iSessions, MySessions

This semester I have begun doing iSessions with (essentially) all of my writers. At first, I was a bit skeptical: 1) writers have less responsibility to make note of any changes to their writing, as I am making the changes and emailing the pdf to them after 2) the sessions are recorded which initially added stress about saying something incorrect or giving bad advice (maybe not in line with a professor after-the-fact) and 3) I was thoroughly enjoying the pencil (pen) and paper physicality of the regular sessions. All that being said, I think I can confidently state that I am a full supporter of the iSessions and the added benefits provided to the writers.

Most of my writers have been unaware that their session was an iSession. This tends to result in some confusion at first with getting an electronic copy and convincing them that they will be provided the same services as a normal session with iPad and TV for better visualization. [I had one writer arrive and made aware of the iSession, resulting in her (nearly) shouting, “Nooooo, I want to work with a REAL person, not an iPad!!” To that the deskstaff calmly responded, “She is a real person…she’s sitting at the back table.”]

Once all of the confusion is cleared up and the writing is pulled up on the TV, almost every writer is initially in awe of the capabilities. I have found that, contrary to my initial assumptions, writers are more engaged in the conversation of amending their writing, even though they do not need to write everything down. It seems to me that removing the burden of transcribing allows for the writers to be more attentive to interact with me and discuss potential changes in the writings.

I have been using the app Notability for all of my sessions. [Side note: many of my writers have been so impressed with the app that they take down the name to download later for themselves.] I (luckily) used the app in the last few years of my coursework, and so I have become proficient- there was definitely a learning curve at the start. This allows me to more seamlessly make notes, write out complete legible thoughts/ideas, change colors for different things (i.e., one color for grammar mistakes, a different color for new opening/closing sentence ideas, yet another color for highlighting and moving sentences/paragraphs). I love colors!! I think the end result is a very visually stimulating revision of the initial writing piece. All in all, I think iSessions make it easier for the writer to follow along with the changes made during the session and make the corrections later by themselves.

Yay, Team iSessions!!

By Melanie Pickett, Ph.D. in Environmental Engineering (in progress)

Online Consultations

When I first learned that I would be doing online consultations I was slightly intimidated, having not had much experience video sessions or Skype in general. My only experience with Skype had been when my mother would video-call my uncle for Thanksgivings or Christmases so that we could see our long-distant cousins in Delaware. My sister and I would crowd in behind my mother and my grandmother who would talk extra slow and loud, perhaps thinking the Skype session required this kind of exaggerated speech. Sometimes my uncle’s face would freeze, his mouth hanging open, mid-sentence and his eyes shut in a blink. A lot of times there were What?s and What did you say?s. I was kind of dreading trying to consult a writer for fifty minutes, knowing well the many hijinks that came with Skype sessions.

On a recent Wednesday evening, I knew I had an online consultation at 8 PM. I printed the writer’s work and opened the plastic bag carrying a brand new headset, carefully laying aside the yellow sticky note that clarified: FOR ANNALISE. I adjusted them and readjusted them, trying to find the perfect fit before signing onto Skype and calling my evening client. At 8 PM on the dot, I called my client, who answered on second ring. And to my surprise, the connection was clear, and sitting before me was a client just like any of my others who come into The Writing Studio. At first, we did have trouble hearing each other, but once volumes were adjusted, we were not interrupted by any technical difficulty.

One thing I didn’t anticipate was not being able to share the document on the screen within Skype so that the client and I could both see the paper together, like a Google Doc. Because of this, we simply had to adjust our language and be specific about what paragraph and which line we were looking at at the time.

My client stated that they hadn’t been in school for about seven years and that they felt like they needed to get back into the swing of writing. We read through their work carefully, line by line, and I was able to provide comments for things that they could choose to do, if they wanted. The session was successful in that the client gained confidence again in their own writing, saw ways of how they could write differently, and even in how I gained a new understanding of a topic I knew little about before this session took place. We used the whole fifty minutes and by the end, the client was asking for my hours and if we could do another online consultation again soon. Gladly, I provided them, and left for the evening feeling the rewards of my job, and also, a new confidence in proceeding with online consultations. 

