SNL Writing Boot Camps are a great opportunity for SNL students to get one-on-one assistance from an SNL faculty member to complete writing assignments. Boot Camps have been scheduled for all campuses.
For more information contact: SNLwriting@depaul.edu
Sat., May 13, 2017: 9am-1pm O'Hare, Lab 204
Thurs., May 18, 2017: 11am-1pm Online [Registration required]
Sat., May 20, 2017: 9am-1pm Naperville, Lab 140
Wed., May 24, 2017: 5:30pm-9pm Loop, 14 E. Jackson, Lab 1327
Annette Davis is an SNL student and one of last year's SNL Writing Showcase winners. This year, she's a featured reader at Writing Showcase Live, an annual event where our Writing Showcase nominees read and discuss their excellent work.
Annette recently published a book, The Lost Codicil, and also took some time to answer a few questions for our SNL community. Check out her interview below, and be sure to come see her (and get a signed copy of her book!) at Writing Showcase Live tonight.
SNL Writing: Have you always enjoyed writing? How long have you been writing?
Annette Davis:I have always enjoyed writing! I started writing in grade school and every single story had Michael Jackson somewhere in the story. In high school I stopped writing. My father always thought that writing was a nice hobby, but not a serious subject to pursue as a career. I grew up in the 70s and back then, in my neighborhood, writing was not deemed a career that would earn “a decent living,” in my father’s words. With family, work and the demands of life, I had actually forgotten my love of writing. One day after my daughter joined her high school newspaper, we differed over her research of a story she was writing and I said, “Fine, I’ll write my own story.” Just like that, I remembered how much I used to love writing. I would say I’ve been writing full time now for about seven years.
SW: When did you start this book process? What gave you the idea?
AD:The book process began with a dream! The Lost Codicil story was a dream that I had back in 2014, concurrent with my lupus diagnosis. As my health deteriorated and sleepless nights of unimaginable pain became the norm, my doctor recommended a life-changing process of transcribing my dreams. She wanted to give me something positive to focus on. All of my stories began with dreams. Dreams that would not leave me alone. Dreams that were repetitive and persistent and in full Technicolor! I used to think that my dreams were a nuisance, but now I know that I am blessed!
SW: What is your book about? AD: My book is about a young girl named Alex, who dreamed of living a simple life as a painter away from her aristocratic family in France. However, at 18, she was forced to run away from home. After arriving in America, she changed her appearance and her name to Gabriella Gruen—a previously forbidden family name. Four years later, after graduating from Harvard and about to be married, Gabriella finally felt free. She promised herself that she would tell Stephan her family history before their wedding that afternoon. An hour before the wedding, she received a visit from her French solicitor who told her she had fulfilled the mandates to a mysterious codicil, which included a massive inheritance, some very old letters, and a precious ring that everyone believed had been destroyed. Her solicitor also told her someone had committed murder to find her and she would have to disappear immediately. Was someone after her? The inheritance? Or the ring? Feeling trapped and determined to protect Stephan—and their unborn child—Gabriella ran. Again! Just when she thinks it’s safe to stop running, her solicitor is murdered and her child kidnapped. With no one to turn to, Gabriella is forced to seek Stephan’s help. Will he help her? And if he does, will it be merely for the sake of the child he never knew existed?
SW: What was the most difficult part of writing your book? What was the best part?
AD: The most difficult part of writing my book was the editing—it never stops. Every time I would try to read through the book to determine if it was finished, I would always find something to change or rewrite—always thinking I could make it better. The absolute best part was writing the scenes I could see in my mind—scenes that had plagued my dreams for so long. And of course reading those scenes out loud to my friends over Sunday morning coffee. There is nothing better than receiving confirmation that your story is actually interesting, when your friends ask, “What happens next?”
SW: How did you go about having your book published?
AD: After attending a writing conference, I decided to self-publish my book. At first it seemed like an overwhelming task. There was so much to read and learn, but by taking each task one step at a time, I got through it. Was it hard, yes! Did I make mistakes, yes! Did I learn from those mistakes—totally! Was it worth it, yes! But hopefully, the next time around will be easier. The most important thing is to remember what you love, have patience, and be organized. Planning, budgeting and lots and lots of help from family and friends were crucial to the process for me. Without the help of my family and friends, I would not have finished by my deadline. SW: Do you have any other projects in the works? What's next for you?
