Any UB writer is welcome to visit the writing center. This includes undergraduate and graduate students, faculty, and staff. Motivated writers tend to recognized the benefit of "talking out" decisions in the writing process and getting an audience perspective during their revision process. Talking to a peer consultant tends to be less intimidating and more exploratory than conferences with course instructors. (Although meeting with your instructor is also a great idea!) Don't forget to get feedback on your application materials as well.
You will be in charge during your consultation, so bring a clear sense of what you wish to work on. What do you think is going well so far? What problems are you having? What questions do you have? You may want to bring particular questions and some notes to remind yourself of what you want from the session. It is also a very good idea to bring your assignment sheet, if applicable, so that the consultant can understand your instructor's expectations. Your consultant is an experienced student, and they can sometimes help you to interpret the assignment sheet. In terms of your piece of writing, you and your consultant can work from a printed copy or view the document on a laptop, but generally consultants prefer working with a hard copy. This allows you to make notes on your draft as you discuss it. If you haven’t generated a draft yet, that is absolutely fine. It is sometimes a good idea to vist us during the earlier stages of your writing process for collaborative brainstorming and planning. Bring whatever notes you have, in that case.
You will be greeted at the door by our friendly reception staff. You will be asked if you have an appointment or if you are dropping in. If it is your first time at the Writing Center, you will be asked for some basic information so that you can be registered in our system. Once you are in our appointment system, you can always make an appointment from our website. Next you will be introduced to your consultant, and you can start discussing your project. If you are dropping in, you may be seen right away, or you may have to wait a bit depending upon how busy we are. We start all of our appointments exactly at the top of the hour. You can wait in our reception area if you are a bit early.
In a typical session, first you will get acquainted with your consultant. They will ask you to tell them about your writing project and what you would like to work on. At this time, you can share the assignment sheet with them. They may ask you about your writing process. Is this your first draft, or have you already gone through multiple revisions? When it comes time to read the paper, depending upon the length and other factors, they might invite you to read the piece aloud, or the consultant may read the piece aloud while you listen. If the piece is long, the consultant might read it silently, but specific portions might be read aloud during the process of discussion. Remember that you are in charge of your session. You are the expert on what you are trying to convey through your writing. The consultant helps by asking you clarifying questions, suggesting strategies, and assisting you to think about rhetorical issues such as audience, purpose, genre, and so on. A typical session lasts 30-45 minutes. You may not be able to address all aspects of the piece of writing, but ideally you should leave with a clear plan for making significant improvement. If you would like to schedule another appointment, stop by the reception desk on the way out or make an appointment on our website.
Our consultants are writers and students just like you. Some of them are undergraduate students who are strong writers and who have taken an advanced course preparing them to help others in writing. Others are MA or PhD students who are involved in their own writing projects. None of us are experts, all of us are writers, and we all face challenges and dilemmas in the writing process. "Talking it out" and making plans for revision are all part of writing well. Please don’t expect our consultants to be content experts. They do not know everything about your major or the course you are taking. However, they know how to approach a writing project, and can be a thoughtful reader for your piece.
We work within a peer mentoring model of writer development. If you are a graduate student, you should only make an appointment with a graduate consultant. Choose an MA or PhD level consultant as is appropriate. Undergraduates working in 100 and 200 level coursework should make an appointment with one of our undergraduate consultants, if available. These consultants have special preparation for the first year writing courses; they have recently and successfully negotiated the challenges of writing in the undergraduate curriculum. Undergraduate visitors often find it refreshing and empowering to work with someone nearer their age and stage in the educational journey. Advanced undergraduates or those working on high stakes projects such as applications or personal statements may select either an undergraduate or graduate consultant with whom to work. If you are working on an application for graduate school, it makes sense to make an appointment with a graduate student since they have already been through that process. Regular visitors often find one or more specific consultants with whom they especially enjoy working.
Here at the CEW, we enjoy working with multilingual undergraduate and graduate students. We think it is pretty impressive to be doing university level work in a foreign languag! Multilingual students may take advantage of our individual consultation service as needed, up to three visits per week. These ongoing appointments attend to your particular writing needs as well as help you to accelerate your proficiency in written English. Sitting down and talking with a consultant is also good for your English speaking skills. While we do not edit papers for students, we can help you to work on grammatical patterns in your writing. However, we will not neglect your development as a writer communicating important ideas. Come prepared to have an interesting discussion about the ideas in your piece and your strategies for expressing those ideas. (For students working on high stakes projects such as end stage theses, dissertations, applications, articles for publication, see information on our co-editing service.)