By Annalise Mabe, MFA student in Creative Writing and Writing Consultant

The Importance of Flexibility and "Venting Time" During Appointments

When writers sit down to work with writing consultants, they immediately engage in “work mode,” right? Laptops are open, scratch paper is handy, and the writer and the consultant dive into whatever piece the writer has brought, working at a furious pace and stopping only when the allotted length of time has expired. This scenario plays out 100% of the time in your sessions, right?

If you’re scratching your head and saying to yourself “None of my appointments ever follow this format,” then you’re not alone. As writing consultants, we have to come to terms with the fact that it’s okay if a fraction (maybe even the majority in some cases) of the time in our consulting sessions will inevitably be spent doing other things. It’s simply the nature of the job.

To illustrate my point, I’ll give you an example involving one of my “regulars” that happened a few weeks ago. Let’s call him Sammy. Sammy came in for his weekly appointment as usual. Nothing about his demeanor or facial expression suggested anything out of the ordinary. However, as he sat down at the table and opened his laptop, Sammy’s attitude changed. 

I asked him how a paper he recently submitted for one of his classes was received by his professor. That’s when the floodgates opened. In a flurry of complaints, sighs, and protestations, Sammy proceeded to point out all of the professor’s inconsistencies among the assignment guidelines, the rubric for the paper, and her specific feedback regarding Sammy’s paper. I sat beside Sammy, calmly nodding and only replying in sporadic monosyllables.

This went on for about 30 minutes. When he had finally exhausted himself, I agreed that he made several good points during his tirade, and I advised him to raise these points in a conference with his professor during office hours (while stressing the need to do so in a composed, respectable manner). He agreed, and we spent the rest of the session talking about a few MLA conventions that his professor had pointed out.

I relay this exhaustive story to demonstrate an important though often overlooked aspect of our jobs. As writing coordinators, it’s important that we allow writers to voice concerns about their work, talk about their days, and, occasionally, vent about an issue they’re facing. Of course, our primary goal is to help them improve their writing, but the creation of a safe space – one that makes the writer feel comfortable communicating with the consultant about whatever is on the writer’s mind – is extremely important in our field. Letting the writer know that he or she is welcome to use some of the appointment time simply to vent is vital in fostering relationships with writers that best serve their academic interests.

Here is a link to an article that addresses this issue of effectively listening while someone is venting.

By Seth Spencer, MA student in Literature and Writing Consultant

10 Ways of Consulting with an iPad

Today I challenged my coworker by asking her, “Do you think there are 10 ways of consulting using an iPad?”

As expected, she paused, gave me an adorable inquisitive look, and thought for a moment. I asked her again, “You don’t think it’s possible, do you?”

To this, she responded with caution, “It depends on how many apps you have.”

I challenged her by responding, “It is not about the number of apps you have, it’s all about the number of creative ways that you can utilize the iPad.”

As an iConsultant, I have worked with students who are inhibited about the use of technology when examining their papers. Sometimes they seem to “forget” to email me their drafts, but they always have a hard copy. Here is my solution to this issue:

1. Email - You can access your email through an iPad and download files or access pertinent information about a class.
2. Apps - iPads can be used to download documents and view them using a variety of apps such as Notability, ShowMe, Evernote, Penultimate, Fluent MM, TurboNote, etc. Since I live by Notability, the following ideas are derived from my personal experience using this app.
3. Download documents – You can use Notability to open up Word documents or .pdf files (sometimes .pdf files work better because the formatting does not get altered in the conversion process).
4. Recording - Notability allows you to record your conversation/reflection and save it for posterity.
5. Highlighting - Visual interaction makes the writing, revising, and rewriting process easier and more stimulating for the eyes. There is a variety of colors and you can also change the width of the highlighter’s mark to suit your needs!
6.  Underlining/circling – Another awesome tool for reviewing/revising is the stylus because it allows you to write directly on the document and save it for future references.
7. Typing – Sometimes the stylus does not permit for the writing of long, comprehensive sentences. Therefore, I like to use the typing tool because it allows me to help a client rewrite an entire sentence or add a new idea without having to open a new document. This adds a professional touch when I am consulting a writer.
8. Research – Believe it or not, students love consulting with me about formatting. It may also seem hard to believe this, but, after having worked with both APA and MLA for so many years, I no longer recall the difference between the two of them, and I have to consult Purdue OWL every time I write a paper. Therefore, during my iSessions, when a student asks me about formatting in Chicago style, I casually state, “Let’s double check the rules on Purdue OWL so that you know of the tools that are available to you when you are reviewing the rest of your paper at home,” and we go straight to the website from the iPad.
9. Brainstorming/outlining – There are students who have no ideas or they have a million ideas, and they simply do not know where to begin. I usually ask them to start listing ideas out loud as I create some sort of an outline or mind map using those ideas. It may seem like we are simplifying the task; however, this is a great tool for empowering students because it allows them to realize their mental potential through concrete ideas on a visual map. 
10. Presentation – Lastly, I have students who want to receive feedback on a presentation that they might have created for a class. By using a toggle to connect the iPad to a flat screen, we have now created a perfect space for the student to do everything from writing a paper, reading it out loud and reflecting upon it to revising it and presenting it for the consultation session.