AD: My next project is my second book, The Divorce, which I’m planning to self-publish in 2017. I’m in my last year at SNL and I hope to graduate in June 2018. I also plan to start my master’s program with SNL soon afterward. I’m so excited for the future!
SW: What is the most helpful writing advice you've received? AD: Actually, Steffanie Triller Fry, who I met in the Month of Writing class once told me to imagine my characters on a stage and ask myself, “Are my characters moving the story forward?” After she had read a few of my chapters, she said my dialogue moved the story forward, but my characters were stationary for two chapters. Best advice ever! SW: How did your writing change during your time at SNL?
AD: I have learned a lot about writing during my time at SNL, especially how to be inspired to write. Professor Craig Sautter taught me how to use pictures, news, and music to inspire my writing. A great example is that I never liked poetry before, but now when I listen to certain music the words to a poem will just flow through me. My best friend told me that she loves my poems, which is such a huge compliment to me, as I am such a novice with poems and I still have much to learn. But inspiration comes in many forms. Now after a class exercise by Professor Sautter, when I read a particular depressing news item, I am inspired to imagine a more positive outcome and write about it. And there are times when I can look at the most diverse and sometimes bizarre pictures, and based on another class exercise, I will write what I think about each picture individually. It really helps to create the most wondrous short stories or poems—at least to me. SW: What writing advice would you give other SNL students?
AD: Be open to all types of writing styles and genres. Be open to going back to the basics of writing and refresh your mind of how to write. Be open to all forms of inspiration to help your creativity. Use the people and places you are most familiar with and write about how they make you feel. Use your feelings, use the feelings of others to make your characters more real. Writing can be beautiful and can help inspire others if you are willing to share your emotions, your vulnerability, and your imagination!
SW: Did SNL encourage your writing? If so, how? What support did you receive or value? AD: Oh yes! Almost every single professor and faculty member that I’ve met has encouraged me to continue writing and has offered words of wisdom that has given me confidence and inspiration, which I will forever be grateful for! SW: Is there anything else you'd like to share with your SNL community? AD: I would not be where I am today without SNL; my professional mentor, Asha Nathan; my peer mentor, Kim Allen; another SNL graduate, Kim Lewis; and my family and friends that support my pursuit of higher education! I’ve published my first novel and soon to publish my second, I’m almost finished with my undergraduate degree and about to begin my master’s program, and I’m finally pursuing the passion in my life! This is all because of SNL. The day my co-worker, SNL graduate, and peer mentor, Kim Allen, told me about the SNL program was the day my life truly changed for the better!
SNL's annual Writing Showcase is over, the entries have been scored, and winners will be announced soon. We had lots of incredible submissions—our blooming tree (one flower per entry) fits right in with Chicago's spring weather!
Now it's time to celebrate our Writing Showcase nominees with Writing Showcase Live, our third annual event where we're able to hear our SNL students read and discuss their excellent work. Please join us this evening, April 20, in room 1451 of the Daley building from 6-8 p.m. Light refreshments and pleasant conversation will be provided.
In addition to the readings from our Writing Showcase nominees, our featured reader for the evening is Annette Davis, an SNL student and one of last year's Writing Showcase winners. Annette will be reading from her recently published book, The Lost Codicil, and discussing her writing journey. Annette will also sell and sign copies of The Lost Codicil as we wrap up the Writing Showcase Live event.
Stay tuned for more information about our featured reader and her book; hope to see you tonight!
Sometimes it feels like getting students to use correct citations is a struggle. Many of us develop resources to help students learn the forms and formats. Then the organization makes an update, and we have to change all of our student resources.
Last year, MLA updated their style, and we are faced with another round of changes. Thankfully, Beth Gulley of Johnson County Community College has created this padlet to share resources and presentations on MLA 8.
