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Welcome to our new blog! You can also visit us at www.delta.edu/writingcenter and email us at writingcenter@delta.edu.

Monday, April 13, 2015

How to Write a Great Essay

Developing a Standard Essay
Everyone in college has had to write at least one essay in his or her academic career. However, not everyone knows how to build an essay. The most basic essay is the five-paragraph form, which consists of an introduction, three body paragraphs, and the conclusion. However, the form can be adapted to a longer or shorter paper. The standard, solid essay is five paragraphs, but there will be times when a nine-paragraph essay is needed. This form works for any length of paper a student might need to write. You can think of this essay form as a cheeseburger. The introduction and conclusion are the buns that hold the delicious burger together. They look relatively the same, but the top bun always has a bit of a dome shape, which is more welcoming, the introduction, than the flat bottom bun, the conclusion. However, the flatness of the bottom offers stability. The body paragraphs are the meat and the meat is what everyone wants. It’s the main point of a cheeseburger. It holds all the protein. However, a cheeseburger’s patty is bland without the condiments. The supporting facts within the body paragraphs are the condiments. They add flavor and credibility to the burger, making the consumer understand that it really is a great burger. That’s how the five-paragraph essay is built. It’s sequential, and if you have great supporting details and facts, then it is fun for the reader to read.

The Body Paragraph
A rule of thumb when starting the five-paragraph essay is to always start with the body paragraphs. The writer needs to prepare the meat before he has to worry about the buns and condiments. Some people are taught to start with the introduction, but the method in this post bends this rule. The body paragraphs hold a main point, which was highlighted in the introduction, but is then elaborated on within the designated body paragraph. Not writing the introduction first allows the body paragraph’s main point to change if needed, restricting the writer less while crafting the three paragraphs. Starting with the body paragraphs can also reduce writer’s block.  This is because the body paragraphs are where all of the main points are explained in detail, allowing the building blocks of an introduction to be formed in the process.

Supporting Details
Within each body paragraph there are supporting details that bring credibility to the main points. The supporting details can take the form of quotes and paraphrased information. Interviews from a specialist, or a quote out of a medical journal are both great supporting details that can bring credibility to a paper. Examples, such as real life examples that back up your main point, can also be used. However, like a cheeseburger, too many condiments can ruin a perfectly good burger. In the essay, too many supporting details can be bad. It can bog down the reader and the main point can be lost. Keep in mind that quotes backing up your claims can be essential, but you are the writer and the reader wants to read your words, not a bunch of someone else’s quotes.

The introduction is the first paragraph the reader comes across. The first sentence of an introduction is the “hook,” or a “hand-shake” to the reader. It makes them want to read on and devour the delicious cheeseburger written before them. Some teachers like the “hook” to take the form of a question or a quick background story. It really depends on the type of essay you are writing on which “hook” to use. Also, an introduction holds a thesis statement, which is talked about in a previous blog post. However, the introduction is only the top bun of the cheeseburger. It’s just full of carbs. An introduction’s function is to briefly introduce all of the main topics to the reader so that they know exactly what to expect within the reading. A good technique when crafting the introduction is to take a highlighter and highlight every main point sentence in each body paragraph. The highlighted main points are exactly what needs to be in the introduction. This is also true for the conclusion.

The conclusion is quick and easy, but is needed to complete the paper, just like the bottom bun of the burger. It keeps all of the yummy food from falling out. In the conclusion, all of the main points need to be briefly touched on. By doing this, it reminds the reader of what they just read so that everything is reinforced. However, the main issue writer’s should avoid is adding new information to the conclusion. In a standard conclusion, new information is bad. There are techniques that involve bringing up new information within a conclusion, but for the standard five-paragraph essay, no new information in a conclusion is widely accepted.

The Perfect Cheeseburger
Now you have the recipe for the perfect five-paragraph essay. However, just because you have the recipe doesn’t mean your paper will turn out perfect every time! Come to the WRIT Center to get help with any part of the writing process. You can get help with brainstorming, outlining, rough draft development, and proofreading for your paper. Not only that, but the WRIT Center is a FREE service. Come visit us any time!

Saturday, March 14, 2015

Using Credible Sources

So your professor has assigned a research paper (or, really, any sort of assignment that depends on information gleaned from outside sources, rather than your own opinion). You’ve been told you must use legitimate sources—something that will survive close scrutiny, that will provide useful and accurate information or an educated opinion. There should be nothing off-the-wall and certainly nothing that could be edited or published by just any average Joe with a keyboard and wifi (lookin’ at you, Wikipedia). Well, with a World Wide Web full of cute cat videos, strange how-to tutorials, and the odd scholarly article thrown into the mix, this can be rather difficult territory to navigate.

