Blog

Creating Writing Abundance Through Growth, Love, and Time

The next time you tell yourself that you are not good at writing, reframe your mindset, pick a topic that interests you, and give yourself enough time to enjoy the creative process.

By: Izzy Nichols (’20)
First-Year Tutor

Images from the Skyline Writing Center’s SSWCA presentation on growth mindset (November 2018).

“I am a terrible writer, and I hate it.”

How many of you have thought this in the past? How many of you constantly question your writing abilities? How many of you have waited until the last minute to write a paper? I know that I have. What do you think is keeping you from picking up a pencil and writing? Are negative thoughts impacting the way you engage in writing? Let me share three strategies that might be helpful.

First, you need to understand that writing is not a “fixed” skill. Similarly to learning tennis, for example, you are not born either being good or bad at tennis. With training and focus, anyone can learn to play tennis, and get better with practice. You might even learn to enjoy it. According to Carol Dweck, a psychology professor at Stanford University who has written extensively about mindsets, it is important to develop a growth mindset and not become boxed in to having certain fixed beliefs about your abilities. Intelligence and mastery can be developed and achieved. It is not that you are bad at writing, you just need a little more practice, and the belief that you can improve.

Coming from someone who has had a fixed mindset regarding my math abilities, creating mental barriers only makes things worse. Because of the belief that I was not good at math, I began to avoid it, hate it, and my performance clearly reflected my fixed mindset. I recognized that the path I was on was not a good one, so I started to change my approach. I also was lucky to have a teacher the following year who believed in my math abilities, and was able to help me focus on having a growth mindset. If I did not do well on one test, he would say “you got the next one. You are improving tremendously.” Once I really began to believe that I could get better, I started to break down the mental barriers that kept me from improving.

After you have convinced yourself that you can get better at writing, the next step is trying to enjoy the process. An effective way to quickly do this is to pick topics you have interest in writing about. Personally, I love writing fictional mysteries with action-filled adventures. If I have to write a paper for school, I will try to select a topic relating to something I care about like public policy and politics. When you are writing about something you care about, it is easier to enjoy the process while feeling confident and proud of your abilities.

The third way to improve your writing is to actually reduce the stress involved by not procrastinating. In high school, we tend to blow off assignments until the last minute, claiming that we are too busy, or avoiding a certain assignment we know will be hard. Waiting until the last minute only adds stress, and makes the creative process less enjoyable. Create good writing habits by planning ahead, writing a clear outline, and giving yourself plenty of time for editing.

So remember, the next time you tell yourself that you are not good at writing, try to rephrase and reframe your mindset, pick a topic you have an interest in, and give yourself enough time to truly enjoy the creative process. Remember that you have a voice and something to say. So pick up a pencil, and start writing!

Body Language: Unspoken Peer-to-Peer Communication

Even though a tutor may be emotionally invested in the session, not showing the other person through their body language has destructive potential.

By: Madeleine Van Delden (’20)
First-Year Tutor

non-verbal-communication

Outside stakeholders often look at writing center work in its most basic and simple terms. However, the tutoring in a specific session can be very complex because every  writer is different. By looking at more basic differences between a student and a tutor such as English level, writing style, or even attitude, it is obvious that certain students may be more comfortable receiving help than others. This is why tutors need to adapt to their circumstances and tutoring sessions to make sure that the environment and the student is comfortable. No writing center tutor can be great, unless they gear the session towards what the other person’s wants and needs, focusing on what they are capable of achieving. Everyone has gotten stuck at some point in their writing and having someone, especially a person you would like help from, ignore your body language or signs of frustration and not be able to move on from the topic, sentence, or anything that is posing difficulty is disheartening. Not only is growth mindset applicable in this situation but basic human instinct and observation of the student to make sure they feel welcomed into the workspace.

Students feeling overwhelmed and embarrassed for seeking help should be greeted by support from each and every tutor in the room. Even though a tutor may be emotionally invested in the session, not showing the other person through their body language has destructive potential. For example, when a student is in a session and the tutor fails to maintain eye contact, they appear uninterested and look bored, which could impact that students attitude towards the writing center and sometimes writing itself. The tutor should not only be focused on what the student has to say but their body language should mirror their thoughts. To successfully get across the message of interest, nodding, smiling, or short responses that show your enthusiasm for the session can go a long way.

