Dr. Melissa Scholes Young, author and Monmouth College alumna, visited campus on August 31 to deliver the first ILA convocation of the semester, meet with students to talk about her experiences as a first generational college student, and provide a reading from her new novel Flood.
In an essay published in The Atlantic on May 6, 2016, Dr. Scholes Young revealed the value of faculty members in her own development as a writer. She recalls a moment in her first semester at Monmouth College in 1993 when a history professor called her into her office and asked to see all of the resources she used to write an essay. Scholes Young, who never wrote lengthy papers in high school, got a lesson that day on how to transcribe notes and how to cite sources appropriately. She admits the experience left her feeling ashamed. Yet, she also was grateful for that transformative moment and for the composition book loaned to her by the professor which she took to the library and read for hours.
Today, Scholes Young teaches writing at American University. She has not forgotten what it felt like to be a student struggling to write. When her students lack writing experience, she works closely with them as well as encourages them to visit her campus’s Writing Center where tutors can coach them as they develop as writers.
Congratulations to Dr. Scholes Young on her many successes as an author and as a professor of writing.
The Writing Center opens on August 27 at 7 pm.
The hours of operation during the semester are:
Sunday – Thursday from 7 to 10 pm
Monday – Thursday from 3 to 5 pm
24 trained writing tutors are ready and eager to work with Monmouth College students in Fall 2017! Stop by at any point in your writing process – from brainstorming to editing. Every writer needs a reader!
What can any writer learn from a scientist? Be concise!
Check out Robert Day and Nancy Sakaduski’s Scientific English, A Guide for Scientists and Other Professionals (Oryx Press, 2011). “The beauty of English,” they write, “is its ability, when properly used, to express the most complicated concepts in clear words” (x).
Here’s a quick preview of their tips on how to replace jargon and cut wordiness:
Instead of… Say…
a considerable amount of much
a considerable number of many
a decreased amount of less
a decreased number of fewer
a majority of most
a number of many
a small number of a few
absolutely essential essential
accounted for by the fact because
Goldie Blumenstyk writes about “What One Student Learned by Teaching His Peers” in this week’s Chronicle of Higher Education.
Scholars Day is almost here! If you are participating in the poster session, check out the CAC resources on how to create an effective poster.
Thanks to everyone who participated in last evening’s workshop on prompts and feedback! Thanks, especially, to Emily Rollie, Carina Olaru, and Kam Williams for helping to facilitate the conversation. You can find electronic copies of the handouts on the faculty resources page (see prompts and feedback; specific prompts can be found on the ILA and GP pages).
One favorite prompt from last night is Emily’s unessay–an assignment that challenges students to think creatively and critically. Carina also recommended The Craft of Research as a way to help students move from a question to a problem to an argument in the research process. Thanks again to everyone who made the workshop a success!
Learn more about changes to MLA style, particularly with electronic sources, on the MLA website.
Ben Causey shares ideas for how you can use infographics to help students brainstorm or present their work in “Infographics: A fun, multimodal tool for student thinking and writing.”
“Going public means more than going digital and more than imagining an anonymous ‘general audience'” writes Cameron Blevins in “Going Public: The Primacy of Audience in Digital Public Humanities.”
The Writing Center will be closed on Thursday, March 24th, and will reopen on Tuesday, March 29th.