So, how do we know what a legitimate source is? Where do we look for these sources? And how might we detect a well-polished phony from the real deal? 


Our first, and most foolproof, step: The easiest way to ensure you’re finding the best of the best articles, books, et cetera, is to use the databases provided by Delta College. These can be accessed by going to Delta’s homepage, finding the Quicklinks menu at the top of the page and scrolling to “Library Learning Information Center.” Select this option. A new page should appear. From there, review the left-hand side panel until you read *“Journals and Magazines,” “Newspapers,” or even “Government Documents” (if you need that sort of thing). Choosing one of these categories will lead you to a database where you can search for sources.

*“Journals and Magazines” is probably the most used section—it will even give you excerpts from books and other mediums of publication. You can narrow your search for a certain kind of article or topic in “Advanced Search.” I recommend using InfoTrac, EBSCO, or CINHAL Plus databases.

Articles found by using this method will typically be peer-reviewed (you can search for only peer-reviewed articles by checking a box in “Advanced Search”) or will at least be written by an author with a well-formed and educated opinion.

Which brings us to our next step: Looking up an author’s credentials.

About the Author

Because you are not limited to only using these online databases, this step can come in handy. It’s perfectly okay to Google a topic for online articles or blogs. Sometimes a professor’s assignment guidelines will even require a source or two from the Internet.  However, this is when it’s most important that we are checking out our sources for legitimacy. An easy way to do that? Research the author. Try to dig up some information on the author. Is he or she a research professor at a known university publishing their work online? Has he or she worked in the specific field in which you are researching? Has he or she published other works on a similar topic, or is the work a combined effort of a number of different people? Any of this information can be helpful in determining if a source is reliable enough to use in an academic paper.

Publisher or Source Provider

Also in regards to using a source from the Internet—simply looking at where the source is published can give you an idea if the article will be right for you or not. Anything published under a .com address should be double checked—either by looking up the author, as we mentioned above, looking into other places where the article may have been published, or checking out the legitimacy of the website. (For example, something such as ConspiracyTheory.com will likely have very biased or inaccurate information.) Information published under .gov or .org is typically credible. Any site associated with reputable institutions, such as well-known universities, credible media outlets, a specific government program or department, or respected non-governmental organizations, can provide useful sources.

The Timeline

Something else to consider: How recently was an article published? Sometimes students don’t realize they are dealing with outdated information. For example, let’s say we’re doing research on the planets in our solar system. Well, heartbreakingly enough, Pluto is no longer considered a planet. So if we are using information dated before Pluto was kicked out of the prestigious Planet Club, we should at least be aware of it. In this case, it wouldn’t affect the other information you’re looking for (on other planets), but for some topics, old information could really harm your paper. 
Extra help!

This about wraps up how to determine if a source is credible or not. There are, of course, many methods to go about looking for reliable information—the above is merely the simplest way possible in a condensed and readable format. For other tips on researching, visit these Delta College pages provided under the “Library Learning Information Center” tab on Delta’s website: 

For more information on identifying credible sources, check out WRIT Center Co-Director Angela Trabalka’s article “Locating Credible Sources”, which can be found on the WRIT’s Virtual Student Handbook under the tab “Using Sources”. Here’s the link!

Tuesday, February 10, 2015

Defeating Procrastination

It is not uncommon to find yourself putting off that paper right up until the time it needs to be complete. Many people procrastinate to some degree, but for some, this is an issue that can break their college career. It is important to understand why you procrastinate before you can beat the issue. Maybe you always find something better to do, like going to the movies with your friends, shopping, or playing video games until the early hours of the morning. You can do all of these things and still get your homework done on time. You just have to understand how to get the ball rolling.

There are a couple of different methods for beating procrastination. Some may be more effective than others, but you should try each one to discover which will work best for you. Keep in mind that these tips are not just for writing papers and essays. You can utilize them for class projects, presentations, or even studying for an exam or quiz. Don't let procrastination bring you down!

Start working right away

Right after you receive the assignment, you should grab a notepad or fire up your computer and start working. Any ideas that you initially have when thinking about your paper should be written out. This will create a sort of launch pad for your assignment, even if you only work on it for five minutes. 