“The lonely writer” has long been declared a myth by social
epistemic composition theorists. No longer do we believe that writing involves
sitting alone at a desk late into the night penning pages and even volumes of
work before ever sharing a single word with a reader. Nevertheless, this is
exactly how many SNL Online students undoubtedly feel as they tackle Research
Seminar and Advanced Project, sitting at their computers late into the night
after kids and partner have gone to sleep, struggling to find the right word or
the right place to put the period in APA citation format while their brain would
rather wander to other things: work, family, non-existent social life, and
When these student writers need a place to turn for help,
they do have options: DePaul’s Writing Center tutors review Advanced Projects,
but most of them have never completed one, and the Writing Center usually
expects students to show up with a draft, however rough. But where can the
student go for help in developing that draft? In forming a research question in
the first place? The AP Online course includes the assignment to create
“Working Groups,” but some students struggle to find camaraderie in the Discussion
Forum, and these groups often fizzle for lack of participation.
Nontraditional adult students who are often distance
learners require creativity and flexibility from the institutions that provide
them with services (Compton, Cox, and Santos Laanan 78). Some institutions,
like Empire State, have online writing centers. While DePaul’s University
Center for Writing-based Learning does provide services that are accessible to
fully online students, it does not provide creative and flexible services designed
for the adult online population. Additionally, SNL students have demonstrated
that they prefer SNL-specific writing help: in a recent Student Satisfaction
Survey, 82% reported that their writing
improved “Quite a bit” or “Very much” after attending a Boot Camp in contrast
to the 41% of students who reported that their writing improved “Quite a bit”
or “Very much” after working with a Writing Center tutor.
But the Writing Boot Camps, evening sessions that take place in a
computer lab 4 times each quarter, are not accessible to most distance
learners. To this end, the SNL Writing Program recently created “Writing
Hangouts” that are currently facilitated by Student Support Coordinator and
Part-time faculty member, Nicholas Hayes. I was the lucky Advanced Project
Online Course instructor who piloted the first Writing Hangouts. My Winter
Quarter students were required to attend two Hangouts with Nicholas. In the
course Q&A discussion, one student highlighted their formative function: “The
hangout is basically like going to a class where you can formulate your
questions about your current writing difficulties with your AP, or any
questions related.” Few resources provide students help in the development of a
paper. This is one of them.
Hangouts fulfill 4 out of 8 of CAEL’s “Principles of
Effectiveness for Serving Adult Learners” (CAEL). Adult learners are known to spend less time in
extracurricular activities than younger students. They also spend less time
chatting with peers about their courses, and can sometimes struggle to work in
groups because of conflicting work and family commitments. Adult students
rarely “hang out.” Distance students have the opportunity even more
infrequently. O’Donnell and Tobbell argue that students must engage in dialogue
with one another in order to become legitimate peripheral participants in the
higher education community of practice. In one of the Hangouts, two students
arrived to the chat room early and began discussing their projects, independent
of the facilitator. The Writing Hangout provided them with the opportunity to
participate in this community of practice.
I must admit that, as their instructor, I feel a bit guilty.
All I did was require students to attend two Writing Hangouts. Then, I sat back
and watched as their projects grew more developed, more thoroughly researched,
and better analyzed. I have always been impressed by what students could
produce in 10 weeks, with some support. I am now more impressed than ever
SNL has long believed that reflection leads to deeper, more
connective, more impactful learning. But the Advanced Project Course now
demands that students complete a capstone experience that demonstrates both
prior and new learning, and reflection, more quickly than ever before. To
support them as they go, SNL Writing will continue to offer this opportunity to Hang
Out to students completing Advanced Project and Research Seminar in the Spring
and Summer Quarters. Email email@example.com
if you want to invite your students to attend Writing Hangouts.
Principles of Effectiveness for Serving Adult Learners.” The Council for Adult and Experiential Learning. http://www.cael.org/
Jonathan I., Elizabeth Cox, and Frankie Santos Laanan. "Adult learners in
transition." New directions for student services 2006.114 (2006):
Victoria L., and Jane Tobbell. "The transition of adult students to higher
education: Legitimate peripheral participation in a community of
practice?." Adult Education Quarterly 57.4 (2007): 312-328.
