Extractions: September 1988 Writing centers exist in a variety of shapes, sizes, and settings. Typically they are part of a writing program or learning center and serve the entire school, both at the secondary and college levels. Although writing centers may differ in size, specific services, source of staffing, and organizational procedures, they share the following approaches: Tutors, who may be peers, professionals, graduate students, part-time instructors, or full-time teachers, meet individually with writers in the writing center either briefly (e.g., fifteen to twenty minutes) or for more extended periods of time (typically an hour) to attend to that particular writer's concerns. The writers who attend the center may come in only a few times for specific help or on a regular basis. Some writers seek help on their own; others appear at the recommendation of teachers; and in some cases, writers work in the center as a required part of their coursework. Tutors are coaches and collaborators, not teachers
Writing Centers Metaphors of writing centers as clinics and clients as diseased castthe center as a place that should cure and discharge the client. http://athena.english.vt.edu/~1styear/bb/centers.html
Extractions: Writing Centers 418. Brooks, Jeff. "Minimalist Tutoring: Making the Student Do All the Work." Writing Lab Newsletter , 15 (February 1991), 1-4. The tutor's job is not to improve papers (tempting though that is) but to improve writers. To avoid the temptation to edit, the tutor should follow simple rules: sit beside the student, keep the paper close to the student, don't hold a pen or pencil, and have the student read the paper aloud at the start of the conference to reinforce the student's authority and engagement. In addition, be sure to praise something in the paper, ask questions rather than giving suggestions, and, if possible, have students do some writing. Don't allow students to force you to edit: they will ultimately appreciate your refusal to do so. 419. DiPardo, Anne. A Kind of Passport: A Basic Writing Adjunct Program and the Challenge of Student Diversity. Urbana, Ill.: NCTE, 1993. PE1011 N295 no.24 Case studies focus on four basic writers-a Mexican American woman, a Native American woman, an African American man, and a recently arrived Salvadoran man-and on the adjuncts assigned to them for tutorial support-two more accomplished undergraduate writers, an African American woman and a European American woman. Their struggles and successes suggest that the tensions aroused by campus diversity and educational-opportunity programs should be discussed openly by faculty and students, that basic writers need help finding personal meaning in the academic work in a cultural environment that is often unfamiliar or hostile, and that peer tutors need to extablish their role as facilitators without being undermined by student resistance or riding roughshod over it.
Writing Centers Metaphors of writing centers as clinics and clients as diseased cast the center as a place that should cure and http://athena.english.vt.edu/~1styear/bb/bb/centers.html
Extractions: Writing Centers 418. Brooks, Jeff. "Minimalist Tutoring: Making the Student Do All the Work." Writing Lab Newsletter , 15 (February 1991), 1-4. The tutor's job is not to improve papers (tempting though that is) but to improve writers. To avoid the temptation to edit, the tutor should follow simple rules: sit beside the student, keep the paper close to the student, don't hold a pen or pencil, and have the student read the paper aloud at the start of the conference to reinforce the student's authority and engagement. In addition, be sure to praise something in the paper, ask questions rather than giving suggestions, and, if possible, have students do some writing. Don't allow students to force you to edit: they will ultimately appreciate your refusal to do so. 419. DiPardo, Anne. A Kind of Passport: A Basic Writing Adjunct Program and the Challenge of Student Diversity. Urbana, Ill.: NCTE, 1993. PE1011 N295 no.24 Case studies focus on four basic writers-a Mexican American woman, a Native American woman, an African American man, and a recently arrived Salvadoran man-and on the adjuncts assigned to them for tutorial support-two more accomplished undergraduate writers, an African American woman and a European American woman. Their struggles and successes suggest that the tensions aroused by campus diversity and educational-opportunity programs should be discussed openly by faculty and students, that basic writers need help finding personal meaning in the academic work in a cultural environment that is often unfamiliar or hostile, and that peer tutors need to extablish their role as facilitators without being undermined by student resistance or riding roughshod over it.