Break the project into little tasks

If you feel overwhelmed by a large assignment, create a to do list that breaks it down into smaller portions that are easier to tackle. If your paper is due in a week, decide what part of it you're going to do each day. Tomorrow you can work on the intro. The day after that, start the body paragraphs. You'll piece the project together day by day and the looming due date won't seem so scary.

Know your "productivity hours"

Maybe you're an early riser, or maybe you're a night owl. People operate effectively at all different times throughout the day. Think about when you find yourself to be the most productive and take advantage of that time.

Reward yourself

This is something you can do for any assignment, or for one that is particularly unpleasant, to help gain some momentum. Say you start working on your paper at 6:00. Tell yourself that if you keep working until 7:00 without a break, you can grab a Snickers or some ice cream. Maybe your friend invited you out that night. If you have a 1,000 word assignment to get done, make yourself write at least 500 words before you can hang out with your friend. 

Thursday, October 23, 2014

Getting the Facts Straight: Constructing a Thesis Statement for a Research Paper

I think we all dread the word “thesis.” We know we should be familiar with it. After all, we’re in college, and the professor just said we needed one and didn’t bother to explain how we go about getting one. Not to mention, even for those of us who are perfectly aware of what a thesis is, a thesis still requires hard work—it requires specificity and expertise on a subject and then being able to translate “everything you know” in a concise manner to your audience.
But you can’t think about it that way. You can’t think about the “everything” you know, all the information the articles and books have bombarded you with. You have to think about what “everything” consists of. After all, the thesis is essentially the preview of the paper (the main points and the purpose of them). Therefore, I like to think about the thesis as an addition problem or a recipe. You want to add up all the main points (or ingredients) to express a larger purpose. The main points should contribute to and support that purpose. They should be relevant. For example, if you hand someone a recipe for baking “the best cake on earth” you would not include a paragraph about relieving the bowl and spoon of the leftover batter. It is irrelevant to the overall purpose, which is to make “the best cake on earth.” Licking the bowl and spoon to their bones will not impact the quality of the cake that is currently in the oven. And in your thesis, you want to limit the main points to those influential ingredients—the ingredients that make “the best cake on earth.”

But how do you know what those ingredients are?

Well, there is no foolproof method to identifying such ingredients. You often have to experiment with the writing process just like you’d have to experiment with ingredients in the kitchen. And with experimentation comes trial and error. You may rewrite the thesis three times, because the more you wade through your topic, the farther away you’ll move from your initial thoughts and conclusions and the better the cake will become.

Preheat the oven with some prewriting.

To depart from my biases about a particular topic, I do some prewriting to generate a working (rough) thesis. I’d suggest making an outline, because this gets you thinking about cause and effect (or how one main point connects to another and so on) as well as organization, which is vital to any paper. The “outline” (I use the term very loosely) does not have to be perfect or even formatted correctly as you’ll see in my example below. Welcome to the beautiful world of prewriting—anything goes.

While outlining, I tend to focus on the body paragraphs first. Without locating and submersing myself in the main points, the details, and the source material, I probably haven’t gotten to the heart of why I’m writing this paper yet.

You will want to organize the body of your outline by idea and then integrate the appropriate sources to complement those ideas. The main points you will use in your thesis will be more accessible this way. My body paragraphs will include an idea about my topic that already exists, sources that support that idea, and a reflection on that idea (why I feel it works or doesn’t work).

Creating the Recipe: An Example of a “Working Thesis”

Step 1) Take a good look at your topic. Figure out what kind of cake you want to bake.

Topic: When is art not really art?

For this topic, I feel like I would have to be able to define what art is to be able to distinguish what it is not. I feel like I would also have to narrow it down and choose one type of art to focus on.

Revised topic: How do we define literary art?

 Step 2) Brainstorm main points. What ingredients will you need?

Body paragraph 1: Art should convey some sort of message. It should promote a lesson. It should make a statement. I would use Dante’s Inferno to express how this supposed “literary masterpiece” was used to put the “fear of God” in its readers. I would then reflect on this. I think the Inferno was giving the reader too much of the author’s opinion and not allowing for enough of the reader’s opinion. I think there has to be more of an interaction between the work of art and the art appreciator. I think the artist should try to bring something to his/her audience’s attention, but not necessarily comment on it. I think Ezra Pound said something like that.

