Asking for feedback for your writing sounds great. But how do you do it? How do you know what helps and what doesn't?
In Common: The SLC blog
Words are just words. Or are they? Writing & Learning Peer Angelica Y. writes about the differences between conversational and academic English and gives us some tips for improving our everyday conversations.
It’s that time of the semester when essays are assigned! They say the most important sentence in your essay is your thesis statement. But how do you write a good thesis statement?
It's 2021! A new year! A new you! How do you make sure you keep to your new year's resolutions?
SLC EAL Peer Ashley K. returns with more information about using a trauma-informed approach to learning. She shares more information about a trauma-informed workshop co-facilitated by Jennifer-Lee Koble and Jennifer Dehoney. She also offers 8 important self-care tips.
To read the interview she conducted with Dr. Elise Chenier, click here.
If you are in need of support, please reach out. A particularly good resource for immediate support is My SSP.
Graduate Writing Facilitator Kate Elliott and Writing Services Coordinator Julia Lane provide you with some information about how the Student Learning Commons has responded to the COVID-19 outbreak and the subsequent closure of our in-person services.
In this blog post, you will get information about how you can continue to get support through the SLC, remotely.
We hope everyone is keeping well - physically, emotionally, and mentally - during this time of increased stress and isolation.
If you have questions, please reach out to us at email@example.com
(content reposted from the Canadian Writing Centre Association Blog)
How do we take care of ourselves when we are introduced to difficult material in class? This is a question that SLC EAL Peer Ashley K. asked herself as she embarked on . her learning journey in HIST 436, which focuses on a close reading of Reclaiming Power and Place: The Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls.
As part of her work to answer this question, she sat down to interview the course's instructor, Dr. Elise Chenier. This two-part blog series begins with a transcript of that interview. Here is a powerful idea that emerged from their discussion,
"my main goals is not just know the breadth and depth of the problem intellectually, but to know it in their bodies. In my opinion, when you know it in your body, then it changes you, but to know it intellectually, you can still hold that at a distance and you don't necessarily see why you should change anything about the way you do anything" (Dr. Elise Chenier).
In part two of this series, Ashley K. shares some self-care tips that she learned through a workshop offered by Jennifer-Lee Koble and Jennifer Dehoney during the class.
Take care of yourselves. If you are in need of support, please reach out. A particularly good resource for accessing immediate support is My SSP.
Communications major and SLC Writing and Learning Peer, Ayomide G. is back with a companion piece to her post on having a successful midterm season.
We at the SLC hope you have all come through the midterm season well, and hope that you enjoy these 5 steps for effective midterm-recovery!
(and we promise not to mention how close finals are now... okay, maybe we'll mention it once...)
In Common welcomes former SLC Peer Eric Cai as a guest blogger. In his posts, he will focus on study and communication skills for students in math and science. Learn more about Eric in the following email interview.
“Hi, how are you?”
“I'm doing well. How about you?”
“I'm good too. Are you from here? Where are you from?”
In this submission to the SLC Multilingual Story Hub, Sneha Ralli digs into this familiar exchange and wonders about the ways that asking where someone is from can serve to accentuate our differences and interrupt one's sense of cultural belonging.
Sneha Ralli is a PhD student at SFU who was born in Delhi and raised in Mumbai, India. Sneha participated in Dr. Timothy Mossman's non-credit course Academic Grammar and Writing for Multilingual Learners during the Fall 2018 semester.