The article, “Holding Your Gaze: Non-Verbal Communication Strategies in Writing Center Work” by Brad Hughes, highlights these very issues throughout tutoring and show effective solutions, strategies, and practices for tutors to work on. The student’s needs should be the top priority in every session and a great technique for writing center’s to work on this would be to think about their intentions and priorities before starting a session. To my surprise, the article mentions tutors needing to implement self-restraint into their pedagogy and steer away from “clinical intuition.” When a tutor is knowledgeable of a certain topic or field, it is a possibility for their excitement to inhibit the ideas of others. Even though the tutor is engaged, they are engaged with the topic instead of the feelings, thoughts, or ideas from the person they are tutoring. Finding a happy medium of interest, practicing eye contact, and truly engaging in your session is proven to be an unbeatable Writing Center force.

Work Cited

Hughes, Brad, et al. “Holding Your Gaze: Non-Verbal Communication Strategies in Writing Center Work.” Another Word, University of Wisconsin-Madison Writing Center , 9 Apr. 2018.

Writer’s Block: How Can We Fix It?

Writing can often be difficult, but when you finally find your rhythm again, it’s one of the greatest feelings.

By: Denver Williams (’20)
First-Year Tutor

images (1)

Writer’s block (/riderz blak/) noun: The condition of being unable to think of what to write or how to proceed with writing.

We’ve all experienced it at one point in time. Whether you’re trying to complete an analysis essay on a book you’ve read in english class, a college essay, or a piece that you’re simply writing for fun. It happens to the best of us, and It’s frustrating. Not being able to think of the diction you would like to use, the way you would like your piece to be structured, or even a basic topic to write about can cause us to feel discouraged. I know I’ve been there before.

As tutors, I believe it’s necessary for us to discover different ways to cure writer’s block if we ever stumble upon it in the future.

The first step is to identify the reason for your for writer’s block. A common reason for most students is perfectionism. In high school, many students strive for the perfect score on an assignment. They believe that if they receive any score lower than the perfect score, then they have failed. Perfectionism may cause a student to try to create the perfect paragraph, or the perfect essay. But unfortunately, attempting to do so will lead to the student not being able to come up with single word, thus causing writer’s block.

Another common reason for writer’s block, is self-criticism. It’s our worst enemy. We compare our writing or public speaking skills to someone else’s and we draw the conclusion that they’re better than us. We hold these unrealistic expectations for ourselves, and this causes us to feel a high amount of pressure, which is never a good thing, especially when you’re trying to write. Psychologist Steven Pritzker PhD says that “what’s known as writer’s block is an “artificial construct that basically justifies a discipline problem. A commitment to a regular work schedule will help you overcome barriers like perfectionism, procrastination and unrealistic expectations.

Once you’ve identified your cause, you can now begin to search for ways to put an end to your writer’s block. A method that I always refer to, is asking my friends and family for ideas, and or help. When I was writing my speech for AP lang a few months ago, I entered a brief writer’s block phase, but then I started to utilize my resources. I asked my peers to read over my speech and to give their insight and ideas. Sometimes it not a bad thing to request feedback, especially when you’re struggling to figure out what you’re going to write next. But not everyone’s the same. Students may not always feel comfortable asking for help from other students, which is why you can always ask someone that you’re more comfortable with, ie. (a parent, a sibling, a teacher).

“What’s referred to as writer’s block is waiting for the third phase of creativity: inspiration,” says Oshin Vartanian, PhD, editor of the 2013 book “Neuroscience of Creativity.”

Finding inspiration is a great method for curing your writer’s block. When writing an essay for an english class, you can always ask your teacher if you can read a sample essay that someone has written in one of the past classes. (Teachers normally hold onto these), but if this fails, then don’t stop there! Use your own resources, refer to essays that you’ve written in the past, or even search for sample essays on the internet. There’s always inspiration out there, you just have to search in the right places.