Body paragraph 2: Art has to be beautiful or appeal to the senses, but not necessarily be meaningful. I would then probably incorporate Oscar Wilde’s opinion on art in his novel A Picture of Dorian Gray (“the artist is the creator of beautiful things” and “all art is quite useless”) to support this definition of art (Wilde 1,2). But then again, that would imply that beauty is not useful… I’m still not quite sold on this definition of art either. I have a hard time believing that art is useless when so much of it deals with the human condition. At the very least, it functions as a form of entertainment. And we use “art” as a window into the past. We can learn much about our history through art. For instance, renaissance art marks the rebirth of humanism, and through that art we can see man become more confident in himself (look at Donatello’s David versus Michelangelo’s).

Body paragraph 3: Aristotle would certainly disagree with Wilde as he discusses in his Poetics that art is used to release emotion, “imitate action,” and derive pleasure from empathy (being able to understand one another) (61). I would probably then go on to use an example from literature—maybe something from Shakespeare or the example Aristotle uses which is Oedipus Rex or something other than a play to show how literature meets those requirements. Overall, though, it seems that art serves a purpose more often than not.

Step 3) Tackle the intro (most importantly, the thesis). Taste test. Bite into the cake. Reflect. What ingredients worked best? Which could you leave out next time? Is there any you’d add? Blend your findings.

Rough Intro: It’s hard to provide specific rules for something that prides itself on breaking the rules; however, the definition of art seems to depend on the circumstance. It seems not everything works for a single circumstance, but there seems to be a circumstance for everything to work.  Rough thesis (working thesis): That being said, for literature to be considered art, certain general criteria must be met: there must be unity and consistency throughout the work even if it is consistently inconsistent, and it must put the human condition under a microscope in order to provide a thorough observation of it.   

In this case, I discussed and synthesized some of the theories and opinions about art that have already been established (main points/body paragraphs) to construct a conclusion of my own on the matter (purpose/thesis). 

Step 4) Begin the paper. Perfect the recipe. Re-make the cake.

When you begin that first draft, you are taking what you learned from the prewriting stage, applying it to the paper and working out the kinks. In other words, you are perfecting/revising the recipe for your cake.

If I were to move forward with my topic and start writing the actual paper, my thesis would undergo some tweaking, but my “working thesis,” at least, gives me a focus to adhere to as I write the paper. And this is only one example of a thesis. There are a variety of them that could work for this topic with the given information.

Works Cited

Aristotle. Aristotle’s Poetics. Trans.  S.H. Butcher. New York: Hill and Wang, 1961. Print.

Wilde, Oscar. The Picture of Dorian Gray. New York: Barnes & Noble Classics, 2003. Print.

Friday, September 19, 2014

Let's Get Personal; On Writing A Personal Narrative

   Personal narratives are a common assignment in college composition courses. The essay should include a brief story of significance where you, the writer, have learned a lesson. Many instructors describe the thesis (main point) for this paper as the "lesson learned."

So while the story of you crowd surfing at Warped Tour '08 may be exciting for you to reflect on, there is not much of a lesson learned. (Unless you learned that crowd surfing comes with the risk of being dropped onto concrete.)

  The first step is identifying a story which has impacted you in some way, be it positively or negatively. Perhaps start by compiling a list of experiences and beside them, the lesson you learned from that. Select the one you feel you can provide the most details and description for. It should be one you are passionate about, because that passion will translate into your writing, and then into your reader.

The following is a list of things to keep in mind while writing your paper.

Use of First Person
  Since this is a personal narrative, first person (I, me, my) should naturally be used. There should be no second person (you), as this would refer to your reader, who had no involvement in your experience. Third person (people, person) may be used when discussing the lesson learned, because then your reader can apply your lesson to their personal life.

Details and Description
   Details and description are like the vascular system for a paper. It gives the paper life. It makes it real to your reader. The more details and description, the better. However, be wary of going off topic. If the details/descriptions do not supplement the main point of your paper, get rid of it. It will just distract the reader from the lesson they are supposed to be learning.

Showing vs. Telling
   Many instructors tell their students that for their personal narrative, they need to show, not tell. Then they come to the WRIT Center and say, "I have no idea what they meant by that." Here are some examples to illustrate what they mean:

  • Telling:    "When I came home, dinner was ready"
  • Showing"As I walked through my wide, burgundy front door, the warm smell of arroz con pollo enveloped my nose. "
  • Telling:     "The dog was barking and growling a lot."
  • Showing:  "My ears were stinging from the sharp vocalizations made by the dog. As the beast snarled, spit flung outwards from their mouth. Their upper lip curled, revealing their pointed, plaque-ridden teeth. "
Sensory Details
   Sensory details are a big deal in personal narratives. They enhance narratives greatly. Sensory detail involves sight, smell, touch, sound, and taste. In the above examples of showing vs. telling, I used the sense of smell, sound, and sight to enhance the descriptive qualities of the sentence. When writing your narrative, you want your reader to understand everything from your perspective. If your reader is able to see, smell, and hear the things you did in your experience, then the lesson will ring loud and clear for your reader.