Centers And Clinics - Moritz College Of Law, The Ohio State University Criminal Prosecution Practicum in the Clinical Program, Evidence, ConstitutionalLaw, Legislation, and Legal writing and Analysis. centers and clinics Home. http://moritzlaw.osu.edu/centersandclinics/clinic_faculty.html
Extractions: B.A., University of Puget Sound; J.D., University of Chicago. In law school, Professor Cole was editor-in-chief of the University of Chicago Legal Forum. Following graduation, she clerked for the Honorable Eugene A. Wright of the United States Court of Appeals for the Ninth Circuit. She practiced labor and employment law with Heller, Ehrman, White, and McAuliffe in Seattle and Seyfarth, Shaw, Fairweather, and Gerladson in Chicago before joining the faculty at Creighton University School of Law in 1994. She joined the Ohio State faculty in 1998. Professor Cole's research focuses on the legal issues that arise as a result of the increased use of alternative dispute resolution. She teaches courses in alternative dispute resolution.
Extractions: Professor Beazley came to Ohio State in 1988 after serving as Co-director of the Legal Research, Writing, and Reasoning Program at Vermont Law School and as a Research and Writing Instructor at the University of Toledo. She teaches Writing and Analysis, Appellate Advocacy, and Advanced Legal Writing, and is coach of the National Moot Court Team, which has advanced to nationals in two of the last three years. She is the author of numerous articles, including The Self-Graded Draft: Teaching Students to Revise Using Self-Guided Critique. She was recently re-elected to the Board of Directors of the Legal Writing Institute; she served as the organization's President from 1998-2000.
Writingcenters The "modern" version of a writing center emerged in the late 1970s. However, writing labs, or writing clinics, have a long history. students brought to the writing classroom. writing centers, like labs and clinics, became places to "treat" these http://www.cohums.ohio-state.edu/english/People/Dunbar.24/writingcenters.htm
Extractions: The "modern" version of a writing center emerged in the late 1970s. However, writing labs, or writing clinics, have a long history. In the 1930s, for example, the University of Iowa had a writing lab that helped "remedial" students who had failed the "pass-out" exam, the dreaded written theme that was graded pass or fail that was required for all undergraduates ( Kelly ). The existence of these early labs and clinics was supported by the current-traditional paradigm that was so pervasive in the teaching of writing. Since grammatical correctness and precise spelling where marks of "successful" writers, writing labs were places where students practiced grammar and spelling skills. The constant repetition of grammar and spelling exercises in these labs created an image of writing labs as places were students went to practice "skill and drill"worksheet after worksheets, followed by repetitious writing exercises. The writing lab as a place of remediation appears to have held steady through the 1950s. In "The Writing Clinic and the Writing Laboratory," originally published in 1950, Robert Moore defines the writing clinic as a place "primarily concerned with the diagnosis of the individual student's writing difficulties and the suggestion of remedial measures. . . " (4). Once a student's writing "problem," (or disease, to carry out the metaphor) was diagnosed, the student might go to the writing lab which was "primarily concerned with the direct and continuing supervision of the remedial efforts of the individual student" (4).
The Development Of Writing Centers: Variety And Diversity assistance to other writing centers and sustenance to students to help them grow,mature, and become independent. 65 Where earlier labs and clinics may have http://www.newfoundations.com/History/WritingCtr.html
Extractions: edited 12/28/02 ABSTRACT Today, writing centers thrive on many college and university campuses. Yet, this has not always been the case. This paper traces the development of writing centers in the 20th century. Given the variety and diversity of centers, their development is presented by theme rather than chronology. After exploring some possible historical antecedents, the paper discusses the reasons for founding, various names or images, staffing and pedagogy, and relationship to the university at large. It concludes with a series of indicators that describe the current position of writing centers. Contents Introduction Historical Antecedents of the Writing Center Writing Centers' Relationship to the University Reasons for the Founding of Writing Centers ... Introduction On the campuses of many American colleges and universities today, students frequent a place that supports writing. And that support of writing may be the only commonality among these places. They differ in name, staffing, method, funding, and emphasis; yet, they are joined by their increasing presence and importance to the university community. In The American College and University: A History , Rudolph defined the American university as a place with This definition of variety can be applied as well to the writing centers that developed as part of the university. Kinkead and Harris in Writing Centers in Context asserted this diversity as the major commonality among centers.
