Rosa Attali           Jennifer Lemberg Leyla Mei Deirdre O'Leary Catherine Ragland Jill Toliver Leanne Zalewski

Rosa Attali

I was assigned to work in the Hunter College Romance Languages Department and more specifically in the Italian and French programs. As a doctoral student in the Graduate School's French Program with experience in language instruction in French and Spanish, I was familiar with the specific needs of the department and able to provide consultation.

For two years I worked in collaboration with professors in a variety of classes, literature classes but also grammar and creative writing classes in French, several taught in English. My position as a neuter interlocutor enabled me to have fruitful exchanges with all the professors. They responded positively to my suggestions and more precisely regarding changes in the syllabi in order to include additional writing assignments and a scheduled drafting process.

I worked with students either in groups or on an individual basis: organizing research workshops to familiarize them with the research process, assisting them with their readings, and helping them with the organization and revision of their drafts. In order to expand class discussion, I suggested instructors continue debate on Blackboard. Students responded eagerly and extensively through virtual written communication on a weekly basis. Although informal, these written assignments motivated students to participate in the academic debate.

I also devised correction tools for French classes where structure and grammar are an important aspect in the process of learning and writing another language. I received feedback not only from the professors who taught those classes but also from students (response to a survey). Although these tools only addressed surface errors in the first draft, student's revisions allowed professors to focus more on ideas and organization.

My position as a Writing Fellow was very rewarding since it allowed me to help both faculty and students. On the one hand, professors were grateful to have someone with whom they could share problems and challenges, but also someone helping to articulate course adjustments and improvements. On the other hand, students appreciated having additional advice during the process of writing a paper.

Jennifer Lemberg

In my second year as a Fellow, I have continued to work with Dennis Paoli, Co-coordinator of WAC at Hunter, functioning in multiple capacities to help implement WAC principles at the college. I again ran CPE workshops for students having difficulty passing the exam, with a strong pass rate for those who participated. I also gave several workshops at Hunter's Brookdale campus for selected students in the Nursing Program, working with them to develop their research and writing skills. Under the direction of Prof. Trudy Smoke, Hunter's other Co-coordinator of WAC, I participated in outreach efforts directed at instructors from departments outside of English who taught the newly-developed Orientation Seminars (ORSEMs). At the end of the semester, I conducted focus groups open to all ORSEM faculty on the experience of teaching in the program.

My involvement with the Significant Writing program increased this year, expanding to include a workshop series which I developed and ran along with Dennis Paoli, Leanne Zalewski, another Fellow, and Anna Tomasina, an instructor in the English Department. The workshops covered the areas of assigning writing, assessment, developing writing-to-learn techniques, and developing thesis statements, and were attended by faculty from eight different departments and programs, including English, Community Health Education, Hebrew, History, Music, Philosophy, Political Science, and Women's Studies. Currently, I am involved in an ongoing research project aimed at examining how Significant Writing is practiced at the college, reviewing and analyzing syllabi from Significant Writing courses taught in the fall semester of 2003. As a Fellow, I have been consistently challenged and engaged. I have learned a great deal about writing at the college and, more generally, about writing practice, and I have been inspired by the talent and generosity of the people in the WAC program.

Leyla Mei

I am a student in the Ph.D. program in History at the Graduate Center, where I am beginning work on a dissertation on race and cancer in the United States in the twentieth century.

For the past year, my first as a Writing Fellow, I have been working with Prof. Ines Miyares in Hunter's Geography Department. During the fall semester, I read and commented on weekly low-stakes writing assignments, including reading response papers and walking tours of various neighborhoods in New York City and the vicinity, as well as short, formal research papers. I led a series of workshops for students on topics that Prof. Miyares and I identified as systemic issues in students' writing, and regularly tutored students one-on-one, focusing on the organization, argumentation, and style of their papers. For the spring of 2004, I am working with students in an online class that includes a required weekly posting to a discussion board. As a longer-term project, I am working with Prof. Miyares and the Geography faculty to assess the place of writing within the departmental curriculum and make recommendations to strengthen it.

In my year as a Writing Fellow, I have been encouraged by the improvements that I've seen in the writing of Prof. Miyares's students. The clarity, complexity of thought, and technical skills of those who completed their weekly assignments invariably improved by the end of the semester. For me, this underscores not only the inseparable connection between thinking and writing, but also the need for us to adopt principles and practices that both emphasize and build upon this relationship.

Deirdre O'Leary

I am a Ph.D. candidate in the Theatre Program at The Graduate Center, CUNY, specializing in twentieth century Irish drama, Women's Studies, and Postcolonial theory; I received my M.A. from Hunter. My dissertation is titled Re-writing the Troubles: Language, Gender and Power in Plays by Women in Northern Ireland. I have taught public speaking at John Jay College and Saint John’s University, a summer writing and reading course at CUNY Staten Island in preparation for the former WAT exam, and at Hunter I've taught Introduction to Theatre and theatre history. Prior to becoming a Writing Fellow I worked for two years as a copy editor in New York City.

