The Language Center
The Language Center is a place for all Webster Vienna Private University students to receive free one-on-one assistance with any aspect of the writing process—from reading comprehension to brainstorming, from grammar to the organization of ideas, and, finally, from the first draft to the final revision. Our experienced staff of tutors is committed to treating writing as a process that will enable students to better articulate their ideas both inside and outside the academy.
To make an appointment, please first register with the Language Center's scheduling software, SuperSaaS, or simply stop by to see if a tutor is available.
|Mon:||12 - 18 (Rafal Morusiewicz)|
|Tue:||10 - 14 (Lucy J. Parry)|
|14 -17 (Hano Pipic)
|Wed:||10 - 14 (Lucy J. Parry)|
|14 - 16 (Ani Yoseliani)
|Thu:||11 - 13 (Ani Yoseliani)|
|13 - 18 (Hano Pipic)
|Fri:||11 - 17 (Ani Yoseliani)|
The Language Center continues the mission of the Writing Center, aiming to provide students of Webster Vienna Private University with one-on-one assistance in any aspect of the writing process. Our objective is to foster cultivating writing growth both in respect of and regardless of the temporary source of authority, be it an instructor, a course, or a grade. The Language Center aims to enhance written communications skills through face-to-face sessions and other resources (handouts). Such dialogic and collaborative tutoring approaches student writing as a form of communication, promoting cognitive development, critical thinking, and understanding of the writing process. Engaging in a dialogue is a chance for students to become the voice of authority in their papers, without just regurgitating information from class/sources. It also facilitates filling in gaps that occur when writing down, gaps such as fragmented sentences, omitted words, unrelated details, and confused structure, which may appear in early drafts. Through the use of conversation, students can overcome writer’s blocks or gaps in ideas before putting them on paper, as well as clarify unclear ideas already presented in a draft.
The writing pedagogy shared by the Language Center tutors entails moving away from an exclusive concern with isolated and rudimentary skills and directing attention towards an exploration or questioning of experience, knowledge and expression within the WVPU scholarly community. The Language Center tutors encourage students to explore ideas, broach concerns, and express doubts, providing a low-risk environment necessary for promoting self-confidence and autonomy. With the above objectives in mind, the Language Center recognizes the individuality of writing practices and the necessity to recognize, respect, and cherish the idiosyncratic writing styles of each Language Center visitor, as well as to approximate them to a range of more specific writing models and research writing pedagogies promoted by WVPU.
- The Language Center is student-oriented. The tutors work together with students to help them become active, independent learners. Through conferencing and other interactive activities, the student becomes involved with the process of writing.
- The Language Center encourages students to explore ideas, discover meaning, and communicate with an audience. The tutors do not evaluate the students’ work, thus allowing the students to broach concerns and express doubts. This low-risk environment promotes self-confidence and autonomy.
Why visit the Language Center?
- Academic writing can be a solitary pursuit -- talking to a Language Center tutor is an occasion to present your arguments to a supportive audience.
- The Language Center tutors are writers who are also trained to respond to academic writing genres with constructive criticism.
- You can discuss various writing-related issues, from structure, to ideas, to source integration. This is a place where you will receive and discuss suggestions about further revision strategies.
Tutoring sessions in the Language Center: topics, orientations, questions
Understanding the problem:
- How did you choose this topic? What is the starting position (or background) of your topic orientation?
- What is your agenda/objective? What is the purpose of this paper? What are you trying to say? Prove? Explain? Demonstrate?
- What characterizes your research position? What is your diegetic "I"?
- What is your greatest area of concern in this assignment? Or, what did you find difficult about writing this paper?
Expanding analysis or argument:
- What is the main claim of your text?
- In what ways do you link evidence to your claims? What specifics support the evidence you use?
- What examples could support your thesis? What are the implications of each example?
- Who is your audience?
Reevaluating structure or organization:
- What is the function of each paragraph? What is the function of each sentence in each paragraph?
- Can your text be structured in a different way? What would that change in terms of the argumentation you present?
- What are your sentence-structure choices based on? Do you use varied and cohesive sentence structures?
- Do you provide paragraph-to-paragraph and sentence-to-sentence coherence?