Health Centers / Web Writing Project III / ENG 325, Zuern / Cindy M.M. Lum clinics, the Waikiki Health Center, the Waimanalo Health Center, and the Wai'anae Coast Comprehensive Health Center. AlohaCare was created by the Hawaii Community Health centers http://www.english.hawaii.edu/cest/1998/cindy/centers.html
Extractions: The Hawaii Community Health Centers consists of a network of nine community health centers, located throughout the islands. Two are located on the Big Island the Bay/Pahoa Clinic and the Hamakua Health Center. One is located on Maui, the Community Clinic of Maui. The remaining six are located on Oahu: the Kalihi-Palama Health Center, the Kokua Kalihi Valley Clinic, the Queen Emma Clinics, the Waikiki Health Center, the Waimanalo Health Center, and the Wai'anae Coast Comprehensive Health Center. AlohaCare was created by the Hawaii Community Health Centers organization, to serve those under QUEST. If you plan to regularly visit one of these health centers, choosing a doctor from that health center as your primary health care provider and chose AlohaCare as your health plan. Below are brief descriptions of the health centers located on Oahu (HCHC), contact information (phone numbers and addresses), and links to their web pages. The Kalihi-Palama Health Center has various locations, including: 915 N. King St (their main branch), 333 N. King Street, 101 Pauahi Street (River of Life Mission), and 41 S. Beretania Street (Safe Haven). They can be reached at their main phone number, 848-1438. The center provides a variety of services, including dentistry (845-0686), family planning (848-1438), internal medicine/adult medicine (848-1438), OB/GYN/Midwifery (848-1438), Optometry (848-1438), Pediatrics (848-1438), and a WIC Nutrition clinic (841-0011). Their web site, located at
UW Law School clinics and centers. Legal Research and writing Program The firstyear Legal Researchand writing Program introduces students to the fundamental skills you http://www.law.wisc.edu/clinics.asp
UW Law School clinics, centers Institutes. The Law School also has a number of centers and institutesthat Student work varies but always emphasizes research and writing. http://www.law.wisc.edu/clinics/index.asp
Extractions: Law School Home Information For Prospective Students Current Students Employers Information About Career Services Law Library Continuing Legal Education The UW Law School offers a broad range of opportunities for students to develop lawyering skills. Simulated and live-client experiences, internships, externships, and classroom skills courses are all a part of the hands-on experiential learning that makes the law come to life for UW Law School students and provides their future employers with mature, confident law graduates. A central part of this hands-on learning model is the school's clinical program, which exemplifies the law-in-action tradition that has become synonymous with the UW Law School. Clinical students receive a rich educational experience, applying the legal theory they have learned in the classroom to help real people outside of the classroom. The Law School also has a number of centers and institutes that serve varying educational missions and constituent groups. These range from a center focused on East Asian Legal Studies to one on Impaired Driving. Frank J. Remington Center
Research Centers, Institutes, And Special Programs for Newspaper Management Studies. Creative writing Program. Criminal Justice Studies Program Education (College of) centers, clinics, Labs, and Projects. Environmental Analysis, http://www.uga.edu/rcisp
Writing To Heal, Writing To Grow Since 1993 Margie Davis has created and conducted personal writing courses at seniorcenters, adult education centers, hospitals, clinics, and on the Internet. http://www.writingtoheal.com/seniors.html
Extractions: Since 1993 Margie Davis has created and conducted personal writing courses at senior centers, adult education centers, hospitals, clinics, and on the Internet. Growing demand for her entertaining and educational programs has prompted her to grant licenses for the Memoirs for Seniors programs to retirement communities and senior centers. Attract active seniors to your center with A fun and stimulating four-week (1.5 hours each session) writing and discussion program for people who have done a lot of lovingof people, places, and possessions. This course is designed for adults aged mid-life or older and can easily be led by a facilitator or member of the group. Homework writing assignments help participants recall their passions for people, places, and things. Classroom discussion stems from what they wrote for homework. You'll get to know people in a whole different way, and you may even acquire a new passion of your ow
NUSL: Clinics, Institutes, Research Centers clinics, Institutes, Research centers. rich blend of theory and practice, the clinicsfill a primary responsibility for the analysis, research and writing of a http://www.slaw.neu.edu/clinics/