Yes we can. While course papers are meant to be developmental, and so a teaching rather than editing approach is most appropriate, we realize that other pieces of writing can be very high stakes and the tolerance for errors is low. In projects such as end-stage theses or dissertations, application materials, or articles for publication, an editing service might be needed to achieve the necessary polish. In addition to the Graduate Student Association editing service, the CEW maintains a list of freelance editors whose services can be acquired for a reasonable fee. An editing service can be an efficient and time saving method for error correction. Sometimes, however, especially for multilingual writers, an editor at a distance would not be able to preserve your meaning in the process of editing. Syntax or word choice issues may require discussion in order to make the correct editorial decision. In this case, working one-to-one is important. For this reason, we created a co-editing service for multilingual students working on high stakes projects. This process tends to proceed line by line, but involves discussion and negotiation over the meaning intended by the writer. The process of co-editing can be very slow, so sometimes it is appropriate to use a combination of consulting and editing services. During the co-editing process, the session may also zoom out to more global issues such as organization or rhetorical strategy. A three session per week limit applies.
We regularly work with writers in all stages of the writing process including brainstorming, organization, revision, and final polishing. Always our goal is to help you to develop as a writer. When we say we are not an editing or proofreading service, this simply means that we will not go through your essay, line-by-line, locating and fixing every error. We certainly can help you to work on grammar, punctuation, style, and syntax, if you establish that as a priority. Because learning requires active participation, you will be actively involved in any work on sentence level issues. We may talk about strategies and introduce you to tools that will help you. Most significantly, we can help you to become aware of the patterns in your own writing. We may, for example, find a pattern of error in one paragraph and show you how to fix it and then ask you to apply that knowledge to the second paragraph. We would then see your progress in the second paragraph and discuss that. Rather than attending to every issue, we may try to ascertain which issues are most interfering and focus our attention on those. Having someone proofread your essay line by line will not help you to become a better writer.
Think of it this way: if you visited a tutoring center for math, you would not hand the tutor your homework and say, "I just need you to fix my calculation errors." Rather, you would expect to leave the session understanding the concepts of the homework in such a way that you would be able to perform them independently in the future. Learning to write well works the same way. In fact, the more complex your ideas and sentences become, the more likely it is that there will be some mechanical errors or stylistic awkwardness in these sentences! Errors are a part of the process of growing and developing as a writer and a thinker. (That being said, it is not a bad idea to exchange papers with classmates or friends at the very end of your process for a final proofreading check. "Fresh eyes" tend to pick up little details that become invisible to the writer.)
Every writer is unique and every writing task is different. For most writers, time spent on larger issues such as idea development and organization has a more significant impact upon writing performance than focusing upon individual sentences. However, for other writers, especially students working outside their native language, focus upon grammar and syntax can be very important and lead to significant learning. We may pay more attention to the finer points of polishing with a very high stakes document (such as an application) in its late stages.
You might! Remember the writing center is a tool that motivated students use to develop their writing ability. However, the grades that you get are earned by you. Our consultants cannot get a specific grade for you, nor can they accurately predict what grade a professor will assign to you. Consultants will not focus attention on all aspects of a piece of writing, only what can be reasonably and coherently addressed in a particular session. It is up to you to apply the insight that you and your consultant have collaboratively created in your session. It may be that some insight or learning that takes place in this session will end up making a difference in a future assignment. Always we are focused upon your development as a writer. Assignments are signposts on that journey.
That is fine, but we hope that you also have an interest in being here. While you are here, think of what you can get out of the session and take advantage of the opportunity. If your professor needs verification of your visit, ask for a consultation verification form at the end of your session. We hope you will have a great experience and come back to visit us whenever you need some help with your writing.
Usually problems with sentence structure are decreased through repeatedly returning to the text in the process of development, revision, and proofreading. After such a process, a consultant can help you to identify any problematic patterns that remain in terms of error or style. Consultants can also talk with you about your proofreading process and suggest some strategies. What we will not do is go through your paper, line by line, locating and fixing every error. If you are receiving negative feedback regarding your grammar, be sure to tell your consultant.
Yes! If your group would like to come into the center to get help with a group project, one of our consultants would be happy to meet with you. We can assist you early in the process as you design a plan for writing collaboratively or later as you refine the project. Please do not have one group member come in with a collaboratively written document. We will not focus on a piece of writing unless the author is present. Our Digital Composition Lab (128 Capen) is a great location for group consultations as we have a larger seminar table there.
