The Inkblot Spring 2015

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www.aus.edu/cas/writingcenter VOL. 4, ISSUE 2 SPRING 2015

Everything always sounds great on paper; but there is, however, a big dif-ference between thinking and actually doing something. Itwasmyfirstdayonthejobasawritingtutor,andIwasterrified.AsI waited for my tutee to arrive, I must have counted the number of chairs in the room almost three times. I wanted thisjob,butnowthatIhadit,Iwasn’tso sure. Sitting alone in the large, color-ful and severely organized room, I was the only thing that seemed inadequate. Within minutes, the girl I was supposed to tutor arrived, and there began my firstsession. Having worked at the Writing Center for only a semester, I can safely say that the experience of being a tutor has been nothing but rewarding. I was slightly nervous initially, but after the firstcoupleofsessions,everythingfellinto place. Being able to help someone when they need it the most is a great feeling. Some tutees remember you even after their session and a simple smile is almost like a pat-on-the-back for theeffort. In spite of this, I would be lying if I said that being a tutor was easy. There have been times when I have felt a little out of my depth. Sometimes assign-mentsaredifficultandcommunicatingwith tutees can be tough, but it is these obstacles that make tutoring interest-ing.

Being a tutor taught me the need for patience, adapt-ability and has helped me discovered myself. Tutoring is honestly the best part of my day and it gives me something to look forward to. AlthoughIstillhavealot to learn, being a tutor at the Writing Center has been a blast. In spite of it being only a couple of months, the Writing Centerislikehome.It’slikeafamily where we all take care of each other, and it feels great to completely belong somewhere. I have had the privilege of get-ting to know some exceptional people, and I think I have made a few friends for life. This ex-perience,althoughit’sonlyjustbeginning, will stay with me forever.

TUTOR 101 INSIDE:Shreya Bhatia

The Writing Center Newsletter Fall 20131

1 TUT OR 1O1Shreya discusses how it feels like to be a new tutors at the

AUS Writing Center

2 Director’s Note

3 Editor’s Note

4 It’s All Relative!

6 Mariama catches up with ex-tutor Feras

Alumni Feature

10 Nahla discusses the fun behind ENG 204 with

Dr. Sara Cotterall

Professor Feature

8 Graduate Feature

12 An excerpt from the Winning story of the Spring 2015

AUS Writing Center Contest

CONTEST WINNER

14 Looking For Alaskaby John Greene

Book Review

13 Nada looks at the increase in male Writing Center

tutors

Men of Letters

15 Extras!

The Writing Center Newsletter Spring 20151

Our graduating tutors and staff say a few last words of wisdom

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Notes

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Director’s NoteMusings on the Writing Center:

Why So Many Smiles?Dr. Maria Eleftheriou About mid-way through nearly every

semester, a WRI 221 student is heard to say “Who would have thought peer tutoring was so contro-versial?” This sentiment is expressed after a few readings that address unexpected challenges for tutors; certainly, class discussions on mitigating status issues between tutors and clients, avoid-ingtheappropriationofstudents’texts,andrespondingtoinsensitiveoroffensiveprose,toname a few, can make tutoring seem daunting. Yet every semester, the same thought occurs to me:whilethestudent’sobservationprimarilyconcerns the serious topics the class is address-ing, the unspoken subordinate clause, if articu-lated, would be “when the writing center seems like such a cheerful place.” Since this comment comes up semester after semester, I thought I wouldusetheopportunityoftheDirector’sNoteto address both the spoken and unspoken parts ofthatcommentbyofferingobservationsfrommy semester. Of course, WRI 221 content is not meant toscareoffskittishtutor-trainees,buttoprovidetutors and fellows with a critical understanding of the tutoring dynamic. There is more to tutoring than identifying problematic thesis statements, explaining word choice issues, or addressing co-hesion. The “heavier” WRI 221 topics get at the heart of tutoring—at the psychology of the col-laborative dynamic—and help tutors develop an approach to tutorials that addresses the needs of thewriter,andnotjustthewriting.Thisaware-ness on the part of the tutors and fellows results in students leaving sessions feeling respected, moreconfident,andinvestedintheirwriting,prompting many to return enthusiastically for more sessions. So, in my estimation, sensitive tutors and fellowsandsatisfiedstudentsarecertainlycon-tributing factors to the cheerful ambiance of the writing center. But, there is more to it than that.

