The SOLES Graduate Student Writing Center

Welcome

The SOLES Graduate Student Writing Center is a virtual space designed to accommodate both online or on-campus graduate students for whom distance or busy schedules conflict with coming to campus.

The Center's free web-based service provides students with feedback on digital versions of their assignments and offers one-on-one coaching sessions via remote conferecing. 

Mission

The mission of the SOLES Graduate Student Writing Center is to provide all students, of all skill levels and at all stages of the writing process, with access to free writing coaching to support the discovery and development of their potential as emerging writers.

Goals

The SOLES Graduate Student Writing Center has student and program specific goals.

Our student learning goals are for students to develop confidence as writers and ease with the writing process and to learn the skills to produce clear and effective writing.

Our program goal is to promote student success through writing for the benefit of students’ academic and professional lives.

  • The SOLES Graduate Student Writing Center Philosophy
  • The Services Offered
  • The Online Coaching Process
  • The Submission Form

 Workshops Scheduled for Fall 2018

female student in class

The Finish Strong Writing Clinic

Saturday, Dec 8, 2018 10:00 a.m.- 1:00 p.m.

This end-of-semester clinic is designed for any student who wants to cross the finish line and finish strong. The hands-on clinic includes mini-lessons for editing your final draft, revision and proofreading exercises using your own work, in-person writing coaching and a mid-morning coffee break. Come for all or just some of the clinic. Space is limited and advanced reservations are required.

REGISTER NOW! 

Confused & Bemused?

Quick Tips for Writing Analysis and Summary

Saturday, Nov 17, 2018 10:00 a.m.- 12:00 p.m.

What’s the difference between summary and analysis? When should you summarize? When should you analyze? Participants in this hands-on workshop will learn the fundamentals of summary and analysis and will leave with tips to easily compose each.

The workshop is designed for students of all skill levels and students are encouraged to bring writing assignments.

REGISTER NOW! 

man writing  that links to workshop registration page

Reviewing the Literature Review

Wed, Nov 14, 2018 5:00 - 7:00 p.m

For many students, it is not the research portion of Action Research/thesis/dissertation that is the most intimidating, it is the Literature Review. However, with the right tools at your disposal, and a clear understanding of the task, you can spend more time focusing on your research and less time stressing about your literature review.

Students will leave this workshop with a clear understanding of how to critically analyze information, organize their Literature Review, and synthesize information to create well-supported writing. This workshop is open to students of all writing skills and all language backgrounds. Students are encouraged to bring documents related to their research to the workshop.

REGISTER NOW!

Typing  that links to workshop registration page

To Cite or Not to Cite, TBA

Among the many skills we need for academic writing, the ability to integrate research literature is among the most important. This workshop is designed to help writers decide when to summarize, paraphrase or insert direct quotes from research sources when writing literature reviews, methodology, analysis and findings. Students will gain clarity about the myriad ways to use research in their writing and for what purposes.

Typing  that links to workshop registration page

Hearing Voices: Active vs. Passive Sentences, TBA

We have all heard that most academic writing should be done in the active voice, but what does that mean? And when can you use the passive voice? Are there effective uses of both? This workshop will help you distinguish between the two voices while choosing the one most appropriate to your writing. Students will leave with the confidence to apply these two voices for strong, clear writing.

woman writing  that links to workshop registration page

The Finish Line Is In Sight, Time For Reflection! TBA

You’ve been working on your research for months and now the end is near! The final task is to step back from your research and reflect. But what does that mean exactly? The reflection process is not only a key component of AR, but also critical to the professional development of educators as a whole.

The SOLES Writing Coaches

Sara Kathleen Henry, Ph.D.

Dr. Henry is the founder of Heartful Editor and serves as the Editor-in-Chief. She is an expert in the style guidelines outlined in the Publication Manual of the American Psychological Association (6th Edition). She holds a B.A. in human communication from Arizona State University, an M.A. in postsecondary educational leadership and student affairs from San Diego State University, and a Ph.D. in leadership studies and higher education administration from the University of San Diego.

Sara works closely with graduate students, doctoral candidates, and faculty members on course papers, theses and dissertations, and manuscripts or book chapters for publication. She also supports academic and career professionals on edits to websites, personal statements, resumes and cover letters, curriculum vitae, slide decks and conference presentations, marketing and outreach materials, blog posts and social media content, technical manuals, and more.

 

Megan Krone, Ph.D.

Dr. Megan Krone is a collegiate recreation professional at DePaul University. Dr. Krone earned a B.S. in physical education and English education at the University of Michigan, an M.A. in applied professional studies at DePaul University, and a Ph.D. in leadership studies with a focus in higher education at the University of San Diego. Megan’s dissertation examined mental health practices and the stigma of mental health on college campuses. Her academic writing focuses on caring campus communities, emergent leadership practices, and access to higher education, particularly for historically underrepresented populations.

Megan enjoys using her love of grammar, syntax, style, organization, and formatting to support writers’ goals (e.g., organizing a literature review, formatting a thesis or dissertation, completing an academic assignment, or submitting an article for publication). Megan strives to give feedback in a manner that maintains the writer as the owner and expert of their work. Having pursued a nontraditional academic path as an editor, Megan seeks to promote learning, independence, and authenticity.