Click here for step-by-step instructions on how to register and make an appointment. Be sure to select the correct campus from the drop-down box at the top of the WCOnline scheduler when making an appointment online. Call either Writing Center with questions or concerns.
Here at SNL, our Writing Showcase submission tree is blossoming, but we still need your students' work! For every Writing Showcase entry we receive, another flower grows—up until this Saturday, April 1.
Please remind your students to collect their best work, fill out an application, and email everything to SNLwriting@depaul.edu by 11:59 p.m. on April 1. SNL students may submit up to three pieces, including poems, stories, essays, reports, ILPs, Capstones, Advanced Projects, Applied Inquiry Projects, Integrating Projects, and e-Portfolios.
Check out our previous blog to learn more about Writing Showcase, which is open to all SNL undergraduate and graduate students. And stay tuned for information about our upcoming Writing Showcase Live event where our Writing Showcase nominees will read from their excellent work. Will your student be one of them?
The deadline for Writing Showcase submissions is right around the corner!
The Writing Showcase celebrates outstanding student writing. If you know a student who received an A on a paper or glowing feedback on an ILP, please have them fill out an application and submit their work by April 1. They may submit up to three poems, stories, essays, reports, ILPs, Capstones, Advanced Projects, Applied Inquiry Projects, Integrating Projects, or e-Portfolios.
We encourage students to share their accomplishment and inspire others! Excellent submissions are recognized at the annual SNL Spring Awards Luncheon. Writing Showcase participants are invited to recite selections from their submissions and discuss their writing processes at our annual Writing Showcase Live event, which will be held on April 20, 2017 from 6-8 p.m.
All work completed since April 1, 2016 is eligible for submission. To submit, students should email the application form (linked above) along with their work, to SNLwriting@depaul.edu by 11:59 p.m. on April 1, 2017. Click on the image below for more information, or visit the SNL Writing Guide under “Writing Events.”
Both Writing Showcase and Writing Showcase Live are excellent opportunities for students to
share work in a supportive community (and to include on a CV). Click here to check out last year's winning submissions, and ask your students to submit their work today!
Last month my colleague wrote a
wonderfully thoughtful and informative blog
that explored the roots of plagiarism. In it he opined that understanding the
root of plagiarism offers educators options for addressing it(Hayes). Having spent nearly
three years as a member of a committee tasked with ensuring that the
University’s academic integrity policies are upheld, I have oftenfound myself suspended between shock and
sadness when confronted with the options some colleagues have chosen to address
plagiarism. Recently, a particularly dispiriting situation beckoned me to
question the role of compassion in addressing plagiarism. Even the most
egregious act of academic dishonesty presents itself as a teachable moment. To
that end, if compassion has a place anywhere, it should be in the classroom.
A cursory glance at daily
headlines from Washington D.C. to Chicago illuminates the reality that compassion
is under siege. Even some of the most well-intentioned people and institutions appear
to be forcing compassion to retreat in favor of addressing more pragmatic
concerns. However, for me it is a harrowing proposition to envision a world
where compassion is a casualty of war. Yet, this is the daily reality for many.
Given this fact, it is troubling to witness situations where students who
commit plagiarism whether unintentionally or intentionally are not only met
with a lack of compassion but with scorn, belittlement, and indifference as
well. I have seen compassion eschewed more times than I care to recall in these
situations. However, I am particularly disturbed when these incidents occur in
first-year courses with students from underrepresented groups, as research shows
that two of the primary reasons that these students leave higher education are
feeling unwelcomed and lack of academic preparedness.
“Integrating compassion into
classrooms can strengthen the emotional, intellectual and social learning
environment of a school”(Berkowicz and Myers). One need not teach
compassion or design assignments or learning outcomes based on the principles
of compassion to infuse the learning environment with it. One can simply model
compassion in her interactions with students. Faculty can model compassion when
addressing acts of student dishonesty, particularly plagiarism, by considering possible
causes. For example, there are distinct cultural differences in defining what
constitutes plagiarism. Having taught writing to international students from
Indonesia to China, Iran, Pakistan, Mexico, and Togo, I have learned that there
are striking differences in global perceptions of plagiarism.
