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Home » Archives » Spring 2008 (Volume 5 Issue 2) - Authority and Cooperation
Consultant Spotlight Spring 2008 / Consulting
Praxis interviews Elizabeth O'Hare, graduate student in neuroscience, and writing consultant at the University of California, Los Angeles, Graduate Writing Center
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Elizabeth O'Hare Name: Elizabeth O’Hare Age: 29 Writing center: UCLA Graduate Writing Center, Los Angeles, CA Size of school: 11,200 graduate students; 25,500 undergraduate students Year in school and area of study: Ph.D. Candidate in Neuroscience Number of years working in writing centers: 2 Job title: Writing Consultant Describe the work you do in the writing center: My work at the UCLA Graduate Writing Center has two main components. First, I see individual graduate students for hour-long consultations. These sessions are largely driven by the client’s writing concerns and can include discussions on proper writing style, overcoming writer’s block, organizing and outlining in preparation for writing, and help with basic grammar. The second part of my work involves designing and leading workshops that provide instruction and advice on securing funding for graduate research in the natural and biomedical sciences
and preparing federal grant applications. Describe the training you’ve participated in: Our in-house training program covers basic writing issues, conferencing strategies, academic integrity, writing across the curriculum, dissertation and fellowship writing, and working with ESL students. How do you normally start a consultation? I like having students tell me a bit about themselves and their research projects. I find that this puts them at ease, and plus, what graduate student doesn’t want to tell a stranger about the project that has been consuming all of their time and energy! Describe your consulting style: I attempt to guide students down the path towards their particular writing goals. I think it is best when the students drive the consultation session, that is, when they are actively participating and attempting to improve their writing. I am also a big proponent of having students verbally describe what they want to write. I estimate that this solves “writer’s block” about 75% of the time! My favorite kind of consultation is: I really enjoy working with students as they prepare grant, fellowship, or award applications. I relish the challenge of helping students advance their careers as they highlight their academic and personal accomplishments. My greatest strength as a consultant is: I have the ability to unpack issues methodically and tackle each writing concern my client presents. This helps me to be able to conceptualize the goals of their writing project very quickly. My greatest weakness is: Grammar explanations and spelling are not my strongest areas! What I like about working in a writing center is: I really enjoy getting to read about such a variety of different topics, and I truly value being able to help someone overcome their trepidation of writing. What I don’t like is: It bothers me when clients are ungrateful and assume that I am here to correct their papers. What advice would you give to beginning consultants? Don’t underestimate the psychological and/or emotional component that is often central to a student’s fear of writing. Far too many people approach writing with the wrong attitude, one that is often based on the fact that writing is difficult for them, or that they are “bad” at writing. As a consultant, you should strive always to praise first and then provide constructive criticism. What kind of writing do you do? My writing at the moment is centered on the four journal articles that will eventually comprise my dissertation. Virtually all of my writing is scientific writing, which makes my life a lot easier than the average dissertating student in the humanities! How has working in a writing center affected the way you write? Without a doubt, working at the writing center has made me a stronger, more disciplined writer. I think this relates to the adage of “practicing what you preach.” ‹ Centering the Writer or Centering the Text: A
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Encouraging Tutor Independence ›
Meditation on a Shifting Practice in Writing Center Consultation
Praxis is a project of the Undergraduate Writing Center at the University of Texas at Austin Editor login