Pop-Up Writing Center!

Struggling with that final paper? Overwhelmed with writing assignments? We can help!

The Writing Center will be hosting additional hours on Sunday, April 30th from 6pm-9pm in Collegiate Hall.

These hours will be walk-in only, and you will not need an appointment!

What: Pop-Up Writing Center Hours

When: Sunday, April 30th from 6pm-9pm

Where: Collegiate Hall

Why: Because we love you.

Students will be helped on a first-come, first-served basis and range anywhere from 15-25 minutes.

Get there early to snag a spot!

 

 

Seniors: Vote for Teacher of the YEar

Vote For: Teacher of the Year

ATTENTION: GRADUATING SENIORS

2017 University of Scranton Teacher of the Year Award

Each year the Graduating Senior Class selects its “Teacher of the Year.” Beginning Monday, April 24th, please vote for the full-time faculty member who you believe best exhibits the following characteristics:

  • Maintains the highest standards of academic excellence and fairness.
  • Inspires interest in the discipline through personal enthusiasm and dedication.
  • Is consistently effective in communication.
  • Is available outside of the classroom.

The award will be presented during Class Night on Friday, May 26th, 2017.

HOW TO VOTE: To cast your electronic ballot, access www.scranton.edu/toy

WHEN TO VOTE: Monday, April 24, 9:00 a.m. – Friday, April 28, 5:00 p.m.

Remember a Faculty Member Whose Teaching Has Inspired You!

(Posted on behalf of our CTLE colleagues)

Welcome back students!

Are you struggling with that first paper? The CTLE Writing Center can help!

The Writing Center Fall 2016 hours are as follows:

In the CTLE (LSC 588):

Monday through Friday 9am-5pm

In the Reilly Learning Commons (1st Floor Library):

Monday through Thursday 5pm-9pm

Saturdays: 1pm-5pm

Sundays: 1pm-9pm

*In the Reilly Learning Commons, we are located in the first two study rooms on the left.

To make an appointment email your availability and course name to: writing-center@scranton.edu

 

 

Seniors: Vote for Teacher of the Year

VOTE FOR:

TEACHER OF THE YEAR

ATTENTION: GRADUATING SENIORS

2015 University of Scranton Teacher of the Year Award

Each year the Graduating Senior Class selects its “Teacher of the Year.” Beginning Monday, April 13th, please vote for the faculty member who you believe best exhibits the following characteristics:

  • Maintains the highest standards of academic excellence and fairness.
  • Inspires interest in the discipline through personal enthusiasm and dedication.
  • Is consistently effective in communication.
  • Is available outside of the classroom.

The award will be presented during Class Night on Friday, May 29th, 2015.

HOW TO VOTE: To cast your electronic ballot, access www.scranton.edu/toy

WHEN TO VOTE: Monday, April 13, 9:00 a.m. – Friday, April 17, 5:00 p.m.

Remember a Faculty Member Whose Teaching Has Inspired You!

(Posted on behalf of our CTLE colleagues)

Scranton + Poetry= Spoetry!

Last night, to mark the National Day on Writing, the Writing Center held a poetry reading and open mic.  The event was a huge success.  Students and staff from across the campus came to hear four featured readers: Dawn Leas, Ginny Grove, Amye Archer, and Stanton Hancock.  The reading was followed by a very well-attended open mic led by CTLE Reading Specialist, Dr. Andree Catalfamo.

The Writing Center would like to thank everyone who came out in support of poetry and spoken word.  We hope this event will be the first of many.  Don’t forget, the Writing Center is located on the 5th floor of the Loyola Science Center, and in the Reilly Learning Commons.  You can make an appointment by calling 570-941-6147, or emailing us here.

Poet Stanton Hancock
Poet Stanton Hancock
Poet and Writing Instructor Virginia Grove
Poet and Writing Instructor Virginia Grove
Dr. Andree Catalfamo
Dr. Andree Catalfamo
Scranton Alum Dawn Leas
Scranton Alum Dawn Leas

Write and Cite Comes to the WML

S14 Write and Cite Day 1

Last Tuesday and Wednesday, May 13th and 14th, the CTLE‘s Writing Center set up camp in the Weinberg Memorial Library to offer assistance to students with their final papers.