An additional issue to consider
when addressing plagiarism is academic preparedness. For example, multiple
factors might affect a nontraditional adult learner’s understanding of
plagiarism. Some adult learners might have never been required to cite in
school, while others may have been away from school for long periods of time
and need refreshers on citation, while others might work in
professions/industries that approach plagiarism and citation differently than
academia. Additionally some traditional-aged students come from high schools
that have failed to adequately prepare them for the rigors of university work
in many regards, including working with sources.Finally various internal and external
stressors might contribute to an act of plagiarism.
In essence all learning is
developmental, and a compassionate response to plagiarism recognizes this. Although
the University requires that acts of academic dishonesty be reported, faculty
have freedom in assessing sanctions. I recommend that faculty include an
opportunity for the student to learn from the incident as well. A punishable
moment is still a teachable one. Yet, I have seen sanctions from zero credit on
an assignment to complete failure of a course issued without any accompanying
educational remedy. In addition to assessing a penalty, as an educational
remedy faculty could require students to demonstrate understanding of
plagiarism by completing a free online tutorial with The Writing Center or
through a website such as Lycoming College’s "Goblin
Threat Plagiarism Test” or Indiana University Bloomington’s "How
to Recognize Plagiarism” test. Faculty might also have a student resubmit
an assignment for a reduced grade (or no grade at all) and have the student
include annotations of the revisions that were made to correct and avoid
Another option could be to have the
student write a short reflection on the experience of committing and being
sanctioned for an act of academic dishonesty with an explanation of why they
committed the act and how they will avoid it in the future. Faculty could also
meet with the student to discuss the situation. I am often surprised at how infrequently
this option is selected, particularly in marginal situations when despite an
earnest attempt at citing errors have occurred or situations when students who
are otherwise performing well in a course commit an act of plagiarism. Meeting
with the student could offer opportunities for faculty to reexamine course
policies and expectations as Hayes suggests.
Myriad factors influence the way
human beings act and react to situations and each other. The classroom can at
times reflect the best and worst of this reality.However, “teaching is a humanistic
profession, requiring compassion and genuine caring”(Potter,
Whitener and Sikorsky). To that end, the student-teacher
relationship should be neither adversarial nor apathetic. As teachers we hold
positions of authority with our students, and we can use that authority to
build or destroy. The classroom should be a place where teachers facilitate a
learning experience that is challenging, transformative, and empowering. As such,
a teacher should have the capacity to address plagiarism with compassion.
I am in no way arguing that
faculty should forego sanctions for acts of academic dishonesty. As Hayes
asserts, “blaming the students is the easiest strategy”(Hayes). A sanction for the
act addresses the student’s accountability. However, once the easiest strategy
has been deployed, what next? A compassionate approach holds the instructor
accountable as well. It calls for a well-intentioned attempt to assist the
student in not repeating the behavior. It moves the situation from merely a
punishable moment to a teachable one. After all, teaching is what we are here
Berkowicz, Jill and Ann Myers. Compassion in the
Classroom: A 'Real Strength' for Education. 24 August 2014. Blog. 26
February 2017. <http://blogs.edweek.org/edweek/leadership_360/2014/08/compassion_in_the_classroom_a_real_strength_for_education.html>.
Hayes, Nicholas. Rooting Out
Plagiarism. 31 January 2017. Blog. 26 February 2017.
Potter, Andrew, Amanda Whitener and Jan
Sikorsky. 8 Qualities of Great Teachers. 30 November 2015. Blog. 26
The University Center for Writing-based Learning (UCWbL) is looking to hire undergraduate and graduate students as writing tutors. Tutors are provided with extensive training, including WRD 395: Writing Center Theory and Pedagogy. This class can be applied to both the L7 and H2X competencies.
If you know any SNL students who might interested, please share this opportunity.
Application materials must be submitted by April 24, 2017 at noon.
The SNL Writing Program has been invited to present at the
2017 Student Success in Writing Conference. The conference, organized by the
Georgia Southern University Department of Writing and Linguistics, has provided
a forum for educators to discuss student success in writing since 1999. SNL
Writing will be adding to the conversation by discussing the unique considerations
that go into designing a writing curriculum for adult students.