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something

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Apply for sibling centers with SSWCA for fall

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Congratulations on the launch of your lab. You've done a good job of articulating your lab's offerings and the discussions you're having as you learn more and more about guiding writers. Best wishes! --Rich Kent

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Hi! Can you talk about your approach to grammar? It’s a thorny issue that I am not ready to let go. 

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Hi! Can you talk about your approach to grammar? It’s a thorny issue that I am not ready to let go. 

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How do you balance empowering individual students when those students do eventually graduate? That is, how do you balance the independence of students and the consistency of the center experience?

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A more balanced way for tutors to volunteer for jobs.

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Love the organic nature you’re empowered to achieve. Makes me rethink our rigid session structure. Do you have students read their work aloud even with this organic approach?

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We want to see more outreach to students on campus

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Leadership responsibilities not related to my job. Of I could let them grow, I’d have more opportunity for programming & grading.

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Show peer coaches more features on our wconline platform so they can take over more administrative and record keeping.

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Show peer coaches more features on our wconline platform so they can take over more administrative and record keeping.

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~Annie Lowe, Lamar Writing Lab

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Letting go of some projects (like writing contests, training, etc) and allowing students to run them as they see fit allows me to have time to work on collaborations with other educators

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Students and faculty eagerly reading and writing for fun, rather than just for coursework/seeing as a chore

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A willingness to revise; choosing to read for pleasure

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a) students having stimulating conversations with each other b) students inspriing students

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(a) discussions about readings, weekly writing prompts, free-writes (b) writing contests, literary magazines, monthly events

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(a) discussions about readings, weekly writing prompts, free-writes (b) writing contests, literary magazines, monthly events

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a) students discussing writing assignments, books they're reading, and personal writing projects in the same breath as casual, everyday conversations. b) teachers collaborating with other content areas on the writing process for their students

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a) students discussing writing assignments, books they're reading, and personal writing projects in the same breath as casual, everyday conversations. b) teachers collaborating with other content areas on the writing process for their students

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-Katie Keller, Lamar Writing Lab

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(a+b) Even more writing contests, perhaps with writers giving readings of their pieces or a creative/experimental writing salon...

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(a+b) Even more writing contests, perhaps with writers giving readings of their pieces or a creative/experimental writing salon...

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~Eliot Storer, Writing Consultant, Lamar Writing Lab

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(a) new and familiar faces in the Writing Lab daily (b) teachers lending each other the books they read for pleasure :)

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(a) new and familiar faces in the Writing Lab daily (b) teachers lending each other the books they read for pleasure :)

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~Annie Lowe, Lamar Writing Lab

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Panelists: Annie Frietsch, Katie Keller, Annie Lowe, Jim Nestler, Parker Orsak, and Sydney Varner

What if a writing center didn’t choose between director- or tutor-led and tried having it both ways instead? This panel presentation follows up on our parallel provocation. The directors share research-based strategies and materials for parallel programming that serves teachers’ instructional goals in classrooms and peer writing coaches present their practice-driven approach to serving writers’ goals at the center. Offering their analysis of the brand-new Writing Lab’s rapid rise to prominence across our campus of 3,000+ students, coaches invite attendees’ responses to their proposal for future writing centers. Directors engage attendees in reflecting on what to let go and when to double down, while peer coaches open a discussion on their training-light community of practice and proposal.

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Instagram

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Website

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Students can sign up for 30-minute sessions in the Lab with our who have gone through a multi-session training under the model of , Rice's writing center or with our , which includes Rice graduate students and PhDs and an experienced high school teacher. Our Rice writing consultants also offer 45-minute virtual afterschool sessions. expert Writing Consultant staff

Sessions are open to all Lamar students for any piece of writing they're working on , whether it be a school assignment or a college or job application. These meetings offer writers a unique opportunity to work one-to-one with a patient and thoughtful reader who will discuss their writing, ask productive questions, and help them strategize next steps. Coaches and consultants can assist with writing goals such as: idea generation/brainstorming for an assignment, feedback on the content of a piece of writing, help with organizing your ideas in a piece of writing, citation & formatting assistance, post-high school writing (college apps, resumes, cover letters), or visual/oral presentations.

One important difference between a Writing Lab session and a tutoring session is that we aren't the writing-we are guiding the writer through the writing process! Each writer maintains ownership of their writing in their sessions.

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Students can sign up for 30-minute sessions in the Lab with our who have gone through a multi-session training under the model of , Rice's writing center or with our , which includes Rice graduate students and PhDs and an experienced high school teacher. Our Rice writing consultants also offer 45-minute virtual afterschool sessions.

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Lamar Peer Writing Coach Training Manual 2022-23 v6