Upcoming AP and ILP Workshops

The University Center for Writing based Learning is offering workshops for SNL students working on Independent Learning Projects and/ or Advanced Projects in January and February.

Writing tutors and librarians will be available to assist students with their writing and research questions. Writers at all stages of their projects are welcome, and the workshop provides a great opportunity to both share tips and get advice about the ILP and AP.

January 21, 2012 - ILP - O'Hare
January 28, 2012 - ILP - Naperville
February 4, 2012 - AP - O'Hare

*Room number and time TBD

Please contact Edward Evins at eevans6@depaul.edu with any questions.

This Thursday and Saturday -- Incomplete/ ILP/ AP Boot Camps!

Are you a School for New Learning writer who has an incomplete grade on your transcript? Then you are encouraged to attend one or more "Incomplete Boot Camps" that may help you get back on track. Students may also choose to work on Independent Learning Projects or Advanced Projects during the allotted time. These faculty-led sessions offer a supportive academic environment for you to get assistance with your writing and research. Sessions will be held in Room 1308 at the Lewis Center (Loop). The dates are as follows:

Thursday, Dec. 8, 5:30 pm - 9:30 pm
Saturday, Dec. 10, 9:00 am - 1:00 pm

In order to register, send an email to snlsa@depaul.edu with your name, DePaul ID#, and incomplete course title(s) you wish to work on at least three (3) days prior to the session. Bring a flash drive, your copy of the incomplete contract, and all prior assignment preparation materials with you to the session. Please let your faculty mentor know you plan on attending.

SNL faculty member & author, Pamela Meyer, discusses her latest book Permission

1. What inspired you to write this book?

I discovered the power of permission during my research on adults’ experiences learning to improvise, and which I wrote about in my last book, From Workplace to Playspace (Jossey-Bass, 2010). Improvisation initially feels very risky for most people and when someone (or several people) help co-create a safe, dynamic space for risk-taking, the chances that real learning and transformation will happen greatly increase. When people feel they have permission via someone else taking a risk and not being ridiculed (or even receiving positive feedback), a wonderful shift starts to happen: people start generating more ideas, being more of themselves and having more fun (which is why we made this the subtitle of the book). This concept extends to all areas of adult life, especially at work, where we often gauge our behavior based on the social cues around us. We may hear people talking about the importance of risk-taking, playing around with ideas and being authentic, but unless people actually see the behavior in action, they may not feel they have actual permission to do so.

The concept of permission and the role of the permission-giver resonated a lot with readers and workshop participants as I traveled the country talking about the book, as well as with, graphic facilitator, Brandy Agerbeck (with whom I have collaborated often over the years). Brandy is very interested in giving people permission to draw and to explore their capacity for visual thinking and communication. After an initial informal conversation to play around with the idea of the book, we decided to meet to brainstorm a long list of permissions we sometimes need to remind ourselves to give, take and get. These include permission to be silly, use our whole bodies, question, take a break and many more.

2. Permission was a collaborative effort with graphic facilitator Brandy Agerbeck. Can you tell us a little bit about the co-creation process?

After brainstorming our initial list of about 35 permissions, Brandy and I met a few times to discuss the dimensions of each permission and help each other think as playfully and expansively as possible about each of them. This served as inspiration for me to begin writing and Brandy to begin playing with various images that reflected and/or evoked each permission. While we each worked to our strengths (me, writing and Brandy, creating the images), we chose to call ourselves co-creators, rather than the more traditional titles of author and illustrator. We felt that separate titles didn’t fully honor how we worked together, which was very collaborative and co-creative. We soon discovered that Amazon does not have the option to list yourself as a “Co-creator”, so you will see us both listed as authors, which doesn’t accurately reflect our collaboration either. We are clearly breaking new ground here.

3. What was your process for writing, revising, and editing this book? For example, did you work with an outline, did you experience writer's block, did you have outside reviewers, how long did it take, how many drafts, any major changes to organization/structure of the ideas/sections?

In terms of our individual processes, I call myself a “turtle” when it comes to writing. I like to write very first thing in the morning, at least five days a week, though often I only write for 30-45 minutes. I gave myself a quota over the summer of drafting three permissions a week. Every Friday I would send the week’s writing to Brandy, who would read the permissions, make notes to provide feedback, and begin working on the images. If I am a turtle, Brandy is more of a rabbit in her work process. She likes to work in bursts, so would often wait until she has 10 or 12 images to start working on and then hole up in her studio to work on her drafts. We would then meet in person go through our drafts, each giving the other feedback and continuing our brainstorming, which would send us back to work on the next iteration individually. Along the way we shared sections with trusted readers for feedback, and also decided to cut a few of the permissions that either seemed a bit redundant, or just didn’t excite us as much as the others.

I can’t say I experienced writer’s block per se, because of my discipline to write every morning. Just like exercising when we don’t feel like it, or going to work when we might rather be doing something else—writing is a discipline. I would sometimes move on to work on another section of the book, if nothing was coming to me thinking about the section in front of me, and I always wrote something each day. We continued this iterative process through to the end of the summer and by early September agreed that we had a solid draft of the book. At this stage we moved into production mode.

4. What made you decide to forgo the traditional publishing route and use self-publishing?

There were two main reasons we chose to self-publish this book 1) Speed to publication and 2) Creative control. My first two books were represented by agents and published by major publishers. These were generally good experiences and certainly useful in building my credibility as an expert in the field of creativity and organizational change. At the same time, with traditional publishing, there are a lot of other stakeholders in the process from the agent, who wants to choose a publisher who offers the biggest advance (not always the best choice for any given book) to the marketing department, who may have the final say on your title and cover design (which might have little to do with the actual contents of the book) and list price. Brandy and I had a very clear vision of what this book would look and feel like, as well as our target audience. We did not want to get caught up in convincing others of the value of our vision, nor did we want to slow the process down. If we had gone with a traditional publisher, we would likely be looking at a publication date of up to a year later than when we were actually able to get the book out. We both wanted to have it out quickly to build on the momentum of the Workplace to Playspace readership and also to have it out in time for holiday gift-giving. By self-publishing via Amazon’s CreateSpace service, we were able to control all of the creative choices, the cover price and the timing.

5. What specific publishing services did you use from Amazon? Would you self-publish again? If so, would you purchase any additional services, or do without any of the services you used this time?