I have noticed, in fact, that tutor and fellow com-mitment does not end with their tutorials but, indeed, seems to begin there and spiral in myriad directions—all with the goal of making the writ-ing center a comfortable haven for students. To this end, most obvious is the appearance of the writing center, designed and decorated by the staff.Fromthecolorfulinksplattersthatencirclethe columns to the reception wall with colorfully-framed droll observations about writing, the writing center interior communicates that learn-ingissocialandfun.Beyondthat,stafftalentandinvestment propel so many day-to-day endeav-ors:researchandAPAclassroompresentationswhich engage students through wry commentary on pop-culture icons; the writing center newslet-ter; marketing through posters and social media projects;handoutsforstudents;thewritingcontest;andcontinuousproposalsandeffortsbystaffmemberstobothorganizeandstream-line processes and promote further camaraderie amongstaffandclients. In my opinion, our writing center is such a cheerful place is because it is a collaborative en-deavor which thrives on tutor / fellow talent and initiative.Andforthat,IapplaudMariaElefthe-riou’sleadershipincultivatingthis“contributoryethos.” Standing in for Maria this semester, I have developed a much keener understanding of the forethought and planning required to provide students the latitude to use their creativity and talents, and I am full of admiration for our writ-ingcenterasrealizedthroughhervision.And,asIwritethis,reflectingonallIhaveobservedandlearnedfrommysemesterinMaria’sshoes,youcan be sure I am smiling. f

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Notes

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TheAUSWritingCenterishometoapoolof creativity and knowledge from every school on campus. We, as tutors, are privileged to gain insightsfromourjob,andweknowhowspecialaposition we are in because we not only help our tutees, but we also learn so much from them. Be-cause of this, we understand the impact the Writing Center has had on our lives, and what the Writing Center has become to us: a home and a school all in one.Eachtutorisfromaverydifferentbackground,andsimilarly,eachoneofusheadsinaverydifferentdirection when we graduate. Despite this, we are all able to apply the knowledge we gained working at the Writing Center in other facets of our lives. Through this issue of the Inkblot, we hope to share what many of our tutors, old and new, have learnedthroughtheirtimeintheWritingCenterandatAUS.Thepearlsofwisdomthatcomefromourgraduatingtutors,thepastreflectionsthatcomefromWritingCenteralumni,andeventhenewper-spectives gained from our new tutors, all have a wealth of knowledge for everyone. Every word written is genuine, every letter coming from the hearts of the writers. We hope, dearreaders,thatyouwillenjoythesepages,butmostofall,wehopethatyouwillponderthewordsandfindsomethingthatmakesyousmileorfindasentencethathelpsyou,beitinyourwritingorin

any other part of your studies or life. Nothing makes our Writing Center family as happy as when we know that we have sincerely helped someone in their writ-ing, and that is also what we aim to do with the Ink-blot - to know that someone has gained something, no matter how small, from the collection of writing that these pages hold. Onafinalnote,wewanttogiveawarmgood-byetothe12graduatingtutorsandstaffmembersthis semester, and we want to wish them all the luck in the world. We have dedicated the centerfold of this issue to you, and we hope that you will look at it and remember that you will always have a home in the Writing Center.

Editors’ NoteNadaRamadan|AlaMokhtar

Why not become a Writing Center Tutor or a Writing Center Fellow?

Register for WRI 221!

Are you doing well in your WRI and ENG courses?

Are you Friendly, Confident, and Helpful?

To learn more about the course, email Professor Lynne Ronesi at [email protected]

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It’s All Relative!

Not Your Everyday PoetsHabibTabaja


“So alas the sun had descended, her fire burned bril-liant in the sky The trees bore their withered silhouettes, that cast a spell upon unearthly white No wolf shall keep his secrets, no bird shall dance the skyline And I am left with nothing but an oath that gleams like a sword To bathe in the blood of man Mankind...” No, these are not lines from a poem by Edgar AllanPoeorsomeotherrenownedpoet.Theseareactually the lyrics to a song by a metal band called Agalloch.Tothesheersurpriseofmostpeople,manymetal bands write lyrics as poetic and vivid as those above. If one were to read such lyrics without listen-ing to the music and the vocals, which is what turns away most people from metal, it would seem like a genuine poem composed sometime in the 19th cen-turyorearlier.Infact,metalbandssuchasAgalloch,Insomnium, and Dark Tranquillity among many others drawinfluencefrompoetssuchasPoe,Wordsworth,William Blake, Yeats, and Bourdillion. That being said, metalsongsandlyricsinspireandinfluencemuchofmy poetry and prose, especially when it comes to the imageryandthevocabulary.It’ssomethingyourarelyever see in mainstream music.Unfortunately,thegeneralpublic’sviewofmetalis

