We offer individual consultations for students writers on their work-in-progress, workshops, and quiet space to get your writing done. Many students and faculty benefit from our standout Writing Fellows Program, in which a peer tutor is dedicated to a particular section of a course and supports those students both in class and outside of class.
You may make an appointment with us for either a face-to-face session (in HUM 10!) or an e-tutoring session. If you make an e-tutoring appointment, you will upload a file to your appointment. If you have one, please upload an assignment sheet in addition to your draft. The tutor will read your draft, and upload some feedback for you. To read your feedback, you login to the writing center, click on your appointment, and find the feedback we have uploaded. Your job is to upload your draft by the start time of your e-tutoring appointment. Our job is to read it and write response before the end of the appointment.
Make an appointment by clicking the link below, or by clicking on the Writing Center Icon on the MyYCP portal.
Appointments are one hour in length.
You may have one appointment per day.
If your learning needs require accommodations like extra time on tests or assignments, we may be able to extend your appointment time or set up regular appointments for you. Contact Dr. Jennifer Follett at firstname.lastname@example.org or ex 2087 to discuss your needs.
If you are working on a draft that is 15 pages or longer and you want feedback on the overall content or organization (as opposed to paragraph or sentence-level style), you may request a read-ahead appointment. A tutor will take one hour to read your work, then will meet with you to discuss it for one hour. We cannot always accommodate read-aheads; it helps if you request one a couple weeks in advance.
We offer Writing Fellows (for a whole semester, or just for special projects) as well as many other services to help you support your students and your own scholarly writing. Many faculty members consult individually with our director on issues like writing assignment design or providing feedback to student writers. You can request in-class visits from the writing center—either a quick introduction to our services, delivered by a peer tutor, or workshops on specific writing topics co-constructed by the faculty member and writing center director.
To request a short introduction to the Writing Center for your class, complete this Introduction Request Form.
To request one of the workshops listed below, complete this In-Class workshop Form.
For Spring 2017, we are also offering workshops on these topics:
This Isn’t What We Did in High School: Expectations for Writing in College
This workshop, appropriate for first year courses and new student groups, focuses on discussing the differences between high school and college writing, and what new expectations for writing college writers face in terms of the writing process, audience, purpose, argument and research.
Getting started with an assignment
In this workshop participants practice using an assignment sheet as a way of getting started on their writing process, then learn about and practice pre-writing techniques. The goal of this workshop is to scaffold students’ first steps in the writing process, so it works best when you have just given students an assignment, or are just about to.
Narrowing a research topic
In this workshop, students learn about narrowing from a broad idea (like the “All About Whales” report you may have written in the 5th grade) to a more narrowly focused research paper. By the end of the workshop, we hope students will have a more focused idea that will help them research their topic in a more deliberate way. This workshop works best when participants have already been given a research paper assignment, and have some idea about what they want to write about.
Crafting a thesis statement
Much of the academic writing students do in college is thesis-driven. This workshop explores how to craft an effective thesis statement in an academic argument. Participants will learn some guiding principles of thesis writing, and will analysis examples of thesis statements. Participants will then apply what they’ve learned by either inventing possible thesis statements for an assignment for your course, or by revising a draft of their thesis, if they have already begun drafting the paper.
Incorporating the Voices of Others: Citing Sources
In this workshop, students learn how to effectively summarize, quote or paraphrase from the sources. Participants will practice introducing a source; paraphrasing, summarizing or quoting effectively; and connecting the source material to a central argument. This workshop is not intended to teach the technicalities of citing in APA, MLA or Chicago style.
Synthesizing sources into an argument
This workshop is slightly more advanced that the “Voices of Others” workshop, in that it assumes students are familiar with the basics of how to quote, paraphrase and summarize. Participants in this workshop will discuss, analyze examples of, and practice writing paragraphs that synthesize multiple sources in order to support an argument.
Revising from feedback
Students receive feedback on their writing in progress from instructors and sometimes from other students. But, when you get feedback on your writing, how can you incorporate it thoughtfully into your next draft? This workshop is appropriate when students have just received written feedback from you or from peer responders. Participants in the workshop will reflect on, organize and prioritize the feedback they received and will construct a plan for revision based on it.
Revising for organization/developing ideas
This workshop is appropriate when students have written a first draft, and are ready to begin revising it. Students will participate in activities that ask them to reflect on their writing and begin global revisions focused on appropriateness to the assignment, development of ideas, and organization. Students must have a draft of their own to work on to participate in this workshop.
Revising for sentence/paragraph level style
This workshop is appropriate when students have already revised for “big picture” concerns, like development of ideas and organization, and are ready to begin revising individual paragraphs and sentences. Students will learn and practice methods of recrafting paragraphs and sentences for clarity and style. Students must have a draft of their own to work on to participate in this workshop.
Like other writing centers around the world, the YCP Writing Center contributes to scholarship about how writing is taught and learned. We think it’s important to base our practices on serious scholarly research, so we can provide support for writers that we are confident will be effective.
Our research is conducted by both our director and our peer tutors, and is shared at our regional conference, hosted by MAWCA (The Mid-Atlantic Writing Center Association), and at national conferences sponsored by CCCC (The Conference on College Composition and Communication), NCPTW (The National Conference on Peer Tutoring in Writing) and IWCA (The International Writing Center Association).