We were lucky to have between us many of the competencies necessary to take the book from conception through to publication. I had a lot of knowledge about the overall production and distribution process and Brandy had the skills and talent to do the full layout with images, design our cover and properly prepare the pdf document for uploading. We did pay for light editorial services to catch typos, unintended word repetition, etc.

We would both definitely consider self-publishing again. If I were not working with someone with a design background, I would consider using their design services, and would definitely use the editorial services. Both were more cost-effective than hiring these separately from outside vendors, and we were happy with the overall quality and efficiency of the process.

6. Do you have any words of advice or tips for aspirant writers?

Writing Advice: Think of writing as a discipline. Don’t wait for inspiration or until you get the perfect writing space, your house is clean, or you get one more credential. Pick a topic and write.

My two cents on publishing: Before you decide whether or not to self-publish or to explore traditional publishing, you need to be able to answer the question: what do I hope to accomplish with this book? If your primary goal is to get something out quickly to a target audience with whom you already have a relationship, self-publishing may be your best option. If you really want the additional credibility and visibility that comes with a mainstream publisher, and are willing to let go of some control and are patient about the time it takes, consider an established traditional publisher.

As you make your decision, pay attention to how the publishing and bookselling industry is changing. More people are shopping for and buying their books online, as opposed to in bookstores than ever before. Many also prefer e-books, which is why we were sure to have our book converted to Kindle. Book buyers are making decisions based on word-of-mouth marketing, price and convenience, more than the name of the publisher. If you have a great marketing plan, strong social media presence and a good reputation in your field, self-publishing may be for you.

Writing “Hotspots” during December Intercession

While the University Center for Writing-based Learning (the Writing Center) is closed during December Intercession, there are still many places to go for help, support, and workspace as you continue writing.

1. DePaul Libraries - most of the libraries are open through December 22nd, though some have limited hours on weekends. See the library website for details: http://library.depaul.edu/About/hours.aspx (Tip: Working late in the Loop? Check out the Law Library in the Lewis Center. It is open late, and on weekends).

2. The Adult Student Center - on the 11th floor of the DePaul Center is another resource and “place to go” for adult students, with support staff and group workspaces.

3. DePaul's computer labs are still available - see locations and hours here https://www.is.depaul.edu/computers/labs/locations.asp#loop

4. Available 24/7 are the SNL Writing Guide for students online, and the Writing Center’s really comprehensive online resources for students working on papers.

Mark your calendar! Writing Boot Camps for AP, ILP, and Incomplete Coursework

Do you need guidance on writing your Advanced Project, Independent Learning Project, or incomplete course work? Come to an Incomplete/AP/ILP writing Boot Camp session sponsored by the SNL Student Association! Members of the SNL Faculty and University Center for Writing based Learning tutors will be available to help students get assignments completed. Sessions offer a supportive academic environment, writing assistance, and help with library services.

Session Dates:
Thursday, December 8th, 5:30pm – 9:30pm
Saturday, December 10th, 9:00am – 1:00pm

Location:
Loop Campus, Lewis Center
25 E. Jackson Blvd., Room 1308, Chicago, IL


To Register: Email your name, DePaul ID # and the incomplete course title(s) you wish to work on to snlsa@depaul.edu at least 3 days prior to your desired sessions (messages to this email are reviewed by DePaul/ SNL college faculty and staff only)

Items to bring to session(s): Please bring a flash drive, your copy of the incomplete contract (if applicable), all prior assignment preparation, including research material, assignment instructions, and assignment writing format (APA/ MLA). Please let your faculty mentor know you plan to attend.

Open Access Resources for Writers

Colorado State University has developed an open-access resource for writers, available by visiting: http://writing.colostate.edu/textbooks/. The texts currently on the site are The Informed Writer: Using Sources in the Disciplines, Writing Spaces: Readings on Writing Volumes I and II, Writing Commons…the Home for Writers, The Process of Research Writing, and Paradigm Writing Assistant. Colorado State intends to expand upon the current posted resources “by providing access to previously published textbooks and by creating a collection of new textbooks.”

Another online writing resource is http://redschoolhouse.org/drupal/#1, in development at the University of Virginia. The site’s library presently offers “lessons on argument, problem framing, and style—all geared towards first-year college students.” Writers have the option to join in the conversation by posting on one of the site’s “public forums for discussion, including a writers’ forum, a teachers’ forum, and individual class blogs.”

Thursday, October 20th is National Day on Writing!

October 20th has been officially recognized as the National Day on Writing by the US Senate since 2009. How can you celebrate writing on this day?

You could read selections or contribute your own to The National Gallery of Writing, available through the National Council of Teachers of English.

You could tune into the National Writing Project’s radio show titled “Why I Write” by visiting here at 5pm CST.

If you have a twitter account, you could help #whyiwrite become a trending topic by expressing your motivations for writing in 140 characters or less.

DePaul is also hosting writing-focused programming to celebrate the National Day on Writing!

If you are in the Chicago area, you could visit the “Gallery of Writers Display” that will be at the Lincoln Park and Loop Student Centers. Posters representing writers from different DePaul offices and departments will showcase “what writing means to them and what kinds of writing they do.”

As part of the Writing and Rhetoric Across Borders International speaker series, a talk entitled “Belles Lettres to Rhetorical Genre Studies: Writing Studies and Rhetoric in Canada 1900 -2000” will be given by University of Alberta Professor Roger Graves in SAC (2320 N. Kenmore, Chicago) in Room 254 at 6pm.

If you cannot commit to participating in one of the above, simply approach your routine daily writing tasks (be it emailing, blogging, journaling, or even texting) with a mindfulness of the day.

Did you know? Extended Project Support Tutors Available

Are you working on a paper that is longer than 20 pages? Would you like a dedicated tutor to provide feedback on your writing throughout the process? Good news! The University Center for Writing-based Learning now offers Extended Project Support (EPS) tutors to provide consistent commentary for students working on advanced projects, independent learning projects, or any paper lengthier than 20 pages. This support also allows the writer more time each week than normal writing center services permit, up to four hours per week. There are several methods in which EPS tutors provide feedback to the student, including written feedback by email, via IM/ Webcam, or face to face appointments.

For more information and to apply for an EPS tutor, please visit:
http://condor.depaul.edu/writing/what/Writing%20Center/extproject.html.

