Graduate school essay writing service
Relevant Writing Internships We arranged for internships mainly in nonprofit agencies, which could provide students :with opportunities to practice genres of writing they might encounter in jobs after graduation. Brochures, newsletters, feature writing, and news releases were typical of the public relations writing most students were asked to do on the job. Annual reports, instruction manuals, and Web site pages were typical of the business and technical writing they were asked to do. Each internship site was, of course, unique, but most were variants of the sorts of nonprofit agencies for which many En- glish graduates eventually work. So, for example, two students worked at a sexual violence center, one at Planned Parenthood, and another for a library tutoring service. In other cases, stu- dents lined up their own internships. One English major who was interested in trying out sportswriting found a job writing about sports events in the community. By meeting with each stu- dent ahead of time, we were able to match everyone with a job that pertained somehow to his or her interests. One-on-One graduate school essay writing service Consultations Key to the success of the course were several consultations we held with students before the course began, at midterm, and af- ter the course was over. Students were asked on written ques- tionnaires and through informal conversations what they hoped to accomplish in the course, what kinds of writing experience they had, and what career possibilities they were interested in exploring.
Through these sessions, we were able to give class members individualized attention and ensure that they would move forward in their plans. These plans varied considerably, from students vitally interested in grant writing or sportswriting -45 - COURSE DESIGN to those who had virtually no idea what they might do upon graduation. Class discussions in which students traded stories about their internship experiences also gave them insight into the discovery processes of their classmates. Speakers on Various Writing Careers Throughout the course, we scheduled many outside speakers from a variety of writing careers, including a technical writer, a pro- posal writer, a campus publications writer, and several writers for nonprofit agencies. These speakers were themselves former English majors, many of whom had graduated from our depart- ment. They spoke candidly about the often circuitous paths that led them to their current jobs and why they took them — tales in which the students had a vital interest. And they described the kinds of writing they did, passing out samples of their work and indicating the features of their particular work culture that af- fected the writing. Relevant Readings and Writings We required students to read about different applications of writ- ing, such as strategies graduate school essay writing service for designing a brochure, and to bring in samples they had written during their internship or earlier or ones they had seen or received elsewhere. These samples, along with their reflective analyses, stimulated class discussion. In this way, class members were prepared for the many kinds of writing they were asked to do in their internships. Students also worked throughout the semester on building a writing portfolio that was turned in at the end of class. Rather, we focused our evaluations on the quality of reflectiveness and active participa- tion through the many venues of formal and informal writing, group work, and discussion. Did it take into account the rhetorical issues we had discussed in class? Did it consider the professional and vocational issues the entire class was wrestling with, that speakers were dis- cussing, and that the co-teacher and I were foregrounding?
Much has been written on the key role reflection plays in the service-learning classroom in helping students process their ex- periences through formal and informal writing and through group discussion in which students collaboratively work through these issues. Conclusions In recent years, English departments have eagerly embraced ser- vice-learning, especially in composition courses. Its values and - 47 - 78 COURSE DESIGN aims — encouraging both intellectual and social development — have proved particularly compatible with the sociopolitical em- phasis found in so much contemporary composition theory.
In litera- ture courses too, service-learning can provide a site for students to extend their critical textual analyses to those of real-world rhetorical situations (Comstock 1994). Our application of service-learning to the career development needs of undergraduate graduate school essay writing service English majors, however, reflected cur- rent-disciplinary changes within English departments as we grapple with redefining our professional purposes and ourselves. Our primary goals, in other words, were concrete and practical. The student who worked in a rape crisis center, for example, got a crash course in learning varied cultural constructions for the experience of rape. The stu- dent who tutored non-native speakers came away with great com- graduate school essay writing service passion and respect for her clients. But though students wrote and talked about these experiences, these insights were still not the primary focus of the course. What did one need to know about cultural con- structions of rape in order to write appropriately about it in a brochure?
Why did the supervisor of one workplace sit down with a student for two hours to help her understand the altruistic philosophy of his organization?
We wanted students to under- stand the gap between the world of Dickens and Woolf they had — 48 — 79 Writing beyond the Academy been immersed in for the better part of four years and the non- academic world of writing jobs.
And we wanted them also to see the commonalities of these two worlds — that the critical think- ing and writing skills at which they excelled in the academy could also transfer beyond it. Through this process, we led the students to concrete out- comes.
What did our students decide they could do with their English majors? Most of them edged closer to clarity on that question. Some managed to at least rule out some possibilities they had been entertaining — for instance, finding brochure writ- ing too tedious a prospect compared with the creative writing they loved.
Our sportswriter found it really did offer the perfect combi- nation of his interests. Most students also simply learned something about writing beyond the academy from both their own experiences and those of their classmates. One student left virtually on his own to develop both a catalog and Web site learned much about integrating the visual with the verbal and about es- tablishing a college entrance essay writing service company graduate school essay writing service image through his language and design choices. Another student learned much about the vagaries of col- laborative writing on the job when she wrote a personal profile of an employee for a newsletter. Assuming that her discursive piece was final copy, she was shocked to see it treated as boilerplate and transformed into unrecognizable bulleted material.