Generally, if a piece of writing is identified as an exam, we need the professor’s permission to work with a student. If you are unsure of whether your professor will allow you to bring a take-home exam to the CEW, please ask them for verification. The professor can email us with permission (email@example.com) or can put permission on the assignment sheet. However, with any piece of writing, our consultants do not contribute ideas or content knowledge. We simply guide you toward expressing your own knowledge, understanding or ideas in an effective manner.
Toward the end of your session, you and your consultant should work out a plan of action for your next steps. Soon after the appointment, you should sit down with any notes that you have from the session, look at your draft with fresh eyes, and do some decision making. Remember, you are in charge of your draft; you are the expert on what you want to say. You can decide what suggestions or ideas that arose in the consultation should be applied in your revision. Also, feel free to schedule a follow-up visit if you'd like a second look at your revision.
The Center for Excellence in Writing offers individual consultation services and some workshops. We do not offer classes. The good news is that with the new UB Curriculum, new writing classes are popping up across the disciplines. You will see courses in Technical Writing, Business Writing, and Writing in Various Disciplines in the course catalog. Some of these courses are housed in the English Department. For international students, the English Language Institute (ELI) which is on the third floor of Baldy Hall, offers some writing and conversation courses. Since graduate students need to write in their disciplines (a dissertation or thesis in the sciences is quite a bit different than one in the humanities, for example), generalized writing courses may not be particularly helpful, and courses offered within specific departments are preferable. You can check with your department to see what may be offered. Alternatively, feel free to come to the CEW on an ongoing basis to work with a consultant on your particular writing needs. Our consultants are particularly good at working across disciplines and will focus on issues that are unique to you as a writer.
Your students should expect to have a friendly conversation with a consultant who may be considered a more experienced peer. We hire consultants who are strong academic writers and teach them effective ways to help writers to develop. The session will be driven by the student's own concerns (e. g. “I am having trouble figuring out how to organize this,” or “I am not sure about my thesis”). Students will be encouraged to “talk out” any questions, dilemmas, obstacles, or concerns that they have about their writing and the assignment. A student might request and receive some honest feedback from the consultant. In which case, the consultant will note the strengths of the draft and one or more manageable areas to focus upon for improvement. The student should walk out of the session with a clear plan for revision. What they do after the session is up to them.
If grammar is a significant interfering issue for a student, we can certainly help them to improve in this area. However, do not expect that after one session in the writing center their drafts will be error free. We are not an editing or proofreading service, which simply means that we will not go through a piece of writing line by line finding errors and fixing them. Think of it this way. Would a mathematics professor send a student to a tutoring center to have the tutor find and fix the student’s calculation errors? Not likely. That professor would expect the tutoring center to help the student to understand the process by which correct answers are derived. The tutor might give the student process tips for picking up careless calculation errors. The same is true in a writing center.
For every student, errors are a part of the learning process. As students are confronted by the more complex ideas of the University, their sentences also grow more complex. Thus, the level of errors can actually temporarily increase during the process of intellectual growth and development. We do recognize that sometimes the grammatical competence of an English-language learner is interfering with their ability to successfully do university work. In such cases, we will pay particular attention to sentence level mechanics, helping the writer to expand their vocabulary, approximate English syntax, and achieve better grammatical consistency. In such cases, we will use student drafts as tools to identify patterns of error and to create a manageable focus for learning. Unlike having a paper proofread, the student would be actively involved in the learning process.
Most of our conversations in the Writing Center address more global issues such as clarifying the writer's ideas, discussing organizational strategies, striving toward credible support for claims, and so on.
This is a complicated issue, but in most instances, the answer would be no. Learning to write mostly occurs when it is the student who seeks out the assistance at the point of need. Otherwise, the student might be making a perfunctory appearance in the Writing Center rather than coming in with specific questions or a specific agenda. However, we do hope that you will make the students aware of the resource, encourage them to come, and speak directly with students who seem particularly in need of assistance. If you want to require your student(s) to come to the CEW for a particular reason, we would be happy to discuss it. You may want to send us an email (firstname.lastname@example.org) to let us know your student(s) will be coming in and perhaps send a copy of the assignment sheet. Also, feel free to request a 10 minute presentation in your class, introducing students to CEW services and the process for making appointments.
Students can request a consultation verification form that will be signed by CEW staff. If permission is granted from the student, we can also email you a copy of the client notes from our system, letting you know about the focus of the session.
Absolutely. The student can, with the help of our administrator, set up regular weekly appointments, up to three sessions per week. If the student has found a consultant with whom they are particularly comfortable, they can meet regularly with that consultant. Feel free to email us, or you can just send them in with the instruction to set up ongoing support appointments with our administrator. If a student’s writing ability is jeopardizing their academic success, this is an especially valuable option.