New Student Samples Available on the SNL Writing Guide

SNL Writing has added new student samples for the following assignments:

Undergraduate:

Advanced Elective papers
Advanced Projects
Externship journals
Research Seminar proposals

Graduate:

MAAPS learning plans
MAEA final projects

Some of the papers are annotated with writing tips that highlight "what worked" in the student's paper, including word choice, structure, and proper citations. You can view them by visiting the SNL Writing Guide: http://www.snl.depaul.edu/writing/SNLAssignments.html.

Upcoming Writing Center Forums for SNL Students

A reminder that the Independent Learning Pursuit Forum offered through DePaul's University Center for Writing-based Learning (UCWbL) is being given Saturday, October 8th, 12pm to 1:30pm in Room 307 at the O’Hare Campus.

Students may make reservations here.

The UCWbL is also hosting two upcoming Advanced Project Forums:

Saturday, October 15th, from 12:00 to 1:30pm, Room 220 (Naperville)
Monday, October 24th, from 12:00 to 1:30pm, Lewis 1600 (Loop)

Students may make reservations here.

These forums allow SNL Writers to discuss their projects with other students, Writing Tutors, and a research librarian. Because writers at all stages of their projects are welcome, these forums are great opportunities to share tips and get advice about these critical components of the SNL program.

Feel free to contact Writing Group Coordinator, Edward Evins, at eevans56@depaul.edu with any questions.

SNL Writing Showcase Now Accepting Entries

Calling all SNL student writers! The School for New Learning is now accepting entries for the 2011 - 2012 academic year.

If you have received an "A" on a paper or glowing feedback on an Independent Learning Project (ILP), consider submitting your work to the Writing Showcase. You may submit up to three pieces of writing. By submitting your work, you not only share your accomplishment with others, but also provide inspiration to your fellow SNL students as they work on their writing assignments. Excellent submissions will be recognized at the Spring Awards Luncheon.

To download this year's application and to view entries of previous winners, please visit http://www.snl.depaul.edu/writing/WritingShowcase.html.

Community Creative Writing Resources

Chicago and the surrounding Chicagoland area offer many writing groups, writing seminars, and writing workshops for those interested in creative writing. DePaul University offers a Masters of Arts in Writing and Publishing, but there are also several programs outside the DePaul Community to help enhance your creative writing skills. Students could use these non-DePaul resources as part of developing an Independent Learning Project on creative writing.

A comprehensive list of Chicago-based writing resources: http://chicagowrites.org/resources.aspx

The Newberry Library: http://www.newberry.org/programs/currentschedule.html#writing

Chicago Dramatists offers playwriting courses: http://www.chicagodramatists.org/playwriting_classes

Story Studio Chicago: http://www.storystudiochicago.com/

Writer's Loft: http://www.thewritersloft.com/

Online Resources/ Courses for Writers

Poets & Writers magazine: http://www.pw.org/
Publishing Search Engine: Duotrope.com
Coffee House for Writers: http://www.coffeehouseforwriters.com/courses.html
UW Madison Online Workshops: http://www.dcs.wisc.edu/lsa/online/

Suburban Campus writing groups begin again September 17

Suburban Campus Writing Groups are convenient tutoring options for commuters, SNL and suburban campus students, meeting at the Naperville, Oak Forest and O’Hare campuses on Saturdays from 10am-11:30am during each academic term. They are a drop-in tutoring service where students work with Group Leaders and fellow writers in a collaborative setting in which they both receive and provide feedback on written work. Contributing writers will find that all meetings allow them to constructively share their pieces in contexts like one-on-one peer feedback and group workshops, allowing exposure to different audiences and forms of collaboration and group discussion. If you would like more information, check the University Center for Writing-based Learning website at http://condor.depaul.edu/writing/.

Meet New SNL Writing Faculty Member Jane Wagoner!

Jane Wagoner taught a variety of courses at the City Colleges of Chicago, including ESL, reading, Introduction to Literature, freshman composition, the research paper and developmental English. She has created several hybrid classes and earned a Master’s Online Teaching certificate. In addition, she has begun taking piano lessons and enjoys being a student. Jane loves going to the theater and being a member of the Jane Austen Society. Her BA is from Edgewood College in Madison, WI, and MA from DePaul University.

Rhetorical Analysis Rap

A rap that reviews terminology used in rhetorical analysis...check it out, yo!

A Taste of Haste: Accelerating the Writing Process

In the Slate article, “Slowpoke: How to be a faster writer,” Michael Agger explores why some people can more quickly finish writing projects. He relates habits and anecdotes of highly efficient writers, which effectively boils down to “read and write more each day.” Agger offers this practical writing tip, “Try to limit your working hours, write at a set time each day, and try your best not to emotionally flip out or check email every 20 seconds. This is called "engineering" your environment.”

To aid with checking Email/ Facebook/ Twitter/ Wikipedia/ insert your favorite internet distraction “every 20 seconds,” some people prefer to work in surroundings without internet or install software, like Freedom©, that turns off a computer’s network connectivity for a given period of time. However, if you have the discipline to stay only on sites that are relative to your writing, Agger suggests using the internet for research while writing can be helpful. He writes,

“The modern multitasking style of composing next to an open Internet browser is one solution to limiting writing's cognitive burden. There are experimental programs that will analyze what you are writing and attempt to retrieve relevant definitions, facts, and documents from the Web in case you need them. Like many writers, I take a lot of notes before I compose a first draft. The research verifies that taking notes makes writing easier¬—as long as you don't look at them while you are writing the draft! Doing so causes a writer to jump into reviewing/evaluating mode instead of getting on with the business of getting words on the screen.”

Agger cites research from The Cambridge Handbook of Expertise and Expert Performance in which author Ronald Kellogg purports, "Serious writing is at once a thinking task, a language task, and a memory task." Naturally, by sufficiently preparing for each individual part of the writing process, the writer shortens his production time. For instance, Agger relates how much easier (and presumably faster) it is for one to write about what one already knows. He says, “… the writer's brain is juggling three things: the actual text, what you plan to say next, and—most crucially—theories of how your imagined readership will interpret what's being written. A highly skilled writer can simultaneously be a writer, editor, and audience.” This all-in-one approach to writing takes practice, which Agger says can only come from reading more to increase knowledge (what you know) and then writing more, with the critical eye turned inward. And if you really just can’t seem to expedite your writing output, find a paid writing gig – Agger points out that “the promise of money has a way of stimulating writerly ‘flow.’ Amazing!”

Fall 2011 SNL Writing Course Offerings

The following Fall Quarter courses at SNL have a writing and/or literature focus. You can register today by visiting campus connect.