At the end of the day, if none of these methods work for you, don’t give up. Writing can often be difficult, but when you finally find your rhythm again, it’s one of the greatest feelings.  If you feel like giving up, you must lift yourself back up, because in the long run, it’ll be worth it.

Improving Public Speaking Skills in the Writing Center

Every speech reflects the person giving it. We as tutors have the opportunity to not only improve a speech, but to help someone improve a skill that they will use for the rest of their life.

By: Ian Unsworth (’19)
First-Year Tutor

how-to-overcome-the-fear-of-public-speaking

“What are you afraid of?”

Every once in a while, this question pops into my head. Roller coasters, quicksand, clowns just those things that make my palms a little sweaty and my heart beat a bit faster. It never lasts long, and it never holds any weight. It’s just a moment, and it passes by.

In a classroom setting, most people would answer this question with “public speaking.” The speech is by far the most feared assignment in most ELA classes, over things like the nefarious AP timed essay, or the 8 page synthesis (still pretty scary).

I found it interesting that most people don’t worry about their speech itself being “bad,” but are scared they will be judged if they mess up their presentation. I began to wonder about how to change that mindset. How to avoid a writer’s worries about giving the speech, and how to make people comfortable reading their speech.

As tutors, we are responsible for not only helping students with their writing skills, but improving their confidence as writers. To assist them, we must first build a relationship. As Noreen Lape wrote in Training Tutors in Emotional Intelligence, “Empathy builds trust and both empathy and trust motivate learning.” We have all been in uncomfortable situations, no matter whether they are related to public speaking. We all know the feeling of butterflies in a stomach. It’s horrible. However, it is the human body’s natural reaction when put in a pressure-filled situation to give a bit of an adrenaline rush, and provide a person with a heightened sense of awareness. As a tutor, we can let students know that if their “palms get sweaty, knees weak, arms are heavy,” it’s perfectly alright. It’s not unpreparedness, or inexperience– it’s their body recognizing the situation, and preparing them to perform.

To quote Noreen Lape again, “The skillful tutor moves from understanding to action, building on genuine and accurate empathy by helping to strengthen the writer’s self-efficacy or sense of agency.” For most people, they are most confident in a familiar situation. So how do we, as tutors, bring this familiarity to presentation, which is often an activity where people feel isolated?

The first key is through the writing. Personally, I am most comfortable when I can be informal, and my writing reads as such. My speeches tend to sound like I am sitting across from someone on a couch, having a conversation. Of course, every writer has different styles and tones. A great way to discover this is orating before writing. Tutors can play “scribe” and have the author just tell them what to write/type. That way, the speech will be written in their own words, and will be familiar for them to read. Speeches are first and foremost about the message, so there’s no problem if a Strunk and White rule is broken to get a point across.

Another key is formatting. Since speeches are read aloud, interpretation is a large part of their value. A five paragraph essay is cool, but sometimes a bit boring to read. As a speech writer, don’t be afraid to have an unusual format to highlight ideas, or to help your speech stand out. Also, if needed, add visual or vocal cues to help the delivery. Use your favorite font. Make notecards and write something funny on the top. Anything that makes you feel confident is a valuable tool for you.

Finally, practice is key. If you are tutoring, make sure the student reads the speech aloud to you every time four-five changes are made. This will not only give them the opportunity to practice reading the speech at an appropriate tempo, but also the chance to catch mistakes, or things that they may think sound weird or out of place. Encourage them to practice every chance they have. Repetition is key, and having even part of the speech memorized will make the delivery stronger instead of just reading it off of a paper, so if a line gets messed up, they can fall back on their practice to remember the next one.

Every speech reflects the person giving it. We as tutors have the opportunity to not only improve a speech, but to help someone improve a skill that they will use for the rest of their life.

Works Cited

Lape, Noreen.  “Training Tutors in Emotional Intelligence: Toward a Pedagogy of Empathy.” The Writing Lab Newsletter.  vol. 33, no. 2.  2008, pp. 1-6.

Moving Outward and Moving On: Reimagining the Role of a Writing Center

As writing centers evolve, they can move beyond the simple definition of being places to receive in-person tutoring to sites of community engagement and hubs of social activism.