This collaboration between the Writing Center and the Library was called “Write & Cite,” and included 4-6 Writing Consultants located at two stations (with refreshments!) during the evening on the Tuesday and Wednesday of Dead Week. Consultants were available for drop-in appointments in the 1st floor Reilly Learning Commons and the 2nd floor Reference Desk area from 5 to 8 pm both nights. The premise was for consultants to be available to assist students with their writing where that writing was actually taking place, and the close proximity of the Reference Desk meant students could also be referred to a Reference Librarian for assistance with formatting their citations.

And the event was a success! Thirty-three students received assistance through writing consultations over the course of both nights of the program, with three referrals to a librarian for citation assistance.

Miss your chance to meet with a Writing Consultant during Spring 2014’s “Write & Cite” event? Do not fear: beginning in Fall 2014, the Writing Center will have two satellite locations in the Reilly Learning Commons, making our resourceful Writing Consultants a permanent fixture in the Weinberg Memorial Library.

Many thanks to the Writing Consultants for making this event the success it was, to Amye Archer, Writing Center Coordinator, for planning the event, and to the CTLE for furnishing the refreshments.

Seniors: Vote for Teacher of the Year

VOTE FOR:

 TEACHER OF THE YEAR

ATTENTION:  GRADUATING SENIORS

2014 University of Scranton Teacher of the Year Award

Each year the Graduating Senior Class selects its “Teacher of the Year.” Beginning Monday, April 28th, please vote for the faculty member who you believe best exhibits the following characteristics:

  • Maintains the highest standards of academic excellence and fairness.
  • Inspires interest in the discipline through personal enthusiasm and dedication.
  • Is consistently effective in communication.
  • Is available outside of the classroom.

The award will be presented during Class Night on Friday, May 30th, 2014.

HOW TO VOTE:  To cast your electronic ballot, access www.scranton.edu/toy

WHEN TO VOTE:  Monday, April 28th, 9:00 a.m. – Friday, May 2nd,5:00 p.m.

Remember a Faculty Member Whose Teaching Has Inspired You!  

(Posted on behalf of our CTLE colleagues)

It Matters

Last night, I had the honor of speaking at the Part-time Faculty Appreciation Dinner.  The event was hosted by the CTLE and was a wonderful opportunity for adjuncts to network and to “talk shop.”  Here is a copy of the speech I delivered.

It Matters
By: Amye Archer

In second grade, Bobby Lewis caused our teacher to have a nervous breakdown.  I was nine and her screams sounded like a siren in the dead of night.  The girls in the class cried as the Principal paddled Bobby in front of us.  I can’t remember what Bobby said that set her off, or what triggered her spontaneous madness.

Image from www.BarnesandNoble.com
Image from www.BarnesandNoble.com

In fourth grade, unable to stop me from talking, my teacher picked up my desk, dumped its contents on the floor in front of me, and threw the empty desk across the room.  My father grounded me for a month.  I have no memory of to whom I was speaking or what was so important that it just couldn’t wait.

In seventh grade, Jenna Beckwith and I walked once or twice a week to the small store across the street from our middle school and purchased a pack of Marlboro Reds for our social studies teacher.  He sent the boys for booze, the girls for smokes.  I can’t remember how he managed to pull this off.  I can’t even remember his name.

In ninth grade, we learned we could leave at lunch and not return, explaining our absence the next day to our young, green, vice-principal by saying we had “female troubles.”  I don’t know why we needed the extra time, who discovered this loophole, or how many times we used it.