cloudedwithmisconceptionsandprejudicesbased on some regrettable incidents related to a select few metal bands in the past 30 years or so. With metal being a genre of music that is complex, underground, underground, and not easy to digest, it is quite understand-ablewhyithasn’treachedmainstreampopu-larity.It’snotforeveryone.Nevertheless,Ibe-lieve it provides a trove of poetic and literary influencesthatstreamsseamlesslyfromim-ages of the cold north, desolate forests, and frozen lakes that populate the lyrics of many metalbands’music.It’snotageneralruleformetal bands to have such beautiful lyrics, but many do. The emotional depth and complexity projectedthroughtheselyricsiswhatdrivesme to write poetry and prose as passionately asIdo.Whetherit’sthedarkrecessesofthehuman mind, the unfathomable void of space, the brilliance of the Northern Lights, or the disappointment that comes with unrequited love, metal can powerfully grasp the emotions and shape the imagery that invoke an endless stream of inspiration in me.

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Its All Relative!

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Alumni Feature


Life after the Writing Center: A Chat with Alumnus Feras Al Bastaki

Mariama Osoble

HavingworkedattheWritingCenterforthreeyears,FerasAlBastakigraduatedinFall2013withadegreeinFinanceandaminorinPhilosophy.

What made you decide to be a writing tutor?

LookingbackatWRI101andWRI102,Ienjoyedparticipatinginthein-classpeer-reviewsessions.NotonlydidIfinditbeneficialtogetcom-mentsonmywriting,butIalsofiguredoutthebestcommentsIcould

givemyclassmates.So,whenIreceivedanemailaboutwhetherIwasinterestedinjoiningWRI221,Iinstantlyaccepted.Fromthere,Ilearnedwhatpeertutoringwasallabout.

What was taking WRI 221 like, and how do you think it prepared you to work in the Writing Center?

WRI 221 was one of my favorite classes to attend. The discussions during class introduced me to new thoughtsandperspectives,andthejournalassignmentsallowedmetoreallygraspandorganizethosethoughts. WRI 221 was not so much about the tools of tutoring and how peers learn, as much as it was aboutanawarenessofsubjectiveperceptionsofourselvesandofothers. What do you miss the most about the Writing Center?

Idon’tthinktwosessionswereeverthesame.So,Imostlymissthatthejobneverfeltrepetitive;itwas always a new situation, a new concern, a new tutoring approach. I miss the challenge of having to figureouthowbestatuteelearnsandthenexploringtutoringmethodsthatwork.

Tell me about your most vivid memory of your time in the Writing Center.

Myfirstsession.ThiswasthetrialsessionduringtheWRI221class.Idon’tremembermuchofwhatthetutee’scon-cerns and issues were about. I remember that I was very nervousandIwassweating.Ifounditdifficulttoarticu-late suggestions and comments, and my sentences must havebeenbroken,uncoordinated,andchoppy.Appar-ently, my session was “good”. But, I did not feel that way. There was so much to do simultaneously: listen to the tutee, get a feel for the high-order concerns like structure and thesis, note any glaring low-order concerns like gram-mar, prepare points for discussion, and keep in mind the

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Alumni Feature

tutee’sconcernsthatwetalkedaboutatthebeginning of the session. I did none of that. That firstsessiontaughtmethatIhadtomultitaskallthe time.

What do you think was the best thing you took away from your time at the Writing Center?

Learning how to learn. How do you think tutoring at the Writing Center prepared you for life after graduation?

My experience at the Writing Center will always be something that I feel good about. The skills that re-allydevelopedthroughtutoringrevolvearoundcommunication.Thefirstwasunderstandingothersbylistening, questioning, and clarifying. The second was being able to explain my points in ways that work forthesituation.Fortheseskills,eachtutoringsessionwaspractice. Is there any advice you want to give current tutors?

Peertutoringisnotaparadoxifyoudon’tallowittobe.

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The Writing Center Newsletter8

+ PARTING WORDS =

You

won't

learn

anything

by

being

lazy,

and

you

probably

won't

have

fun

either.

Oh,

and

architecture

is

cool.

It's

not

just

a

job

people

have

in

movies.