By: Carsten Finholt (’18)
Skyline Writing Center Co-President | Second-Year Tutor

DsfbSeBWoAA9MLr

Over the course of the year and a half I’ve been a part of the Skyline Writing Center, I’ve had many “how did I get here” moments. Facing a elementary school cafeteria full of twenty plus families waiting to start a fun night, I couldn’t drown out the quiet voice in the back of my head asking “what lead me here?” On a hot day in June, between bites of a donut, I listened to leading educators talk about disciplinary literacy and thought “never in a million years did I think I’d end up here.” Sitting in the University of Michigan Museum of Art, writing poetry on a fold up chair front of a painting, I was struck by just how often we ask ourselves theses kind of questions in the Writing Center world. Our work seems to be an endless stream of “how did I get heres.”

Yet, situated in an educational system dictated by routine and structure, part of what’s so exciting about writing center work is an inability to predict what will come next. In applying to the Skyline Writing Center, I expected to be a writing consultant, but I never could have imagined everything else that would occur alongside that. In fact, some of the most meaningful and exciting projects I’ve been apart of existed beyond tutoring all together.

Most writing centers seem to grounded in a mutual understanding of what their primary function “should” be. In Peripheral Visions for Writing Centers, Jackie Grutsch McKinney writes about a “grand narrative” for Writing Centers as “places where all students go to get one-on-one tutoring on their writing.” Muriel Harris, in the Concept of a Writing Center, defines Writing Centers as “writing program[s] or learning center[s] [that] serve entire schools” which must share uniform approaches and values. Many writing centers start with the goal of fulfilling the “grand narrative” McKinney describes. However, if Writing Centers focus too heavily on a tutor-centered definition, we can start to ask ourselves a dangerous question about unfamiliar territory: “should I be here?”

I believe that as writing centers evolve, they can move beyond the simple definition of being places to receive in-person tutoring. For example, community service has always been one of the Skyline Writing Centers’ core values. Over the past two years, we’ve begun partnerships with Eastern Michigan’s Office of Campus and Community Writing and 826michigan, increasing our focus on community facing projects. As our program becomes more and more invested in these partnerships, I’ve undergone a shift in my understanding of a writing center’s role “should” be.

One of the missions driving both Eastern and 826’s work is to create spaces that celebrate writing while also enriching kids/families’ understanding and practice of it. Throughout their community, Eastern Michigan’s Office of Campus and Community Writing sponsors Family Fun Nights designed to build meaningful literacy skills. At these events, families move from station to station, engaging in a range writing activities that focus on creativity and identity instead of standards and structures. I would argue that this kind of community work is just as critical to a writing centers’ identity as tutoring.

Many people would disagree with this sentiment, considering the work to be too far removed from tutoring. Yet, the family fun nights meet many of the requirements Harris states all writing centers should share: experimentation and practice are encouraged, writers at all levels of proficiency can participate, collaboration outweighs competition, and the work is catered to meet the needs of the community it takes place in. While the fun nights may not look like conventional tutoring sessions, their impact should not be discounted.

DaD39A5XcAA73tM

I believe a writing center’s primary focus shouldn’t have to be tutoring in order to be characterized as an official Writing Center. If a program’s priorities lie in community-facing work or encouraging creative writing, these are still valid reasons for their writing center to exist. It’s even possible, I would argue, to be a writing center without tutoring services at all. Distancing non-tutoring focused centers from the writing center world would mean distancing ourselves from some of the most groundbreaking, original, and exciting work.

I understand that this leaves a couple critical questions unanswered: Are there boundaries to writing center work? Are there things we should or should not be doing?

I don’t have answers to these questions and, at this moment in time, I don’t think they’re the right questions to be asking. In examining “how did I get here?,” instead of thinking “should I be here?,” we should take a moment to appreciate how far we’ve come, then ask ourselves “where are we going?”

Works Cited

McKinney, Jackie Grutsch. Peripheral Visions for Writing Centers. Utah State University Press, 2013.

Harris, Muriel. “Writing Center Concept.” International Writing Centers Association, Sept. 1988, writingcenters.org/writing-center-concept-by-muriel-harris/.