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Outside ExperienceThe Rainier Writing Workshop’s “Outside Experience” offers participants a unique opportunity to gain valuable hands-on experience in a challenging aspect of the writing life. In their second year in the program, each participant engages in an independent project that is custom-designed to enhance the participant’s regular course of study in the program. The project is flexibly designed to meet a variety of objectives: students can attend conferences, workshops or residencies
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Department of English Welcomes New ProfessorDr. Scott L. Rogers joins the PLU community having served for three years as Assistant Professor of English at Ohio Northern University (ONU), a small liberal arts university in northwest Ohio. Having also worked as coordinator of the first-year writing requirement at ONU, Dr. Rogers arrives with experience as a program administrator and writing teacher. At PLU, he will direct the Writing Center and teach courses in academic and professional writing
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register (not required for Outreach Education majors). Official transcripts of all college/university work (must be from a regionally accredited college/university; foreign transcripts must have a professional evaluation for regional university equivalency) Junior standing (60 or more semester hours) Cumulative grade point average (GPA) of 2.75 Psychology 101 or equivalent with a grade of C or higher Writing 101 or equivalent with a grade of C or higher MATH 123 or equivalent with a grade of C or
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?” It is this last sentence that has become the cornerstone of the Wild Hope Project, challenging students to ask: “What will I do with my one wild and precious life?” Funded by the Indianapolis-based Lilly Endowment, the project helps students develop a sense of their personal vocation, and provides support to faculty and staff in nurturing this development. Born in Maple Heights, a suburb of Cleveland, Ohio, Oliver attended both Ohio State University and Vassar College in the mid-1950s, but didn’t
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Island, 1,200 miles out from Argentina (earning it the title of one of the most remote islands in the world), again to study these birds who are at both clumsy and sleek, depending on which medium they are observed in. “Okay, I admit it, I’ve been bitten by the penguin bug,” he said. His personal goal is to see all 17 species of the world’s penguin in their natural environment. “I’m almost afraid to say this, since it will mean some pretty exotic travel and trying to reach difficult environments
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everything that I ever thought four years could be: exciting, challenging, sad, joyous, and about every other range of emotion. What’s next? Next year I will be heading off to Luther Seminary in St. Paul, Minn., to earn a Masters of Divinity. Joe Natwick ’11 – Bachelor of Arts in religion and classics. Joshua Hammerling – Bachelor of Arts in German (languages and literatures) and English (writing emphasis) Joshua Hammerling ’11 – Bachelor of Arts in German (languages and literatures) and English (writing
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Structure and OrganizationWhen it comes to organizing your writing, there isn’t one exclusive way to do so. It is dependent on your class, your topic, and the style you are using (e.g. MLA, APA, Chicago, etc.) But, there are patterns that can be used within your essays that can help to make your argument clearer, more logical, and easier to understand. These can include thoughtful thesis statements, helpful transition sentences, and strong conclusion paragraphs. For examples and helpful hints
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his/her supervisor about hazardous chemicals to which they may be exposed during such activity. This information will include: Specific chemical hazards. Protective/safety measures the employee can take. Measures the University has taken to lessen the hazards including ventilation, personal protective equipment, product substitution, presence of another employee, and emergency procedures. It is the University policy that no employee will begin work in a confined space or on any non-routine task
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counter-arguments; to gauge level of interest/engagement; to help generate/expand on ideas). provides an opportunity to hear/read other writers’ prose (often the reviewer benefits as much as the writer!). Promoting the Writing Center The main purpose of the Writing Center is to provide the highest quality of peer review. Whether or not you give class time to peer review, we hope you will encourage your students to use our services. Also: Consider placing a statement like the following on your
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Appointments Making the Most out of Our Resources While drop-in visitors are always welcome in the Writing Center, to be sure that a consultant is available it’s best to make an appointment in advance. There are three ways to set up an appointment before you stop by: Go to www.plu.edu/student-success and click “Schedule and Appointment” Call us at (253) 535-8709 Email us at writing@plu.edu (describe your assignment and when you are available) For shorter pieces of writing, consultations last 30
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