It

is

n o t

a lw ays

a b o u t

th e

d e stin a tio n ;

it ’s a b o u t

th e

jo u rn e y !

So

m a ke

th e m o st o f

u n ive rsit y life w h ile

it

la sts.

NASSER

DIVYARAHIL

NADAJOULIA

MARZIAH

Work yourself silly every weeknight, but don't ever work on a Thursday

night. Get enough sleep, even if it means you won't do so well on

tomorrow's quiz. Choose one professor you look up to and aspire to

be like them. Finally, before you graduate, try the creme

brûlée coffee at Blends 'n' Brews - it's therapeutic.

If there’s anything that this year has taught me, it’s that que sera, sera.

Understand that whatever will be, will be. As clichéd as it may sound, worry

Less, live more and trust that everything is happening perfectly.

It's important to realize that one of the things

keeping

you

from

achieving

success and reaching your potential is fear,

so face

that

fear

53

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+ PARTING WORDS = Nada Ramadan

have

passed

by

in

a

blur.

So

breathe

in, and

revere

every

moment

of

creative

freedom

here. It isn't always

a

luxury

in

the

outside

world.

Work

hard,

but

don't

get

over

stressed.

Enjoy

your

time,

and

remember

that

hard

work

always

pays

off

in

the

end.

Don't procrastinate, lads.

Seriously,

don't!

Learn something new.

It

could

be

about yourself

or

what you're

studying,

but

it doesn't

necessarily

need

to

be

restricted

to

a

classroom.

SARA

LAHAKISRAA

SHAHED

UMIKA UMAR

A lot of stuff is going to seem extremely important at different

times-- as though everything depends on it.

One must remember that this will all pass, and university will

be

will be remembered as the part of adult life.

Spring 2015

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Professor Feature

Getting it Write : A Conversation with Dr. Sara about Academic Writing Nahla Elsubeihi

Of all the challenges faced by university students, few inspire as much angst, profanity, procrastination,andcaffeineconsumptionastheacademic paper. The format — meant to force students to make a point, explain it, defend it, repeat it (whether in 10 pages or 5 paragraphs) — feels to many like an exercise in rigidity and boredom, like practicing piano scales in a minor key. Therefore, the grunts and groans that echo amongst the legions of students who have strug-gledtowritealucidargumentaboutasubjecthave rendered term papers dislikable. That is understandable for Dr. Sara Cotterall, an English professor who teaches undergraduate and gradu-ate courses in academic and research writing at AUS.Inordertorevisethediscouragingimageofterm papers, Dr. Sara kindly allowed me to pick her brain about the ways to get it “write” and have fun at that.

Make it a fun experience

WhenIfirstaskDr.Saraaboutherexperi-ence teaching ENG 204, she acknowledges that “individualstudentsmightfindthecoursedif-ficultorlessenjoyablethanothers,”andtellingfrom the groans and eye-rolls it garners, it clearly has “a bad rep.” However, to get past that, she believesit’simportantto“establisharelationshipwith whichever group of learners you are work-ing with” and once you have that, “you can start making your own version of the course.” Cotter-all believes generating “enthusiasm and motiva-tion to search and explore answers to questions of personal interest,” is what makes the 204 experience fun.

Identify a style you admire Ifyou’reastudentoranacademicina“writerly” discipline, such as history, English, phi-losophy, or political science, the most important part of your work—practically and spiritually—is writing. However, academic writing in English in a clear and concise manner is nothing that comes easily – not for natives and especially not for non-English speakers. Very often in our tutoring work, wefindapaperthatisdifficulttounderstandandconfusing to read. The best piece of advice Dr. Sara took from her instructor when she was a graduate student of applied linguistics is “to work out whose writing in English you like to read and findclearanduseitasamodel.”Thatbeingsaid,she stresses that “improving your own style is a life-longjourney.” What constitutes an “A” paper? Successfulacademicproseisrarelyjudgedby “ordinary” standards. Ordinary writing—the kind you read for fun—seeks to delight. Like all writing, however, a commendable academic paperstillneedstosustainthereader’sinterest,and, according to Dr. Sara, “take [a person] by surprise.” Therefore, academic writing is notrd`

23

Professor Feature


inherently “dry;” it can, and should be energetic as well asclearandprecise.Apaperstuffedfullwithcumber-some language and weighty arguments obscures what-ever profound points a writer is trying to make, she says. Therefore,shebelievesthecruxofasolid“A”paperisonethat“doesn’tjustdoallthemechanicalthingstogetthejobdone,butgoesbeyondthat”tosurpriseandengage the reader.

