’clock, and it was so enjoyable hearing poets read their work—with varying rhetorical choices. As one of my poetry professors once said, poetry is meant to be read aloud, so no amount of internal reading can quite do a poem poetic justice. And with each poet, the clock crept closer and closer to my time slot, and those familiar butterflies began creeping their way back into my stomach. Finally, it was my turn to read my work—to say aloud the words I had crammed in the margins of notebook paper and reworked into stanzas on my laptop. I was going to read some poems that I had never read for anyone other than myself; I never feel quite as honest as when I read someone one of my poems. I fumbled my way through the chairs in front of me and up to the microphone, centered in a dim spotlight. I began reading my poems to the audience, attempting to regulate my breathing and pounding heart. While reading, I noticed a typo on the page, but luckily my brain registered the error before my mouth could formulate the mistake. I knew what I wanted it to say, what it was meant to have said. And when I finished reading, just under my ten-minute limit, I looked up for an applause of reassurance. I kept thinking about that single error no one else was even cognizant of. After resuming my seat on the couch, I reflected on my decision to whisper my poems while practicing. I thought about the fact that if I had just read them aloud with a full, clear voice, I would have caught the typo before printing the copy.

Will I read again at another reading series? Yes, and I would encourage all poets to do the same. I truly believe that there is nothing else in this world quite like reading your work aloud. So, even if you do not have the connections to be one of the featured readers in a local reading series, try to do the open mic. You can hear yourself read in an authentic setting and provide yourself with an opportunity to see and hear the way an audience responds to your writing. After all, reading and writing go hand and hand, and along with that comes the benefit of reading what you have written aloud.

Artistic Awards in a World of Divisiveness

Katie Kohls, Consultantkatie-k

The Grammys were this weekend. Besides the beautiful and oftentimes odd fashion that will be on the pages of every magazine, musical artists (albeit primarily English speaking) were rewarded for their talents and creations. Since its introduction in 1959, The Grammys have been the highest award most musicians can achieve. The Grammys are ranked among the top award shows like the Emmy Awards (television), the Tony Awards (stage performance), and the Academy Awards (motion pictures). Like the Pulitzer Prize is for composition, these awards attempt to recognize creative people and their accomplishments.

I think it is important to appreciate what these awards, and others like them, attempt to do. They recognize and promote creative artistry that typically doesn’t have a pragmatic use. A song isn’t supposed to cure cancer, a film isn’t made to stop world hunger, a television series isn’t created to raise math and science scores, a stage production isn’t performed to create the next technological advancement, and many texts aren’t composed to achieve any capitalist aim. These pieces of creativity are crafted to appeal and help something that cannot be measured and that doesn’t have a logical end goal. In a world where STEM is prioritized and money seems to be the greatest source of power, these awards stress and celebrate almost a counter-culture of creativity for the soul’s sake.

And this is not to say that science, math, and pragmatic things aren’t good or necessary, but living in a world with only them is not only boring but also stifling. Creativity is necessary even for science and math and sports. A few months ago there was backlash against actress Meryl Streep for her comments on some people’s feelings on immigration and what makes America great: “So Hollywood is crawling with outsiders and foreigners. And if we kick them all out you’ll have nothing to watch but football and mixed martial arts, which are not the arts.” You can read the rest of her speech here https://www.nytimes.com/2017/01/08/arts/television/meryl-streep-golden-globes-speech.html?_r=0. Whatever your opinions on Streep’s talents or her political opinions, I think she gets at another issue with this comment. Football, MMA, and other sports aren’t the arts; they have artistic elements and places for creativity, but they are not the arts. They, like the sciences and math, have their places and uses, but they cannot be substituted for the arts. Sports champion physical strength and competition above all, and fall short of what arts allow and the people the arts bring together.

The arts bring people together not by competition or to see who is superior, but by something deeper that cannot be adequately defined. A song can’t cure cancer, but it can give strength of spirit and comfort to a suffering patient. A film can’t feed every hungry individual but it can bring recognition to people in need. A television series can’t raise test scores, but it can make learning enjoyable. A stage production can’t make new technology, but it can cause people to think differently about their world and history. And a piece of writing, along with most of these endeavors, can and do make money, but most of the time they have bigger, more important meanings behind their creation. The Grammys and other creative awards celebrate a part of our culture we must try to champion and show its importance. We must not let our creativity and connectedness be trivialized or dismissed. These award shows are important, and they, in some respect, represent all of us creators who dare to do something beyond the logical, beyond the normal, and beyond the expected.

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