The Writing Center
The Writing Center is a place for all Webster Vienna 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.
Monday: 14:30 - 18:30
Wednesday: 14:30 - 17:30
Thursday: 18:00 - 20:00
Friday: 10:00 - 17:00
- Our Services
- Our Mission
- Why visit the Writing Center?
- What to expect during a session
- Faculty Involvement
- The Writing Center on Facebook
- Helpful Links
While we cannot proofread or edit your work for you, we are happy to assist you in whatever way we can.
Feel free to come to the Writing Center at any stage of the writing process. We can help you talk through ideas to start outlining, hone an outline that you've started working with, evaluate a draft in mid-composition, or look through a final draft. At whatever stage you come to us, we will focus on helping you write more efficiently and effectively.
To make an appointment, please first register with the Writing Center's new scheduling software, SuperSaaS (see here for instructions), or simply stop by to see if a tutor is available.
The Writing Center Staff
Dr. Lydia Wazir-Staubmann
Current Position: Head of the Writing Center / Instructor in English, General Education and International Relations Departments
Courses taught at Webster: Advanced Composition, Basic Composition, Political Argumentation and Debate, Writing for the Workplace, Foundations of Academic Excellence
Dr. Phil, Political Science, University of Vienna, 2009
M.A., International Relations, Webster University Vienna, 1998
Teaching Diploma, American University of Beirut, 1996
B.A., Communications, Lewis & Clark College, Portland, Oregon, 1995
Dr. Wazir-Staubmann has been teaching at Webster since 2006. She teaches English Composition and Political Argumentation and Debate and runs the Debate Club. In 2011, she was appointed Head of the Writing Center. During the 2011-2012 and 2012-2013 academic years, Dr. Wazir-Staubmann was twice awarded the Schön Nobel Teacher of the Year Award.
Prior to her engagement at Webster, Dr. Wazir-Staubmann worked as Communications Manager at Neumann International, an executive search company. Before that, she ran a successful translation company for five years, translating from German into English for a variety of international and multinational clients from the private and public sectors.
Working with students on their writing:
Teaching undergraduates has been gratifying not only in introducing students to a world of critical inquiry, but also in the way in which addressing my students' difficulties with analytical writing and thinking has refined my own interactive approach to teaching writing. I strive to engage students in a critical look at the world in which they live, and to encourage them to see themselves as actors in the intellectual arena, a world where thoughts and ideas have both potential and consequences.
Rafał Morusiewicz, MA
Current Position: Writing Center Tutor / Instructor in English and General Education Departments
Courses taught at Webster: Advanced Composition, Basic Composition, Freshman Seminar
since 2014 – PhD candidate, the “PhD in Practice” program for research in artistic practice, the Institute of Fine Arts and the Institute of Art Theory and Cultural Studies, Academy of Fine Arts, Vienna.
since 2012 – PhD candidate at the Institute of Applied Social Sciences, Warsaw University. Thesis: Modes of Resistance and Assimilation in Polish Queer Film.
2005 – post-graduate course: the education-based use of the e-Learning Moodle platform; Warsaw University of Social Sciences and Humanities.
1998-2004 Institute of English Studies, Warsaw University (graduate, 5-year masters programme). Thesis: “Shakespeare's Women and Contemporary Cinema. Analysis of Female Aspects in Richard III, Titus Andronicus, Hamlet, and King Lear”.
I am currently working on a two-part PhD project about the (non-)existence of “Polish queer film” at the Institute of Applied Social Sciences, University of Warsaw (supervised by Jacek Kochanowski) and at the “PhD in Practice” program at Akademie der Bildenden Künste Wien (supervised by Renate Lorenz and Anette Baldauf). My research interests include modes of resistance and assimilation within Polish LGBT activism, intermediality in the context of “queer theory,” and the visibility of non-heteronormative elements within Polish cinema, video art, and experimental film. My M.A. dissertation (completed in 2004) focused on the archetypes of female characters in Shakespeare's plays and their mutations in Shakespeare-based and Shakespeare-inspired contemporary Anglo-American cinema. I have authored several publications, with the increasing focus on film analysis in the context of queer theories, decolonial methodologies, and chronopolitics.