Figurative Language
   Figurative language is a great way to vary your sentences in your personal narrative. Here are the common ones:
  • Simile--contains "like" or "as" for a description; her hair was as golden as a retriever.
  • Metaphor--does not contain "like" or "as" but illustrates a similarity between two things; his brillo pad hair did not help him get the girls.
  • Personification--gives an inanimate object human traits; my iPhone 6 sang me a sweet lullaby of Twitter and Facebook notifications.
  • Analogy--compares two unrelated things through their similarities; reading a science book is a lot like exercising for me: I sweat, cry, and want to give up, but afterwards, I feel accomplished for even trying.

Finally, keep in mind that your body should support your thesis. The same goes for a narrative. Your story must support the lesson you are trying to convey.

Good luck on writing your personal narratives!

Monday, January 21, 2013

Now Open for the Winter Semester

Brr...It's cold outside! We would like to invite all students out of the snow this winter. While you are here warming up, we can look at your papers and guide you in revision, help you get started, or assist you in your reading comprehension for your research project, or even how to conquer that huge textbook you need to read seven chapters in this week. We have a very knowledgeable staff, who is ready to help you whenever you need it. No appointments are needed, just stop in and see us anytime!

Our hours are as follows, for the main campus:
Monday-Thursday 9:00 am to 6:00 pm
Friday 9:00 am to 2:00 pm

And for the Ricker Center in Saginaw:
Tuesday-Thursday 12:30-5:30 pm

You can also submit your papers online at http://www.delta.edu/writingcenter.aspx.

We hope to see you soon! 

Thursday, December 13, 2012

End of Another Semester

Well, here it is, another semester finished. We have all accomplished a lot in the past several weeks. Here at the WRIT Center, our students have made this our busiest semester yet--we have helped with over 1,000 different papers this semester! It is thanks to those students that come in for assistance or submit online that we have had such a great success this year. He hope that we have helped you as much as we could. I personally saw so much improvement in several individuals who come here on a regular basis, and I am grateful to help you make the Delta Difference.

One question might arise as you go on break: how do I keep my reading and writing skills fresh while I'm not studying? Here are some tips to help with this dilemma:

  1. Read: Pick up some books at the local library. Find a subject that appeals to you and find what best suits you. Some of you might get some books, an E-book reader, or an IPad for Christmas. Don't be afraid of using  these wonderful tools! They will all help you expand both your imagination and your reading and writing skills.
  2. Write: Start a journal. Be imaginative. When you have a good day, share it. When you have a bad day, still write down your thoughts. Not only can these pages contain some very precious memories, but the practice will give you the chance to improve your writing skills. Remember, practice makes perfect!
Remember, you can always come in to the WRIT Center for help next semester. We will be closed for the holidays from December 15, 2012 and will open for the new semester on January 14, 2013. Remember to come early and come often!

Thank you all for the awesome semester! Have a great holiday season!

-WRIT Center Staff

Wednesday, September 5, 2012

NEW!!! Ricker Center Hours!!!

Hi Everyone,

We at the WRIT Center are pleased to announce that we have consultants available at the Ricker Center. We will be offering the same services as we do at the Main Campus. Students living in Saginaw are encouraged to come see us there if it is closer or more convenient for you. Our hours at Ricker are as follows:

Mondays      11am-6pm @ Student Resource Center
Tuesdays      11am-6pm @ Student Resource Center
Wednesdays 12pm-5pm @ Room 112
Thursdays     12pm-5pm @ Student Resource Center

We hope to see you there!

Sunday, September 2, 2012

Fall is here: Ideas to help cope with a new semester

Welcome, everyone, to an exciting new semester at Delta! It is great to see everyone back, and to see the new faces of the first-year students. I hope everyone is prepared to learn!