Loop Campus Offerings

LL 150 Academic Writing for Adults
McGury-Hease,Carol
L4 13864
HYBRID. Meets on campus: 9/12, 9/26, 10/10, 10/24, 11/7

LL 150 Academic Writing for Adults
Forster, Peter
L4 14054

LL 153 Writing Together – Writing Well: A Community Approach to Academic Writing and Personal Narrative
Wozniak, Kathryn & Hurtig, Janise
A3A 14250
H1X 14251
H2X 14252
L4 14249
LATE START. Begins
9/17. Meets from 9-1p

LL 140 Writing Workshop
Hayes, Nicholas
H3J 14171

AI 276 Creative Ink: The Art of Writing
Sautter, R. Craig
A1C 13986
A2A 13987
A2X 13988
A5 13989

AI 184 Wordplay: Demystifying Poetry
Starrs, John
A1A 14047
A1H 14048
A2X 14049
A5 14050

Naperville Campus Offerings

LL 150 Academic Writing for Adults
Muller, William
L4 13172
LL 140 Writing Workshop
Miritello, Mary
H3J 13185

LL 150 Academic Writing for Adults
Brown, Barbara
L4 12834

LL 140 Writing Workshop
Michicich, Tracy
H3J 12836

FA 247 Thinking and Writing about Work
Muller, William
A1E 12830
A2X 12831
A5 12832
FX 12833

O’Hare Campus Offerings

LL 150 Academic Writing for Adults
Morris, David
L4 13584

LL 140 Writing Workshop
Weidner, Diane
H3J 13716

SNL Online Offerings

LL 150 Academic Writing for Adults
L4 12113
Schmidt, Kathleen

LL 150 Academic Writing for Adults
L4 12117
Gilbert-Levin, Renee

LL 150 Academic Writing for Adults
L4 12115
Hemmerling, Joseph

LL 150 Academic Writing for Adults
L4 16024
Wagoner, Jane
AI 176 Creative Writing
A1C 12260
A2A 12261
A5 12262
Dumbleton, Molia

FA 133 Editing Yourself and Others: A Collaborative Approach to Writing at Work FX 12315
H3D 12314
L7 12313
Greenberg, Michelle

AI 172 Making Poems: An Introduction to Verse
A1C 12375
A2A 12376
A5 12377
Sullivan, Tom

AI 211 Men of Fortune, Women of Cents: Analyzing Pride and Prejudice and the films it has inspired
A1D 16028
A1E 16029
A1X 16030
A5 16031
Kutty, Nina

FA 339 Professional Business Writing
H2X 12719
Schmidt, Kathleen

LL 140 Writing Workshop
H3J 12450
Dow, Tom

LL 140 Writing Workshop
H3J 12448
Fitzpatrick, Kristin

Degree Completion Offerings

DCM 330 Professional Writing
Wozniak, Kathryn
4 – DCM
2 – H3X
2 – FX
DCM 14350
H3X 14351
FX 14352
Meets Online.

Independent Study

IN 270 Writers in 1920’s America
A1A 11282
A1C 11283
H1F 11284
Scheideman, Warren

IN 203 Writing and Editing a Newsletter
FX 11275
Murphy, Douglas

Writing Center Forums on August 6th

Independent Learning Pursuit Forum: This forum is designed to foster discussion, provide information, and offer support to SNL students who are currently working on or beginning an Independent Learning Pursuit. The discussion-based event features Writing Center Tutors, SNL faculty, and a research librarian, all of whom provide focused and individualized feedback to students. This is a great opportunity for SNL students to share tips and receive advice from their peers. All students and faculty are invited!

Dates: August 6 from 12 noon to 2 pm (O'Hare)

Click here to RSVP.


Research-Writing Workshop: Participate in this workshop to get feedback on your research project—whether it be a quarter-long class project, an AP or ILP, or a thesis. UCWbL tutors will also provide valuable tips to help you successfully complete your project.

Dates: August 6 from 12 noon to 2 pm (Naperville)

Click here to RSVP.

New Font Aids Dyslexic Readers

A new font, aptly titled “dyslexie,” has been developed to aid those with dyslexia, a learning disability which affects one’s ability to read by transposing certain letters. The dyslexie typeface helps dyslexic readers by offering greater differentiation between similar looking letters, like b and d, p and q, v and w, h and n, c and e, i and j, and so on. It also bolds punctuation and capital letters to help readers better recognize the end of one sentence and the start of a new one. According to the Project Dyslexie website, www.studiostudio.nl/project-dyslexie/, “Independent research undertaken by the University of Twente proved that the Dyslexia font improves reading results. The study at the University of Twente showed that people with dyslexia made fewer reading errors when they use the dyslexia font compared to using standard font.”

Unfortunately, buying the dyslexie font can be prohibitively expensive for some, as it is currently priced up to $1000. This site offers alternative resources that are either cheaper or free: http://www.dyslexic.com/fonts. The site suggests that using some fonts already used with word- processors can be helpful to dyslexics, including Sassoon, Trebuchet MS, and Comic Sans.

SNL student, Maria Jasso de Razo, featured in Global Voices

SNL student Maria Jasso de Razo is featured in the first annual issue of Global Voices, the online magazine published by The Collaborative for Multilingual Writing and Research (CMWR) and The University Center for Writing-based Learning (UCWbL). Maria wrote her paper, "How English as a Second Language Affected my Reading and Writing," for SNL writing course, "Writing Together - Writing Well," taught by Steffanie Triller and Janise Hurtig. The essay depicts the hurdles Maria overcame as an ESL student learning to read and write. On her essay being chosen for Global Voices, Maria says, "I never imagined that I could write something that would be published. You don't know how much this means to me. I can't believe it."

Read her essay here: https://depaul.digication.com/global_voices/paper_3

Independent Learning Project Forum on Monday, August 1st at Loop Campus

The DePaul University Center for Writing-based Learning (UCWbL)is hosting an Independent Learning Project forum on Monday, August 1st from 4 to 6:00pm. The forum will be held in Lewis 1600 at the Loop Campus.

Writing tutors and librarians will be available to assist students with their writing and research questions. Writers at all stages of their projects are welcome, and the workshop provides a great opportunity to both share tips and get advice about the ILP.

Please contact Edward Evins at eevans6@depaul.edu with any questions.