International students have enthusiastically embraced our individual consultation services and are welcome to come in as needed or make ongoing, regular appointments. We work with international students on all stages of the writing process, but may pay increased attention to lexical issues than we would with our domestic students. For more information on working with the CEW to support international students, refer to Supporting Multilingual Writers.
Yes we can. While course papers are meant to be developmental and so a teaching rather than editing approach is most appropriate, we realize that other pieces of writing can be very high stakes and the tolerance for errors is low. In projects such as end-stage theses or dissertations, application materials, or articles for publication, an editing service might be needed to achieve the necessary polish. In addition to the Graduate Student Association editing service, the CEW maintains a list of freelance editors whose services can be acquired for a reasonable fee. An editing service can be an efficient and time saving method for error correction. Sometimes, however, especially for multilingual writers, an editor at a distance would not be able to preserve the writer’s meaning in the process of editing. Syntax or word choice issues may require discussion in order to make the correct editorial decision. In this case, working one-to-one is important. For this reason, we created a co-editing service for international students working on high stakes projects. This process tends to proceed line by line, but involves discussion and negotiation over the meaning intended by the writer. The process of co-editing can be very slow, so sometimes it is appropriate to use a combination of consulting and editing services. During the co-editing process, the session may also zoom out to more global issues such as organization or rhetorical strategy. (This process may also be applied to high stakes documents such as application essays or job letters.) A three session per week limit applies.
Since we are not a proofreading or editing service, essays will not emerge from the CEW scrubbed of all errors.
Many times writers come in to the CEW with early drafts, needing assistance working out larger rhetorical and organizational issues; they are not even ready for the proofreading stage. It doesn't make sense to polish sentences that might be edited out or revised for meaning. If a student comes into the Writing Center specifically to work on proofreading, our consultants will teach proofreading strategies and/or examine the patterns of error in the work and focus on one or two of the most interfering patterns. This is the pedagogically sound practice that will increase writer competence. The consultant might, for example, notice a pattern of subject/verb inconsistency and locate those issues in one or two paragraphs with the student. Then the consultant might have the student work on the following two paragraphs, finding subjects and verbs and testing to see if they are consistent. The consultant would then go over the changes the student has made and clear up any misunderstandings that remain. The consultant might give the student a resource on this issue to reinforce the learning that has occurred. In this process, the consultant may have overlooked comma errors, for example, seeing these as less interfering and saving them for another session. Also keep in mind that when the student engages in global revision after a consultation, pushing their thoughts to higher levels of complexity, they may create new grammatical problems.
Our consultants are strong academic writers themselves; they have pedagogical coursework and experience with writing instruction. However, they cannot take ownership or control over your students’ papers. They are a resource that students can use to enhance their academic performance. While we try to get writers to articulate a plan for revision, we cannot control the revisions that the writer chooses to make. Also the essay that you see may be significantly improved from the essay that the writer brought into the Center. Every writer is unique in their ability to fulfill different writing tasks. One conversation in the Writing Center may not significantly affect the current draft, but might be applied in a future writing situation.
We can help in several different ways. First, we employ PhD level consultants, some of whom are far along in their dissertation processes. It can be helpful for a dissertator to step out of the isolation of their process and talk through dilemmas with a fellow doctoral student. We have found that dissertation writers who pair up for regular appointments with one of our doctoral level consultants have made significant progress. Second, we have Dissertation Retreats five times yearly. These retreats give writers the space, support, and accountability to make significant progress on their projects. Many success stories of dissertators moving from paralysis to completion have come out of our Dissertation Retreats. (Interested students should contact email@example.com to register.) Third, we can help faculty and departments develop graduate student writing groups. As accountability groups or peer reader groups, these groups can help with completion rates.
When we think of tutoring, we think of additional instruction or going over material. Learning to write is different than learning other academic subjects because it entails many choices, obstacles, intellectual processes, and emotions. Meeting with one of our consultants is a different experience than “being tutored” as our goal is to help writers to acclimate to the logic and processes of academic discourse - in other words, preparing them to enter the conversation of their discipline. Making space for the writer's voice and engaging in a dialogical process is the best way to work toward this goal. In addition, engaging with peers is a normal part of any writer’s process. Rather than telling writers what to do or giving them instruction (tutoring), our peer consultants will most often help writers reflect on the natural tensions of the writing process, providing a sense of audience, asking them questions that will help them articulate their purposes, and giving them strategies to help them strengthen an argument.