During my senior year of high school, I was lost.  I had transferred out of public schools and had been at Bishop Hannan for two years.  I didn’t fit in.  I wrote poetry, listened to John Lennon, and read Bukowski.  I watched around me as my classmates, nestled warmly in the comfort of a better pedigree, walked forward into their future like the road had been paved for decades.  Like they had the map of their life tattooed on the backs of their hands.  I couldn’t commit to a college, I couldn’t commit to a path.  But the clock was ticking and the forest thickened around me.   The irony that I was a poet standing at two roads diverged was not lost on me.

Then, I met Anne Langan, my senior-year English teacher.  Her classroom was number 214, at the end of the second floor hallway.  At Hannon, we operated on semesters, so it wasn’t until the dead of winter that I first walked into her classroom.   Over the course of a few weeks, we had the chance to do some creative writing.  I wrote some poems, some short stories, and of course, lengthy papers on the role of women in Macbeth.  Then, about halfway through the year, we were asked to write our own myth, in the tradition of the Greeks.  I eagerly wrote mine after school.  I think it took me an hour.

Continue reading “It Matters”

Three Things I Learned This Semester

Every year, around this time, I ask my students to write a reflection regarding what they learned in my class.  The reflections are kept anonymous, so the students can write how they truly feel without censoring themselves.  This year, my first as the Writing Center Coordinator, I’ve decided to join them in this exercise and to write about the three things I’ve learned this semester.

1.  Peer Review skills need to be modeled.  Last month, I attended a workshop given by the CTLE’s Dr. Mary Goldschmidt.  In this workshop, Mary gave me wonderful advice to help with my student’s peer reviewing skills.  She suggested breaking my students into small groups, rather than pairs, and to join them in the review process.  Taking her advice, I divided my class into groups of four and we held peer review sessions in which each student had a chance to read his/her paper out loud and to receive feedback from three peers, not one.  But what really made this method work well was my presence at these meetings.  With me guiding them, my students were able to discuss higher-level concerns like content, support for thesis and ideas, and organization, rather than just line-editing for one another. 

In their reflections, my students raved about this method and highly recommended that I use it again next semester.  My plan, however, is to change it up slightly by using this method for papers one and two, and then giving my students the reigns to run their own peer review groups on papers three and four. 

You can see upcoming workshops offered by Dr. Mary Goldschmidt here.

2.  Sometimes students need to know where the bull’s-eye lies.  This semester, I decided to give my students a blueprint for good writing.  Every single time I handed them an assignment sheet, I gave them a sample paper to accompany it.  Then, as we discussed the assignment in class, I showed them more samples from books, journals, magazines, whatever I could get my hands on.  I will admit that I used to be against showing my students sample papers.  I felt that it might steer them in a direction they normally would not have traveled.  However, that all changed when I was asked to write a guest column for my good friend’s literary magazine. 

My friend asked for a column.  No further description or instruction was given.  I knew the magazine, had a pretty good idea of its audience, yet, I still really struggled to decipher exactly what my friend, the editor, expected of me.  I asked for clarification.  Instead of telling me what to write, he sent me a few samples of what others had written in the past.  A light bulb clicked on and I wrote a column that was still entirely mine, still embodied my voice, and was exactly what my friend was looking for.  I then realized that as a professional writer, I do this often.  If I’m submitting to a magazine, I read the magazine first.  Why not afford my students the same opportunity? 

3.  Students want to write better.  Never has this been more evident to me as it is during the 20 hours a week I sit in my office, which is nestled next to the Writing Center.  My proximity to the Writing Center affords me the opportunity to hear consultations in real time, and I often find myself smiling from ear to ear.  The consultants working in the Writing Center are wonderful; some of the best writers on campus, but the students are really the stars in our center.  Week after week, students return with rough drafts, outlines, revisions, and notes, willing to rework their papers, willing to listen, and really willing to improve their own writing skills.  Students will work hard if they have someone pushing them to their potential, but they will work harder if they feel safe and confident.  That’s what the Writing Center provides for our students, a safe place to grow.

Oh, and if you’ll allow me one more:

4.  Apparently, Twitter is king.  And no one, I mean no one, watches TV shows on an actual television anymore.