As we are planning ahead for a busy Autumn Quarter, how can we provide students opportunities to get perspectives on writing from outside the classroom? Writing for the classroom is very different from writing for the workplace or other public forums in context, expectations, and effect, and students can have a hard time adapting what they learn in the classroom to other settings. Student writers can benefit from hearing outside guests such as workplace professionals or scholars talk about their writing in the field.

How can I get students to engage with library research projects more effectively? Students frequently struggle with understanding how to conduct library-based research.

Bruce Bellner, an instructor in the department of Economics, invited me to give a class presentation/workshop about writing research papers and thesis statements in his Economics 367 class.

How can I help students break a research project into manageable steps and to see research as an ongoing process, rather than waiting until the end of the quarter to begin their work?

On Feb 19th the Writing Center invited us to their staff meeting to discuss the type of work we do at WAC. After giving an overview of the services we provide for faculty and graduate students we discussed some ways that WAC and the Writing Center could work together including: potential collaborative workshops and promoting each other's programs with clients.

This presentation was designed for students in Art Ed 367. At the beginning of the quarter the instructor asked students what they wanted help with writing. A large majority of students responded that they were confused on how and when to cite sources and what exactly constitutes plagiarism.

Dr. Robert Kelly had me join his class recently to talk to his students about writing long research papers (20-25 pages).