Research Writing Workshop on Saturday, July 23rd

This Saturday, July 23rd, the University Center for Writing-based Learning will be holding a Research Writing Workshop at the O'Hare campus. This workshop allows SNL Writers to learn valuable research techniques with other students lead by Writing Tutors. Because writers at all stages of their projects are welcome, these workshops are great opportunities to share tips and get advice about this key component of the academic writing process.The workshop will begin at 12:00 pm in Rm. 307 at the O'Hare Campus.

Stephen Fry on Pedants of Grammatical Accuracy

Stephen Fry, identified by Wikipedia as an “actor, screenwriter, author, playwright, journalist, poet, comedian, television presenter and film director, and a director of Norwich City Football Club,” pontificates on pedants of grammatical accuracy.

"How to Read like a Writer"

The essay, "How to Read like a Writer," by Mike Bunn discusses the difference between reading for content and actively reading for writing choices and techniques made by the author to better one's own writing. Bunn writes, "Questioning why the author made certain decisions. Considering what techniques could have made the text better. Deciding how to include the best attributes of what you read in your own writing. This is what Reading like a Writer is all about." To read the whole text, please visit http://writingspaces.org/sites/default/files/bunn--how-to-read.pdf

Writing Center Offers Forums for SNL Writing Projects

Independent Learning Pursuit Forums: These Forums are designed to foster discussion, provide information, and offer support to SNL students who are currently working on or beginning an Independent Learning Pursuit. These discussion-based events feature Writing Center Tutors, SNL faculty, and a research librarian, all of whom provide focused and individualized feedback to students. This is a great opportunity for SNL students to share tips and receive advice from their peers. All students and faculty are invited!
Dates:
• July 16 from 12 noon to 2 pm (Naperville)
• August 1 from 4:30-6:30 pm (Loop--Lewis 1600)
• August 6 from 12 noon to 2 pm (O'Hare)

Click here to RSVP.

Advanced Project Forums: AP Forums allow students to discuss their Advanced Projects with other students, UCWbL tutors, SNL faculty, and a librarian. Participants discuss the steps that need to be taken before beginning the Advanced Project, generating ideas for topics, beginning research, and managing the project once it begins. SNL students at all stages in their Advanced Projects and faculty are welcome.
Dates:
• July 9 from 12 noon to 2 pm (O'Hare)
• July 11 from 4:30 to 6:30 pm (Loop--Lewis 1600)

Click here to RSVP.

SNL Writing Forum: This unique Forum at the Oak Forest campus will feature guidance from two UCWbL tutors and a librarian. SNL students of all levels are welcome to come and discuss their ILPs, APs, and class assignments. Date: July 13 from 6:30 to 8:30 pm (Oak Forest).

Click here to RSVP.

Research-Writing Workshops: Participate in this workshop to get feedback on your research project—whether it be a quarter-long class project, an AP or ILP, or a thesis. UCWbL tutors will also provide valuable tips to help you successfully complete your project. Dates:

• July 23 from 12 noon to 2 pm (O’Hare)
• August 6 from 12 noon to 2 pm (Naperville)

Click here to RSVP.

SNL Student Writing: NEED LESS TO SAY

Click here to view the SNL student publication, "NEED LESS TO SAY: Stories from the Writing Together Class."

SNL Student Writing: KNOW RED INK

Click here to view the SNL student publication, "KNOW RED INK: Stories from Writing Together - Writing Well."

What’s the difference between editing and proofreading?

The University of North Carolina at Chapel Hill features a helpful online handout about the differences between editing and proofreading, available here: http://www.unc.edu/depts/wcweb/handouts/proofread.html. Editing and proofreading are two separate steps within the revision process, although some use the terms interchangeably. Editing involves refining the content, overall structure, clarity, style, and citations. This stage involves rewriting and reorganizing your words to better support your thesis statement and argument. Proofreading is the final step of the writing process in which you correct the punctuation, grammar, and spelling of your writing, or the surface errors that are important for presentation. The handout promises that one will save time by taking these steps one at a time, rather than trying to edit and proofread writing all at once. To encourage visitors to begin honing their proofreading skills right away, the handout includes a fun, circular challenge—seven common proofreading errors for readers to detect as they read about editing and proofreading.

Additional Resources about Editing and Proofreading:

Purdue Online Writing Lab
(Proofreading): http://owl.english.purdue.edu/owl/owlprint/561/ (printable version of a handout and makes a nice checklist; it’s also available on their website, which offers many other writing resources, here: http://owl.english.purdue.edu/owl/resource/561/1/)
(Grammar, Punctuation, etc. Exercises): http://owl.english.purdue.edu/exercises/

SNL Writing Guide – Editing Stage of the Writing Process: http://snl.depaul.edu/writing/editing.html

University of Minnesota: http://writing.umn.edu/docs/sws/quicktips/editing_proofreading.pdf

Different Approaches to Journal Reflection Writing

Starting Point, an online teaching resource for undergraduate instructors provided through Carleton College, recommends seven different formats for student journaling as part of the experiential learning process. Those taking service learning courses and/ or the externship competence should consider these unguided and structured journal assignments.

Unguided journal reflections include the “personal journal” and the “dialogue journal.”

- The “personal journal” is one in which the students freely recount their experiences without prompts.
- The “dialogue journal” is the model used in many SNL online courses. Students submit journal entries on a predetermined schedule, and the instructor provides feedback on the students’ findings in return.

Some students find it helpful to have more direction in their journal writing. Examples of guided journal assignments consist of the “highlighted journal,” “the key phrase journal,” “the three part journal,” “the double entry journal,” and the “critical incident journal.”

- The “highlighted journal” asks students to write about their experiences and then later go through the text and mark the pieces that pertain directly to course content.
- In the “Key phrase” journal, students are given course-specific terms and asked to incorporate them into their journal entries.
- The “three-part” journal asks students to divide each entry into three parts: Describing the experience, relating the experience to course content, and then applying the experience to their personal or professional goals.
- In the “double entry journal,” students divide their journal entries into two parts; one page is devoted to personal thoughts and responses to the experiential learning, and the opposite page is devoted to key concepts from class discussions and readings. - In the “critical incident journal” students are given prompts and asked to evaluate their experiential learning experience through the lens of personal reflection and what implications the experience will have for their future.

The full text is available by visiting: http://serc.carleton.edu/introgeo/service/types_journal.html.