In the meantime, I know that many students, including myself, can get the jitters about starting new classes. College can be difficult, stressful, and time-consuming. It can be quite disconcerting starting a new semester. So, to help ease on the stress, how can one best prepare for a semester filled with three or more classes (as a full-time semester)?  Here is a list of things you can do now to ease up on the end-of-semester blues later:

  1. Plan Your Time. I'll be honest with you--this is one area I have struggled with in my life. However, I found that if I do not put together a schedule, especially when working, going to school, etc., my life can get to be very hectic and I get lost around mid-semester. It has been important to my success that I fit in homework and study time, right from week one. This has prevented me from ending up getting behind. Here are some things you want to include in that schedule:
    • Times of Classes (of course)
    • Work (if you work. If you don't, try scheduling some time for job hunting!)
    • Sleep (Yes, you want to schedule time to sleep! 7-8 hours a day is what experts say is best.)
    • Homework/study. (Make sure that you do this every week. Give yourself enough time to actually get done what you need. Rule of thumb is for every 1 hour in the classroom you need 1 1/2-2 hours studying. For 12 credits, aim for 18-24 hours weekly of study time.)
    • Leisure. (If you don't take some time for yourself to wind down at night, spend time with friends, or just vege out on the couch, you will feel overloaded and weary. Try fitting in at least 2-3 hours a day to just be you. Play video games, shoot some hoops, spend time with family, whatever helps you relax!)
    • Exercise! (Keep your body healthy. When you physically feel better, it actually helps your mind feel better! Don't believe me? Check it out for yourself! Here's a quote from Christen Anderson, MS, in an article in WebMD: "When one exercises, you can think more clearly, perform better, and your morale is better. This is pure science -- stimulate your nervous system and function at a higher level" (qtd. by Lawrence, Jean; "Train Your Brain With Exercise;" WebMD; http://www.webmd.com/fitness-exercise/features/train-your-brain-with-exercise.)
  2. Positive Thinking: Try telling yourself, "I can do this." Anytime that you feel like you're getting bogged down, or whenever something seems too difficult, just tell yourself that you can do it! You'd be surprised, but there is a lot to be said about positive reinforcement!
  3. Do the work! When it comes down to it, I can be known as a procrastinator. This makes it hard to keep things done when they have to be done. However, I have learned that I must do things as i planned, and when I planned, for a successful college career. If Iv don't, I end up getting behind, and I, for one, hate to play catch-up! Nothing is worse than learning everything you were supposed to learn in a class the day before the exam! Plus, if you do the assigned homework, chances are that you will struggle much less in any quiz or test that your professor puts in front of you!
  4. Ask For Help: If you don't get something, don't be afraid to ask! Our instructors have posted office hours for this reason. Never be afraid of feeling stupid; asking questions is how you learn. Delta College also has other tools available for you if you ever want or need the help:
    • WRIT Center: Since this is the blog for the WRIT Center, let's start here! We are a peer-consulting service for Writing, Reading, and Information Technology for English classes or any other class that has writing or reading (so, in other words, all across the curriculum!). We will be glad to help you, no matter if you need help coming up with a topic; citing your sources; making sure your paper makes sense; reading a long, difficult textbook; finding or including New Media in your paper, or even if you're struggling with a program like Word or PowerPoint, we will do our best to help you! We are located in the back of the library, by the classrooms attached to the LLIC. We also offer online help at http://www.delta.edu/writingcenter.aspx.
    • TLC: The Teaching and Learning Center is the free tutoring center located at the front of the library. They offer tutors for nearly any subject. For more information on the TLC, please visit http://www.delta.edu/llic/tlc.aspx.
There are many other methods you can use to become successful in college, but these, in my opinion, are the most important things you can do. These things can help ease the stress of a bad grade later; in fact, these should help you to get the best grades possible!

Happy fall, welcome back, and good luck!

Wednesday, May 23, 2012

Starting my job at the WRIT Center

It's my second week working at the WRIT Center and my excitement about it has not settled yet. I knew I would like it, but I didn't know I'd fall in love with it.

When I first began, I was really nervous about having to prove my ability in tutoring. Once I had my first session, it felt natural. Having Michael by my side to reassure me that I didn't sound insane was also helpful, haha.

Since I haven't met the other tutors here, I'll talk a little about myself to establish some familiarity :).
My name is Autumn and this is my second semester at Delta. I graduated from Heritage High School in Saginaw, go Hawks! I'm studying to become a Radiation Therapist because the radiology field of medicine fascinates me. My favorite book is Jane Eyre by Charlotte Bronte and if you've read it, that says a lot about me. I love laughing and making people laugh, so I can be a little silly.

What I love most about this job so far is reading the variety of stories and opinions. Helping them communicate their message more effectively is so satisfactory.

Anyway, I hope to work here for a while. My co-workers are pretty awesome and so are the students that drop by!

-Autumn Villalta