How to work out the spine of your paper

When asked about general advice on how to establish a writing process, Dr. Sara tells me that “the absolutely crucial thing I would do is write an abstract or synthesis [of the paper] as concisely as possible.” Once she knows what she wants to explore, she constructs an outline. She cites the “impressive work” of the English writing researcher, Rowena Murray, who perceives an “outlineasbeing[…]akindofscaffold”forwritinga

paper. Therefore, the “importance of knowing how big each chunk of your paper” would be through outlining is what Cotterall supposes “would take away some of the fear” of writing an academic paper.

Today, Dr. Sara keeps herself grounded in the experiences of a range of students by working withthemone-on-oneduringherofficehours.Asastudentwhowasfortunateenoughtohavetakentwo courses with the interviewee, she truly comes with my highest recommendation; her expectations are high, but her advice - when it comes to writing - is worth its weight in gold. Thanks for putting so much of yourself into your work and for making a positive impact on my writing abilities, Dr. Sara!

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Sana Murtaza

Zarnain


Writing Contest

He cupped her heart in both hands as gently as he could, but the soft muscles com-pressed at the lightest touch and gushed blood. He held her heart close to his face, close enough that thesmellofrustsuffocatedhim.Theleakingbloodsnaked lazily up his forearms, to his elbows, and fellontothehardstonefloor.Itwasstillwarm,theblood. So warm. The rhythmic drip dripoftheliquidonthecoldgranitewasdeafeninginthesilence.Itechoedoffthe walls of the dark room louder than her screams had. She had resisted, like so many before her; and, like for all of them, it had been futile. He had overpowered her eventually and now, he held the trophy in his hands. The smell of stale sweat still hung in the air, a remnant of the struggle; it had become one with the metallic odour of the blood. Suddenly,hecouldn’tbreathe.Theairstabbedathislungs,andthesharperthepaingot,themore air his treacherous body wanted into sweep into his seemingly ever-swelling chest. His mouth opened in a gasp and the pungent taste of death was like acid in his mouth. Hecouldn’ttakeitanylonger.Heshotupfromhiskneelingposition,stillcradlingtheseveredheart in his hands. The matter needed to be dealt with. The thought brought some clarity to his mind, and his breathing eased. He walked towards a set of double doors, barely visible in the dim light. But the darkness was not a hindrance; he visited this room frequently, he could navigate through it even if he were blinded. Her blood had congealed on the soles of his boots. Every time he wanted to take a step forward itwouldtrytoholdhimdown.Eachtime,herippedhisfootoffthefloorwithaschlurp and continued on.

Monster

Read an excerpt: CONTEST WINNER

AUS WRITING CENTER

SPRING 2015

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Special Feature


Theteachingofcertainsubjectsisoftenassoci-ated with a particular gender. While male profes-sors and instructors dominate the sciences, the arts are quite the opposite. Writing is no excep-tion to this trend. However, this may not be case any more as the Center has seen an increase in the number of male tutors compared to previous semesters. “Even though it is still a small number, this isthefirsttimethatwehaveasmanyaswedo,”Writing Center Director Maria Eleftheriou stated, noting that nine of the 37 tutors are male com-pared to “the usual two or three.” “I believe that this has a lot to do with seeing the male tutors working at the WC,” said Eleftheriou,whoisalsoanAssistantProfessorinthe Writing Studies Department. She added that tutors encouraging students to take the course has also played a role in the increase. Having more male tutors means that the WC can have “more of the male perspective,” she noted, adding that tutees who prefer to be tutored by males can now be accommodated. In the past, male students were generally uninter-ested in becoming tutors because it is often seen as a feminine profession, she said, noting that a majorityofthehumanitiesandartcoursesarealso regarded this way. NasserAlzayani,afifth-yeararchitecturestudentwhohasbeenaWCtutorsinceFall2013,stated in an interview that there is a need for a gender balance in the WC because students re-sponddifferentlytowhetherthetutorismaleorfemale.Althoughhestatedthathedoesnotseetutoring as a feminine profession, he noted that, particularly in this region, anything associated with the arts is often seen that way. “This is very true with architecture as well, where people who want to go into building construction would lean