Advanced Project Forum on June 22nd

Next Wednesday, June 22, the University Center for Writing-based Learning will be holding an Advanced Project Forum at the Naperville campus. This Forum will give students working on Advanced Projects the opportunity to receive feedback from a research librarian, SNL Faculty, and Tutors from the University Center for Writing-based Learning. The Forum will begin at 6:30 pm in Rm. 117 at the Naperville Campus. Participants may RSVP by clicking here.

Values and Goals of the SNL Writing Program

Like the School for New Learning, the SNL Writing Program embraces the values of life-long, reflective, student-centered, integrated and experience-based learning. The goals of the Writing Program follow from these values.

The life-long and reflective values focus on providing writing support to students during their time at SNL and preparing them to be self-reflective writers who will continue to improve beyond SNL. To best serve students and faculty, SNL Writing upholds the commitment to continuously renew our pedagogy by learning from others and reflecting upon our own practice.

Maintaining a student-centered writing program is achieved by meeting students where they are and helping them attain the goals they have set for themselves at SNL. This is also achieved through assigning writing projects that are shaped by students’ interests, teaching students to assess and address their own writing needs, and privileging writing instruction that is learner-centric.

The SNL Writing Program is integrated into the overall SNL curriculum by delivering writing instruction that helps students succeed in the unique context of SNL, while also building their skills for success in their writing efforts outside of and after SNL. Writing is integrated into the teaching of all competences in ways that enhance learning.

Experience-based learning is accomplished by promoting writing as a means of reflecting upon, making meaning of, and communicating experience. The SNL Writing Program values students’ various literacies, while helping students know how and when to move between these literacies. Experience based writing also teaches students how to use writing to describe, reflect upon, analyze, and situate their experience in academic discourse when necessary.

The SNL Writing Program values and goals are available online as part of the SNL Writing Guide.

Mom Knows Best: First Lady Communicates Importance of Reading and Writing to Daughters and British Students

On May 25th, Rebecca Kaplan of National Journal published a story on Michelle Obama’s recent visit with students from the Elizabeth Garrett Anderson School for Girls. In the article, Mrs. Obama shares with the students the same advice she gives her daughters to “help them achieve their goals”:

Read, write, read, read. If the president were here--one of his greatest strengths is reading. That's one of the reasons why he's a good communicator, why he's such a good writer. He's a voracious reader. So we're trying to get our girls, no matter what, to just be--to love reading and to challenge themselves with what they read, and not just read the gossip books but to push themselves beyond and do things that maybe they wouldn't do. So I would encourage you all to read, read, read. Just keep reading. And writing is another skill. It's practice. It's practice. The more you write, the better you get. Drafts--our kids are learning the first draft means nothing. You're going to do seven, 10 drafts. That's writing, it's not failure, it's not the teacher not liking you because it's all marked up in red. When you get to be a good writer, you mark your own stuff in red, and you rewrite, and you rewrite, and you rewrite. That's what writing is.

According to Mrs. Obama, applying the adage of ‘practice makes perfect’ to one’s writing and reading is the path to success. After all, this is the path Barak Obama followed all the way to the White House. It also helped him earn recognition as one the best orators of our time.

Her words also bring to mind another tried and true axiom, ‘writing is rewriting.’ Revisions are a necessary part of the writing process, and Mrs. Obama intimates that one need not wait for a second pair of eyes to make improvements. When self-editing drafts, some suggest that reading the paper backwards or returning to it after a couple of days helps one to gain fresh insight. Careful re-writes of a paper or project can be the difference between an ordinary piece of work and a work that really captivates the reader.

Now would be the perfect time to ask yourself what books should go on your summer reading list… and then add a few more! If there is room for one more maxim on this page, it is that ‘mom knows best.’ Following the parental advice of Michelle Obama to write, rewrite, read, and read some more can only lead to more engaged, knowledgeable, and skilled citizens of the world.

Complete article available here.

*Special thanks to visiting faculty member, Jill Joachim, for finding and sharing this National Journal article.

SNL Writing Faculty member, Kristin Fitzpatrick, publishes two short stories and wins award

My short story, "The Lost Bureau," will be published in Epiphany Magazine. The story is about a female police officer who carries her dead husband's unregistered gun during her first week on patrol. One of my former Academic Writing For Adults students is a police officer and he agreed to an interview in order to help me with my research for the story. Another story of mine, "Queen City Playhouse," was awarded the 2011 Thomas Wolfe Fiction Prize from the North Carolina Writers Network. The story is about a group of actors trying to stage a production of The Tempest before the owner of their theatre dies. By winning first place in the contest, I received $1000 and a one-year membership to their network. There is an article about the contest at this link: http://www.ncwriters.org/news/809-kristin-fitzpatrick-wins-thomas-wolfe-fiction-prize

New Lifelong Learning Cohort Beginning Fall 2011

If you have not yet taken Foundations and you are looking to graduate quickly with ongoing support from your Faculty Mentor, consider registering for Pat Ryan’s Foundations of Adult Learning in Fall 2011. This course is the first in a series of cohort classes that will be team-taught in sequential quarters by Pat with writing faculty, Steffanie Triller. The students in this cohort, beginning with Foundations, will also take Academic Writing for Adults (L4) and Critical Thinking (L5) with the same cohort (8 Cr. Hrs) in Winter 2012. This course will be an 8-credit hybrid, and will include a significant online component. In Spring students will take Research Seminar (L8, L9: 6 Cr. Hrs.) The courses will take place in the Loop on Tuesdays. Finally, students will be offered the choice of taking an Advanced Elective course (E1, E2: 4 Cr. Hrs.) with Pat or Steffanie in the following school year.

Each successive course will build on skills and lessons learned during the previous cohort class. Both instructors and students will work together on a formative learning experience. Instructors will also support students in the writing of two Independent Learning Pursuits (ILPs).

Students interested in this opportunity should register for Foundations of Adult Learning (L2, L3, F1: 6 Cr. Hrs.) taught by Pat Ryan at the Loop in Fall 2011.

Getting to Know SNL Writing Staff: An Interview with Kaitlin Fitzsimons

Tell us about your educational and work experiences before SNL
I graduated from Providence College with a Dual B.A. degree in English and Theatre, and a minor in Music. Some of my peers jokingly referred to my selected areas of study as “the trifecta of impracticality,” but I was confident that a liberal arts education would yield a career path that was suited to my interests. Throughout college, I worked a myriad of jobs including camp counselor, administrative assistant, resident assistant, cashier, and skate guard at an outdoor recreational ice rink. My first post-graduate job was fundraising and selling tickets for a regional Chicago theatre. While I never expected to be in a sales position, this job certainly taught me to be more assertive in order to close a sale, and also afforded me the opportunity to enjoy free live theatre. My position at SNL has allowed me to combine my passion for learning and people, and for that I am very thankful.