Extractions: Tobacco Control While providing students with a rich blend of theory and practice, the clinics fill a unique niche in serving community needs. Professor James V. Rowan , who has devoted his career to representing poor people and their organizations, monitors and coordinates all of the clinical courses. Each of the clinical courses is broadly described below. Certiorari/Criminal Appeals Clinic Working under the direction of Professor Daniel J. Givelber , nationally recognized for his advocacy on behalf of death row inmates, students have primary responsibility for the analysis, research and writing of a petition for certiorari to the Supreme Court of the United States seeking review of constitutional and/or federal issues arising in a capital case. The course offers students an opportunity to enhance their analytic, research and written advocacy skills, while at the same time learning about the certiorari process and Supreme Court capital punishment jurisprudence. For more information contact: Professor Daniel J. Givelber
East Central CFP Pre to Post-Open Admissions, Beth Boquet suggests that the brief history ofour various writing centers, writing labs, and writing clinics is filled with http://www.marietta.edu/~mcwrite/eastcentralcfp.html
Extractions: Email: yellobrd@pro-ns.net Currently: I am a US rep. for a small Germany manufacturer, Ruf Automobiles, GmbH, for whom I do testing, development, and public relations. Prior careers include a short stint in public accounting, CFO of a small company, and ten years as a salesman. Regardless of what profession, whether writing a introductory letter to a tough sales prospect or pitching an magazine editor on a story idea, strong writing skills has always been a very key to success. I have also learned the value of having access to a willing and skilled editor (to begrudgingly send me back to my laptop for a rewrite). Bjerke-Conklin, Aaron
GMU School Of Law: Academics: Specialty Law Tracks School of Law is one of the nations leading centers for the Legal clinics. on avariety of projects, primarily including legal research and writing issues in http://www.gmu.edu/departments/law/academics/lawtrack.html
Extractions: General Information Academics Academic Calendar Assignments ... Students Academics Specialty Law Tracks Programs Clinics George Mason law students enjoy a unique opportunity to specialize and focus their legal studies in a particular area of law through our specialty track programs. Our specialty tracks offer students the kind of sophisticated understanding of particular practice areas usually gained only after years of practice or through advanced legal study. Students also have the opportunity to take coursework in a specialized technology law program, and George Mason's curriculum includes 20 courses in the area of intellectual property law. Corporate and Securities Law : This is designed to give students specialized preparation for practice in law firms and in-house corporate counsel offices in fields related to corporate finance and financial markets. Approximately one-third of the 84 credits required for graduation must be in corporate and securities law courses. Intellectual Property Law International Business : This is designed to give students specialized preparation for practice in the rapidly changing global business community. Approximately one-third of the 84 credits required for graduation must be in international business law courses.
This Conference Focuses On Teaching Leaders writing or those that want to learn the how tos of grant writing. · SubstanceAbuse/Mental Health Treatment programs. · Rehabilitation centers and clinics. http://www.aacfa.org/SAMHSA_Conference_Registration.html
DLSU-Manila : Research Centers Individual writing clinics. The Center extends services to academic institutionsoutside DLSU and other writing centers by providing them with resource http://www.dlsu.edu.ph/research/centers/bnscwc/programs.asp
Extractions: As an institution charged with the development of creative writing in the university and in the country, the Bienvenido N. Santos Creative Writing Center offers various services and implements the following projects and activities: Writing Fellowships. The Center awards one-year writing fellowships to DLSU faculty members and non-teaching staff in selected genres with the end in view of publishing their work upon its completion and submission to the De La Salle University Press. Campus writing workshops. In coordination with the Cultural Arts and Student Publications Offices, the Center holds writing workshops for the campus writers of the university. Poster-Poems. In its bid to develop in the reading public an awareness and appreciation of Philippine writing, the Center has come up with TulArt, poster-poems featuring works of De La Salle University writers. These posters can be found in the line coaches of the Light Rail Transit (LRT). Poetry Readings.
Centers, Institutes, Laboratories, And Clinics centers, institutes, laboratories and clinics listed are University centers and Institutes*Learning Research Challenge for Excellence Programs writing Center. http://www.univ-relations.pitt.edu/bulletins/fas/html/centers.htm
Extractions: The centers, institutes, laboratories and clinics listed are University of Pittsburgh or University affiliated organizations. They are either single or multidisciplinary in scope, and are generally involved in some combination of education, research, or service activities. Each center, institute, laboratory, and clinic is listed under the name of the unit(s) with which it is associated. University Centers and Institutes
Washington University School Of Law Search Engine And Site Map centers. Return to Top of Page clinics. Courses and Curriculum. Course Directory Current Year; Curriculum An Overview; Course Offerings; Legal Research and writing; http://law.wustl.edu/Sitemap/
