Sam Schuman ’21 deconstructs modern notions of writing ownership and considers the merits of different tutoring techniques as they pertain to the issue.
Will Cramer ’20 explores the irony of helping students develop presentation skills while working on those same skills for himself.
Kam Dunbar ’19 reflects on a workshop he attended this fall, led by Vershawn Ashanti Young, Associate Professor of Drama and Communication at the University of Waterloo, Canada.
India Wood ’18 argues for the use of non-violent praise in the Writing Center and Writing Associate practices.
Continue reading “Non-Violent Communication and Praise in The Writing Center”
Gwennie Gardiner ’18 argues for a discipline-based Writing Associate model as an extension of the Writing Center and Writing Associates Program.
Victoria Albacete ’18 encourages all writers to preserve personal voice in their writing.
Gracie Freeman-Lifschutz ’17 offers guidance in moving from Writing Associate work in the Writing Center to work in a course.
Course Writing Associate, Sean Lambert ’17, argues for cultivating a familiarity with writing guilt.
Ryan Yates ’17 reflects on his passion for education in the context of the Writing Associates Program at Oberlin.
Course Writing Associate, Charlie Kimball ’18, examines the rhetorical implications of the list.