What attracted you to DePaul and SNL?
I am a huge advocate of higher education and lifelong learning. My time in college was so rewarding, and I believe everyone should have the opportunity to learn, write, debate, philosophize, engage in meaningful conversations, experience different cultures, interpret classic texts and works of art, and contribute to the newest research and technology available to us today. Through its focus on experiential learning and independent learning projects, the School for New Learning reaffirms that learning opportunities are all around us, every day. SNL’s extensive online course offerings further support the notion that not only does learning extend outside the classroom, but also across state lines. I love that my job supports the learning process, even in a small way.

What is your role with the SNL Writing Program?
I offer administrative support for the SNL Writing program by managing the snlwriting@depaul.edu email account. I am the first responder to all student and faculty correspondence regarding SNL Writing events, the SNL Writing Showcase, and writing placement essays. I also contribute to the two writing blogs, SNL Writing News and Writing at SNL. My other responsibilities for the Writing program include marketing and planning SNL writing events, compiling and analyzing writing placement data, and creating a writing resource packet for new SNL students which is distributed at SNL events.

What keeps you busy outside of work?
Since I am not currently participating in any theatrical endeavors, I make it a point to see as much live theatre as my free time and budget allow. Additionally, I love going to concerts and enjoy reading, writing, running, watching movies, baking, and participating in my faith community. As this will be my first summer living in Chicago, I’m very excited to play on a summer softball league, take advantage of the many festivals and beaches here, and just explore the city!

Connecting with Africa—SNL Travel Course Presents Amazing Learning & Writing Opportunity

Do you enjoy travel writing or journaling? If so, the School for New Learning is leading a study abroad course, “Connecting with Africa: Cultural and Social Issues in East Africa,” this December 2011 term. From November 26^th to December 11^th, DePaul students will have the opportunity to learn about the local peoples, the environment, and cultural practices in Kenya and Tanzania...and then write about them! An excerpt from the syllabus reads,

“A field notebook is required for this course. You are to document your significant cultural observations and experiences while in East Africa. Facts, as well as interpretations and personal reflections should go here…For example, if you were to interview a community leader or visit a politician for a paper on colonialism, your notes and reflections should be recorded in your notebook. Similarly, a discussion with tour personnel or Tanzanian university students about traditional family values could be described in your notebook if you planned to use that information in your final paper. You will also record some day-to-day observations that help inform you about the culture of Kenya and Tanzania, such as the nature of personal interactions, or the manifestations of spirituality, etc.”’

Students are asked to relate their experiences through documenting their observations, interpretations, and reflections:

Observations: What did you see, hear, taste, feel, smell? Think of this as a concrete description.

Interpretations: What is the meaning of the event or observation? This can be from an informed or uninformed position, but you should be clear to indicate what supports or drives your interpretation. You may revisit some of your interpretations later during the course as you gather more information and experiences.

Reflections: What impact did the events have on you? What are your personal impressions of the event?

The experiential learning documented in the journals will also serve as the main source students will use to complete their final papers for the course, with field experiences accounting for about 75% of the documentation for the approximately 20 page paper.

According to the program flyer, “Simple observation serves as a powerful tool for uncovering deeper meanings in everyday events in the lives of Kenyans and Tanzanians.” Through journaling, students are better able to process and absorb their experiences in Kenya and Tanzania; from exploring the Masai market in the urban hub of Nairobi city to visiting the highest peak in Africa, Mount Kilimanjaro.

To take advantage of this exciting onsite experiential learning program, please apply by June 1^st. For more detailed information, up-to-date costs, and an online application please visit http://studyabroad.depaul.edu or email snlinternational@depaul.edu.

2010 - 2011 SNL Writing Showcase Winners Announced

SNL Writing is pleased to announce the winners of the 2010- 2011 SNL Writing Showcase:

Jeffrey C. Barg, "A Happier New Year from Poston" and "Do Squirrels Matter?"

Nathan Fey, "Mary Magdalene and the Markan Appendix"

Stephen A. Hall, "Cultural Competence in the Writing Center: Partnering with Students of Color in Writing through Understanding"

Jeffery A. Kidd, "A Terminal Day"

Margaret D. Sabatino, "Alternatives for handling stormwater runoff from disconnected downspouts in urban cold climate areas"

These students will be recognized with a plaque and public congratulations at the Spring Awards Luncheon to be held on June 4th, 2011.

The SNL Writing Showcase is an annual competition which celebrates the outstanding writing students do for their classes and Independent Learning Projects. If you are interested in applying for the 2011- 2012 showcase, please visit the SNL Writing website to download an application or contact snlwriting@depaul.edu for more information.

ILP/AP Forums and More!

The University Center for Writing-based Learning invites all SNL students to participate in its upcoming workshops and forums!

Writing for the Job: Bring Your Resume and Cover Letter to Life
Looking to break into the business world? Join our workshop to learn how to make targeted, effective resumes and cover letters to get that job you want. Bring a current letter or start from scratch with the help of our tutors.
Naperville Campus—Saturday, May 14th at 12 noon in Rm. 228
Oak Forest Campus—Saturday, May 14th at 12 noon
O’Hare Campus—Saturday, May 21st at 12 noon in Rm. 307
Click here to RSVP.

Advanced Project Forum
Discuss your Advanced Project with Writing Center Tutors, SNL faculty, and a librarian. Share tips and get advice from others who have been there!
Loop Campus—Tuesday, May 17 from 4-6 pm in Lewis 1600 (Loop Writing Center)
Click here to RSVP.

Independent Learning Pursuit Forum
Join other SNL students, Writing Center Tutors, SNL faculty, and a librarian to discuss your project! Share tips and get advice from others who have been there!
Loop Campus—Wednesday, May 25th from 4-6 pm in Lewis 1600 (Loop Writing Center)
Click here to RSVP.

Please contact Tom McNamara at tmcnamar@depaul.edu or 312.362.6726 with any questions.

SNL Evening of Writing a Success!

On Thursday, April 14, SNL students, faculty, and staff came together to share in the first SNL Evening of Writing.