In conclusion, an iPad will enhance your sessions by engaging your learner and challenging them to think outside the paper and onto the big screen. Furthermore, it allows you to exercise multiple skills beyond reading, writing and highlighting, such as researching, brainstorming, reflecting, and presenting. Using technology allows consultants to develop a holistic experience for their clients by engaging them and activating multiple modes of interaction. So, what about you? How can you use an iPad to improve your consultation session? 

By Nilofer Bharwani, M.A. in Spanish Literature (in progress)

The Person vs. the Personal Statement

Students can be apprehensive when bringing in personal statements.  Sessions might be prefaced by a comment along the lines of, “I’m not good at writing about myself.”  And I think part of that apprehension stems from the fear that the words are a direct reflection of who they are as a person.  If someone tells them that the personal statement isn’t good, wouldn’t that imply that they as a person aren’t “good” as well?

  

It’s a tenuous line to walk as a reader (and as someone called to give feedback).  For me, the best way to negotiate that line is by couching advice in positive terms.  I’ve noticed that one common issue is writers summarizing accomplishments (telling rather than showing).  So, instead of saying “There isn’t enough here,” I might mention, “I’d like to hear more about this experience.”

Another common problem is what I call the “I haven’t done anything.”  Perhaps the student had a job, but it’s not relevant to their field.  And while the student has decent grades, admissions boards can see that on the transcript.  To me, this is an opportunity to get to know the student better.  Where are they from?  What from their childhood sparked their interest in the field?  At the end of the personal statement, I want to feel like I have a grasp on who this person is, and many times that can be accomplished by discussing formative experiences outside of academia.

At times, though, the “I haven’t done anything” may simply be an issue of modesty.   Students downplay their involvement in organizations or clubs because they might not think these achievements are impressive, or they don’t believe they have much to say about them.  However, by delving into these experiences, and then describing what one takes away from them, we get insight into the writer’s inner self.

I always aim to be encouraging as a consultant, but I’m even more aware of it when dealing with personal statements.  For students, the task of writing one may seem daunting because it could be viewed as a reflection of their shortcomings.  And for those students who are struggling, it’s even more important to listen to their stories, to help them find a narrative that doesn’t merely inform, but also illuminates.

By Anonymous

Consulting Graduate Students Working on Theses/Dissertations

This semester, I’ve had a few regular PhD students working on their dissertations or dissertation proposals. At first, I wondered if I had enough experience to consult this level of work, and I was especially concerned about my lack of technical knowledge in fields like engineering. As I began to work with these writers, I realized that being a graduate student myself, I have a lot to offer in terms of the writing process and organizing principles of a dissertation/proposal. Even when I don’t understand the specifics of a study, I’m able to ask questions and point out inconsistencies or places for further development. My biggest suggestions when working with graduate students are to pull from your own strengths and knowledge about thesis/dissertation writing, approach them as academic peers, and foster an environment of open engagement.

Here are three more tips for consulting regular graduate students working on theses or dissertations:

Have a goal for the hour.  The intake part of the session is especially important with regular graduate students who are working on long documents. You can’t cover everything in one hour, so at the beginning of your session, ask the writer what she would like to accomplish and if there are any questions since the last session. It is helpful for me to recap where we left off last time, and I usually ask the writer what she has done since our last meeting. Decide on a goal together, and make sure you leave enough time at the end to discuss what the writer will work on between sessions. I usually make specific recommendations to structure their work at home.