I have been working as a Writing Fellow in the School of Education, with Professors Carmen Mercado and Jeanne Weiler. I attend Prof. Mercado's Reflexive Seminar with third semester student teachers in the QUEST program. I run workshops and lead in-class exercises on professional writing. Specifically I have worked with the student teachers on developing and revising resumes, cover letters, and statements of teaching philosophy. In addition I have worked with students on improving their public speaking and interviewing skills. This has required me to observe them as student teachers in their cooperating schools.

I have begun working in the Spring semester with Prof. Jeanne Weiler and the Integrative Research Seminar. This semester I have been primarily gathering information about professors' and students' perspectives on the course. I have also had discussions with professors as to what curricular changes they would like to see adopted to better meet the demands and serve the needs of the Integrative Seminar. Next year I will be conducting workshops with students.

I am gratified by the feedback I have received from students and the productive relationships I have had with professors. The work I am doing in the Education Department is recognized and encouraged by both students and faculty. My most rewarding experience has been the workshops I do with small groups of students, where I am able to see improvements in their writing and critical thinking skills. I look forward to continuing working with students and faculty and taking on new responsibilities as they arise.

Catherine Ragland

I am a Ph.D. candidate in Ethnomusicology in the Department of Music at the CUNY Graduate Center currently writing my dissertation on música norteña, a popular music phenomena associated with undocumented Mexican immigrant workers in the US. Prior to entering CUNY, I was a music journalist for several daily newspapers, including the San Antonio Express-News, the Seattle Times, and The Austin American-Statesman. I also worked for some years as a public sector music and arts programmer, researcher and festival director, and I taught for two years in the Music Department at Hunter College (Introduction to Music and The World of Music).

My experience as a Writing Fellow has given me new ideas and strategies for helping students develop skills for engaging and interpreting valuable classroom material. I have also come to the realization that developing good reading skills is just as important as writing and that many students need help in both in order to clarify their thinking while further engaging the material they are trying to learn.

In my first semester as a Writing Fellow in the Music Department, I worked closely with Prof. Carolyn Guzski in two of her classes, Introduction to Music Research and Music History I. While I worked with many students in both classes on an individual basis and on a variety of reading and writing issues (e.g. , paraphrasing, grammar, and essay organization), I also conducted group workshops on creating and writing a thesis statement, research paper organization, and special topics for ESL students. I met with Prof. Guzski regularly to discuss problems students had with writing and gave her suggestions to help her develop strategies for implementing more effective assignments and grading strategies. In the second semester, I continued to work with Professor Guzski's students in her Music History II course as well as those in a similar class taught by Prof. Ruth DeFord. In addition, I received requests for help from students in other upper division music history classes. During my first year as a Fellow, between working with students and weekly meetings with other Hunter Writing Fellows and WAC Coordinators Dennis Paoli and Trudi Smoke, I have developed a new set of pedagogical tools for helping students (and myself) not only improve their writing but become fully engaged in the learning process.

Jill Toliver

I am a doctoral candidate in English Literature and I am currently working on my dissertation, The Evolution of the Caribbean-American Transnational Narrative. I was a Graduate Teaching Fellow in Hunter College's English Department where I taught Introduction to Literature, African-American Narratives, and Contemporary Black and Latino Literature. I also teach writing preparatory courses for the ACT exam in John Jay College's Basic Skills Department.

During my first year as a Writing Fellow, I worked with Prof. Edey-Rhodes and her Malcolm X and History of Blacks in New York classes as well as with Prof. Toney and her African Diaspora class in the Africana and Puerto Rican/Latino Studies Department. I assisted them in the development of low-stakes writing assignments that encouraged students to write on a weekly basis and guidelines for research papers and scholarly article critiques.

I aid students in this department by guiding them through the process of writing scholarly article critiques, preparing oral presentations, and developing research project outlines. I pay special attention to guiding students through the process of researching and writing research papers. In addition to individual writing conferences, I give research writing and documentation workshops to the department’s students.

Leanne Zalewski

For the 2003-2004 academic year, I worked with the TAs and students of the Introduction to Art History course taught by Prof. Katy Siegel. For the TAs, I made suggestions for ungraded writing-to-learn assignments, created handouts, and edited paper assignments. For the students, I led workshops on the following topics: note-taking, essay exam preparation, writing a formal analysis, and writing a comparison and contrast essay. In addition, I held regular office hours for students and tutored on a one-on-one basis, focusing on the content and organization of the students' papers. This past semester, at my suggestion, the Introduction to Art History course used Blackboard for the first time, in order to make the syllabus, slide lists, links to sources, and handouts available to students online.

Because my fellowship is ending, I am putting together handout materials and suggestions culled from the workshops for eventual addition to the department web site and on Blackboard course sites to make them available to students. These include sample essays, study guides, outlines, and more.

I was given the opportunity in the Fall semester to speak to WAC-related issues on a college-wide panel on "Significant Writing at Hunter," and in the Spring I co-led a series of faculty development workshops on WAC-related issues.