2015 - “All the Jocks, Queens and Foxes: On the Fringes of the Male Hetero-Heterotopia in Von Trier’s 'Depression Trilogy'”, Ekphrasis: Images, Theory, Cinema, Media, 15(2), Cluj-Napoca: Babeş-Bolyai University.
2014 – “Fifty Shades of Real. The Sexual and the Virtual in Spike Jonze's Her”, Kultura Popularna, Warsaw: University of Social Sciences and Humanities.
2013 – (collective publication) Gymnasium Program of Shaping Key Competences (in Polish), Warsaw: Wydawnictwa Szkolne i Pedagogiczne.
2011 – “Shaping Key Competences in e-Learning as a Way of Individualizing Second Language Teaching” (in Polish), in: Knieja, Jolanta, Sebastian Piotrowski (eds.), Nauczanie języka obcego a specyficzne potrzeby uczących się, Lublin: Towarzystwo Naukowe KUL.
2006 – “Assessment Techniques in Online Courses”, in: Wierzbicka, Agnieszka (ed.), Akademia on-Line vol. 2, Wydawnictwo Wyższej Szkoły Humanistyczno-Ekonomicznej w Łodzi, Łódź.
Working with students on their writing:
Writing is an arduous yet rewarding process, which facilitates building critical and empathetic perception of the surrounding world. Since it is a process mostly activated in solitude, teaching writing is a uniquely challenging communal experience, equally frustrating and thrilling. That is what I identify as the most rewarding aspect of participating in writing classes.
The Writing Center is a member of the European Writing Center Association.
- Writing academic papers in all disciplines
- Argument and style
- Organizing papers of different lengths
- Grammar and vocabulary
- Avoiding plagiarism
- Proper citation
- Improving your verbal English through English conversation
The Writing Center organizes weekly workshops on various writing related topics. Our specialized weekly themed sessions will also be announced in the Bulletin and on our Facebook page.
The Webster Vienna Writing Center strives to:
- provide faculty and students of Webster Vienna Private University with the opportunity to enhance written communications skills through the use of face-to-face consulting sessions and other resources;
- promote proficiency in written work across the curriculum;
- assist faculty in developing writing intensive courses
- The Writing 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 Writing 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.
- Our Writing Center instructors are trained to read academic papers critically and with an eye towards strengthening an argument.
- They can talk to you about structure, ideas, and clarity of your paper, and suggest strategies for revision.
- Academic writing can be a solitary pursuit -- sharing your ideas with a writing tutor is a way to try them out for an audience.
Some questions we may ask you to help us (and you) understand the problem:
- How did you choose this topic?
- What is the purpose of this paper? What are you trying to say? Prove? Explain? Demonstrate?
- How might you summarize your ideas for this paper?
- What is your greatest area of concern in this assignment? Or, what did you find difficult about writing this paper?
Consider ways to expand your analysis or argument:
- How might you carry this idea into the next section of your paper?
- What if you called attention to more of the details in this example?
- Can you incorporate that idea within your thesis statement?
- Can you think of examples that support the thesis?
Reevaluate structure or organization:
- What is this paragraph doing specifically? How does it tie-in with your thesis? How does it prepare the reader for the next paragraph?
- How many ideas do you have in this paragraph?
- Do you need to separate these two topic paragraphs or consolidate them?
- Can you think of a different way to approach this interpretation?
The Writing Center encourages faculty to improve student writing by providing opportunities for students to practice and by providing direct instruction in writing in their specialties.
Faculty are guided to reflect upon what genres of writing students will need both in the university and in their careers; to articulate what constitutes good writing in these genres and in their respective fields; and to communicate to students via models, descriptors, critiques, comments, textbooks, lectures, and on-line materials how to produce such writing.
Faculty are invited to educate Writing Center tutors about the standards and expectations for writers in their fields.
For Instructors: Writing Center Referral Form
If you have a Facebook account, you can ‘Like’ the Writing Center page on Facebook to receive weekly grammar and writing tips, ask questions, interact with other writers, and more…