     Print a section at a time. Graduate students working on long documents are less likely to print their work. While they might prefer working on the whole document on their laptops, gently encourage them to print copies of small sections. This is related to having a manageable goal for the session – if the writer wants to focus on one section of her literature review, ask her to print just that section. It will help keep on task, and you will both catch more than if you were looking at a screen. 

     Keep the big picture in mind. Even if you are only working on one section at a time, think of how that section fits into the whole. Towards the end of each session, I ask large-order questions about how a particular piece works in terms of the whole document. I spend a lot of time looking at organization and making recommendations about order and progression. I’ve noticed that much of the time, graduate students want to talk about large issues of process and organization, and as consultants, we can provide a sounding board as they iron out the roadblocks they may be experiencing.

For more information on theses and dissertations, check out these resources:

Writing Thesis and Dissertation Proposals: http://pwr.la.psu.edu/resources/graduate-writing-center/handouts-1/WritingProposals.pdf/

Parts of a Dissertation: http://www2.le.ac.uk/offices/ld/resources/writing/writing-resources/writing-dissertation

USF Thesis and Dissertation Guidebook (If you’re working with a writer who is formatting her document for submission): http://www.grad.usf.edu/inc/linked-files/etd_guidebook.pdf

By Lorraine E. Monteagut, Ph.D. in Communication (in progress)

Grappling with Anxiety in the Writing Studio

Although the Writing Studio attracts a wide range of writers with differing needs, many of them deal with anxiety in one form or another. For certain writers, this means anxiety about the drafting or revising process whereas others, particularly non-native English speakers, may display anxiety regarding their grammatical abilities. As writing consultants, we need to work to create a safe environment that counterbalances the anxiety our writers may exhibit, and this presents challenges.

When I first entered the Writing Studio this past Fall, dealing with anxious writers actually heightened my own sense of anxiety; I felt unable to effectively help writers who felt frantic about the often ambiguous comments or directions their teachers had provided. When a writer is anxious, it is almost hard not to pick up on some of that anxiety, especially as a novice consultant. Throughout my time here, I have begun to amass my own strategies for helping anxiety-ridden writers, and I will share these in this post.

Last semester, as an Embedded Tutor, I had the opportunity to work one-on-one and two-on-one with students who were taking their very first English composition course at a university; for some of the international students, it was their first time writing extended works in English. The nature of the composition program at USF requires that students go through planning phases and approach writing as a process that starts with brainstorming. However, during my consultations, I found that many of these students did not know how to plan effectively; these were the students who experienced what is colloquially known as “writer’s block.”

           

I found that by using a session to teach these students how to plan for a genre they may not be used to writing, many of their concerns were alleviated. By asking the students to write down their thoughts, I was then able to help them organize them in a logical manner. This process helped so many of the students, who, after planning, left the sessions feeling less stressed and were able to write their papers. It is important for us to remember that as consultants, we should address the bigger picture issues whenever possible; as I found, often the largest issue with writers is planning. The beauty of Embedded Tutoring is that it allows the consultant to work in conjunction with both the writer and the professor throughout the entire process.

Unfortunately, most writers do not come to the Writing Studio as part of the Embedded Tutoring program; most students come with a product rather than an outline or plan. Often, students bring works in after getting negative feedback or on the day of the deadline. These students tend to be anxious, lacking in self-efficacy, and stressed out. Particularly when they receive confusing feedback, students may ask a consultant, whom they value as a “writing expert,” to interpret what the instructor meant.

When working with students like this, I find that, although it is impossible to be clairvoyant, providing candid reassurance and focusing on one major concern of the writer’s as well as an area I believe can use major improvement seems to work. I do overtly recognize my limitations as a consultant and recommend that anxious writers address any areas of concern (feedback, rubric, directions, etc.) with their professors in order to get absolute clarification.

When a student presents anxiety, I try to be as reassuring as possible. I also tell writers that I have experienced severe writer’s anxiety in the past, which often surprises them. At the same time, acknowledging the difficult parts of writing can be encouraging for writers; it humanizes us as consultants. To help anxious writers, the least we can do as consultants is to help them realize their strengths through providing genuine praise while also displaying empathy.

By Lindsey O'Brien, M.A.T. in Foreign Language Education (in progress)