more towards the engineering aspect of it than the design,” he stated. Tutor Marwan Elkrewi, an electrical engi-neering senior who has worked at the WC for the past year, stated in an interview that he took the course because a number of tutors recommended that he do so when they noticed his good writing skills.EchoinghiscolleagueAlzayani,Elkrewinot-edthat,“malesandfemaleshavedifferentthingsto contribute, so if we have more of both at the WC,we’dhaveamoreharmoniousenvironment.”He added that those who refrain from taking the course because of these beliefs are “missing out on a lot.” Oneofthethreenewtutors,YonasAck-holm,ajuniorininternationalstudies,statedinaninterview that he took the course because he was always good at writing and wanted to give back totheAUScommunity.Withregardstotutoring,he advised male students that, “if you love some-thing and are good at it, go for it,” noting that the fearofbeingjudgedshouldnotstopthemfromdoingso.Ackholmstatedthathebelievesthattu-toring is a feminine profession, “which is a belief thathasalottodowiththisregion’sculture.” “It is going to take a long time in order tochangethewayteachingofcertainsubjectsisseen,”headded;“Untilthen,there’snothingwrong with females being in control of the WC.” InagreementwithAckholm,Eleftherioustated that, although she is supportive of the idea of having more male tutors, students are very happy with the help they are receiving at the mo-ment.

Men of LettersNada Ramadan

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Literary Feature

14

JohnGreen’sfirstbook,LookingforAlaska,iseasily his best so far. Published in 2005, the story is set in CulverCreekPreparatorySchoolinAlabama,andthatiswhere protagonist Miles Halter goes to seek his “Great Perhaps”.WhilealotofJohnGreen’sbooksaregainingpopularity these days and have already amassed a large fan base, with the movie adaptations furthering this popular-ity,hisfirstnovelisrelativelyunderratedcomparedtothebetter known The Fault in our Stars and Paper Towns. This is unfortunate, mostly because I believe it really is his best

book.Here’swhy:whenMilesHalter,akaPudge(thuslynamedbecauseheis,infact,veryskinny)goesto seek his Great Perhaps, it is split into two parts: before and after. Before, he lives with his parents in Florida,leadinganaverage,almostmundanelifesurroundedbydullpeople.WhenhemovestoCulverCreek,aboardingschoolinAlabama,Pudgemakesnewfriends,withtheColonelbeinghisclosestone,aswellashisroommate.TheColonelintroduceshimtohisotherclosefriends,AlaskaYoungandTaku-mi.HerestartshisGreatPerhaps.WithGreen’sabilitytocapturelifeperfectlythroughwords,heuseshislight,funnynarrativestyle,makingitaneasyread.Beforeyouknowit,you’reemotionallyanddeep-lyinvolvedintherollercoasterthatisthefriendshipofPudge,theColonel,Alaska,andTakumi.Witheverypranktheypull,everycigarettetheysmokeandeveryexistentialconflicttheydwellon,youaretherewiththemandwishingyouwerethemallatthesametime.They’renotonlycharactersyoulove,butcharactersyoufindpartsofyourselfin,andthisisoneofGreen’sgreatestaccomplishmentsasawriter: to make every reader feel like they can relate. Then, once you are emotionally involved and you cannolongerrationallyremindyourselfthatthisisindeedaworkoffiction,comesthe“after”part,breaking your heart and throwing you under a tide of relentless waves, ending all too soon. That right thereisGreen’sgreatestaccomplishment:towritethetruth-thebare,strippedtruththatlifeworksinways outside of our control. When “after” hits you and you wish there were more, and you cling on to thefewpagesthatareleftinthehopethattherehastobemore,thereisn’tbecauselifedoesn’tworkthatway,andthat’sthetruth.ThatiswhyLookingforAlaskaisJohnGreen’sbestbook.

Book Review:‘Looking for Alaska’ by John Green

Israa Tariq

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Extras!

15

Cartoons provided by: Safa Yakoob

Contact Us!

06 - 5152278 / 06 - 5152511

[email protected]

@AUS_WC @auswc

AUS Writing Center

www.facebook.com/AUSWC2013

Locations

Library Ground Floor (LIB-024)SBM First Floor (SBM-176)

Working Hours:

9:00 am - 4:00 pm

Make appointments at aus.mywconline.com

Writing Center Class Visit s:

Our tutors can v is i t your c lass to promote the Writing Center ’s serv ices or conduct min i workshops on spec if ic top ics .

Facu l ty can contact Maria Eleftheriou at writingcenter@aus .edu to co-ord inate a v is i t .

Documents

The Inkblot Spring 2015