SNL student Joyce McMurray said, "Attending the SNL evening of writing was truly a motivation to put me back on track with focusing on improving my writing skills, and to continue my journey of adult learning with the SNL Program. Kudos!"

If you were unable to attend this spring's Evening of Writing, do not worry. The SNL Writing Program will continue to hold evenings of writing in future quarters. Stay tuned!

SNL Students Wanted: Writing Fellows and Writing Tutors at UCWbL

If you're an SNL undergraduate or graduate student with strong writing skills, and you're interested in helping other students with their writing, this opportunity is for you! The University Center for Writing-based Learning is taking applications for writing tutors and writing fellows for the 2011-2012 school year. You will take a course to learn how to be a tutor and/or fellow, gain competence (L7 and H2X) or credit, and get paid! Applications are due April 18, so act fast! More info and the application are here: http://condor.depaul.edu/writing/who/join.html

Thoughts on the L4 Competence: L4 Proficiency or Academic Writing for Adults?

by Joan Travers

Recently, we asked SNL student Joan Travers to share some thoughts about her choice to take the Academic Writing for Adults course over the L4 Proficiency Exam. Her reflection follows:


One of the things SNL stresses to students in introductory classes is the writing intensive nature of the program. Not only do all the classes rely on writing as the primary form of expression and evaluation but so do the experiential ILP’s. This can be exceedingly intimidating to an adult returning to school, especially if that student hasn’t spent time writing in several years.

As a returning student myself, I found this to be incredibly daunting. At one of my first meetings at SNL, I was told that my writing skills were sufficient enough to take the L4 proficiency exam. And while I liked the price and the limited time commitment of the exam, I opted to enroll in Academic Writing for Adults. If such a high premium was placed on writing then I figured I could use the practice. Even if my skills were believed to be up to par, at least I would understand for myself the expectations actually needed for success in a class designed to concentrate solely on writing and the writing process.

Since I had a limited background in writing, having taken a few creative writing classes in the past, I was not completely comfortable with all my writing skills. I lacked the ability to write research papers and how to cite properly. Through taking this writing class, I was able to learn and practice some of these skills. I also grew confident in my abilities to express my ideas at a level necessary for SNL. And I learned techniques to help me overcome some of my apprehension I’ve always had about writing, like procrastination and proofreading.

As an assignment for the class, I tried my hand at writing my first ILP. I turned to my creative writing background and used some of the new skills and techniques I learned in the course to write a paper about my interaction with physical science and the environment during a skydiving experience I had. I started by writing about my experience as if telling the story or events, and then applied some technical research to explain the events. I used this as an opportunity to develop my research and citing skills, using the feedback I received from working with my writing teacher. The end product was not only an ILP I could submit for an additional class credit, but also an example that I have the ability and know-how to complete a satisfactory ILP.

So while this writing course took longer than a proficiency exam and cost a bit more, the benefits were invaluable. I learned new writing skills and got constructive writing practice, but ultimately I gained the confidence to be a competent student at SNL. This course helped me to write better, but also to manage my time better and to understand and respect the process of learning.


Click here to read Joan's skydiving ILP. Her essay, "My Skydiving Mishaps: A Quick Lesson in Physics," won a Writing Showcase award in 2010. She plans to graduate in 2011 with a Focus Area of Wilderness Education.

Submit Your Best Writing to the SNL Writing Showcase by April 1!

The deadline for SNL Writing Showcase entries is quickly approaching. Please submit your best written work by April 1, 2011. Students can see previous winners and download the 2010-2011 application here:

http://www.snl.depaul.edu/writing/WritingShowcase.html

MIT Open Courseware - A Resource for Students Interested in ILPs

Students interested in doing an ILP or an independent study might find some of MIT's Open Courseware (OCW) resources helpful. Their OCW Scholar courses are designed for students who have limited access to additional resources. Videos and simulations accompany many of the courses.

More information can be found here:
http://ocw.mit.edu/courses/ocw-scholar/?utm_source=Featured-Course_1-12-11

Research-Writing Workshops to Come to the Suburban Campuses!

Do you want to successfully complete your term paper, ILP, or Advanced Project? Come to the University Center for Writing-based Learning’s workshop entitled “From First Draft to Polished Product: Writing Your Researched Argument” and explore strategies that will help you successfully tackle your project. This workshop will take place on Saturday, Feb. 26th at noon on the Oak Forest and O’Hare Campuses and on Saturday, March 5th at noon in Naperville. To learn more about the workshop, click here. To RSVP, click here. Look for these workshops at the Loop and Lincoln Park campuses early in the spring quarter.

Suburban Campus Writing Groups offer end-of-term support

The end of the term is quickly approaching. Have you considered joining a Suburban Campus Writing Group to help you stay on track with your final papers?

For more information, please visit http://condor.depaul.edu/writing/what/SCWG/scwg.html.

Good news for nervous test takers: study finds that writing about anxiety improves performance

A recent study done at the University of Chicago found that writing for 10 minutes before taking a test can improve test performance. Associate Professor of Psychology Sian Beilock conducted studies of students who were put into anxiety-inducing test taking situations. One group of students was invited to write before the test; a control group simply waited for the test. Students who wrote about their anxiety in particular before taking the test scored highest.

Even if a teacher does not provide a chance to write before an exam, students can take time to write about their worries and should accordingly improve their performance, Beilock said. "In fact, we think this type of writing will help people perform their best in variety of pressure-filled situations — whether it is a big presentation to a client, a speech to an audience or even a job interview," she explained.

SNL students who are nervous about their performance on an impending paper, assignment, quiz, or work-related activity might consider writing out their nervousness for 10 minutes before the event.

The full article can be found here:

Writing about worries eases anxiety and improves test performance

Students can combat test anxiety and improve performance by writing about their worries immediately before the exam begins, according to a University of Chicago study published Friday in the journal Science.

Use the University Center for Writing-based Learning’s services this term!

The University Center for Writing-based Learning offers services at most DePaul campuses and online. You may

• Participate in Suburban Campus Writing Groups (SCWGs) at the Oak Forest, Naperville, and O’Hare Campuses. The SCWGs begin January 15th from 10-11:30 AM and meet on Saturdays throughout the term.
• Schedule face-to-face appointments at the Loop and Lincoln Park campuses.
• Schedule webcam or instant message appointments.
• Submit essays for Feedback-by-Email.

For more information about these or other services, please visit depaul.edu/writing.