Serving students and faculty since 1971

Posted by & filed under Stress Relief, Uncategorized.

Life is not easy; not that I really have to tell any of you that. Things aren’t always good and sometimes we have to avoid them to keep ourselves safe. In the event that things get out of control, it becomes categorized as an interference on life and sometimes a mental illness.

Treatments often include coping methods and therapy and other times medication is required. Living like this makes life even harder. Trying to process these things can be a whole different traumatic experience. If you’ve ever been through therapy, the first thing every therapist seems to suggest is to keep a journal. Not everyone can write about the problems they have because sometimes they can’t identify them. There are other times that while writing might help, they need to digest the events of their life first. I’m one of these people; I can’t talk about things right after they happen and a big reason for it is that I simply can’t always wrap my head around what consequences are to come. Whenever a therapist told me to “give it a go” I rolled my eyes and told them that it was a useless activity for me. I’ve changed on that statement.

Reading has been a big part of my life since I was able to get my grubby little hands on a book. I like stories and characters I can relate to-not unlike other readers- and many of my favorite pieces to read have been those that tie into my identity and the intersecting pieces that play into it. Since starting college, I’ve been finding and receiving more of these kinds of books and pieces to read; many have been related to race and ethnicity. I’ve been able to find meaning for myself in these pieces, but never wholly. This has been something that I’ve discussed with many others and have found they are drawn to similar conclusions. It probably doesn’t help that there are not many South Asian female writers who want to write about living in the United States. Realizing this, I’ve found an answer to the question that has been lurking over me for the past several years: what are you going to do with your degree? Write. I’m going to write a book; something memoir-ish but also dabbling into creative non-fiction to tell my experience as an Asian American.
Growing up, it was hard to even talk about my race and ethnicity without getting picked on. Being Asian American in a mostly white town was tricky and invalidating. No one wanted to say they were racist when they made Asian jokes at me or when they voiced their doubt about my heritage. It hurt and left scars on my psyche that I’m still trying to heal from. In my studies, I’ve found that writing about it to tell my story has helped greatly and therefore why I’m writing this to you. By delving into this project, I hope for a couple of things. First, I hope that the end product will help someone also struggling with living in the grey area of race. That is truly the only way that I want to measure the success of this project. My second goal however, is to be able to repair myself by going through this. Since I am writing with the hope to help others, it is easier to say what I need in an artistic way; in a way that I don’t have to be blunt and put all of myself out there.
This writing has been therapeutic already and I would suggest it to anyone else. Our stories and experiences are unique, but humans have an infinite capacity for empathy; writing is the way to tap into it.

Posted by & filed under Professional Writing, Quick Tips.

A few semesters ago I took a poetry writing class. For one poem, I was trying something different with my line lengths and rhythm. The teacher commented on the first draft that the rhythm was not working, and that I should try to break the lines up more.
Breaking the lines up more was exactly the opposite of what I was trying to do. So, I of course totally ignored that advice.

My sister was trying her hand at writing a novel and she gave me a draft to read. One of my biggest notes for her after reading it was how hard it had been for me to keep track of all the different characters.
“So you want me to cut some characters?” she asked, clearly heartbroken at the idea of getting rid of anyone.
She didn’t cut any characters.
Only the writer has control over the text, because only the writer knows the ultimate goal for that project. Only the writer knows the plan, or the point, or mission of that project. So a writer must always protect that mission, and choose which suggestions or ideas to take and work with. Only the writer can decide where to take his or her writing next.
So was my teacher wrong when she said I needed to make my lines shorter? Was I wrong when I said there were too many characters?


Your reader cannot be wrong. A reader’s job is to relay his or her experience interacting with the text. I can’t be wrong with my experience. I was confused by the number of characters. Period. That’s what happened when I read it and that is a fact the writer has to deal with.
What matters, what is up for discussion, is how the writer chooses to deal with advice. My sister added more detail and depth to the characters. Instead of cutting characters from the fold, she made them easier to remember.
Likewise, my teacher was right. The rhythm in my poem wasn’t working. But instead of cutting lines, which would have ruined the thing I was attempting, I made the lines longer. The poem suddenly opened up, and was even published in the student magazine the following year.
Academic writing faces the same dilemma. Our job at the writing center is to act as readers, but you can also have classmates, teachers, friends or family act as readers for your academic writing. And no matter what they tell you, they aren’t wrong. As a reader, I may be confused by some language. I may not follow the line of reasoning. I may not see the connection between the argument and the evidence.
As a writer, you should not automatically do what I suggest, but you should think about what I am saying, and what that means.
You must ask yourself, why is my reader confused? Why does my reader think that?
And if your reader, even a writing center tutor, gives you some advice, you don’t have to take it. However, it is in your best interest to think about where that suggestion is coming from. If a reader suggests a new way to organize a paper, you should ask, why does my reader think that makes more sense?
If you don’t agree with the suggestion, you still need to address the concern.
Instead of organizing it that way, what can I change so that the reader understands it better?
As a writer, the decisions are up to you, but you asked that reader for advice so you might as well take heed. There is something valuable you can get from each reader, even if it isn’t exactly what they said.

Posted by & filed under Tutoring.

Shhh. Don’t tell anyone… but I have the most fun job on campus. Why is it the most fun job on campus, you ask? Because I get to meet all different kinds of people from all different kinds of places who are studying all different kinds of subjects, and writing about all different kinds of topics. It is the most fun! And there is always candy.

Let’s face it, writing can really be a pain sometimes. We can all struggle with communicating our ideas clearly. The writing process is different for everyone, and there are times that it doesn’t go as smoothly as we want. I get to work with people who are struggling, fearful, worried, confident, or even just a little unsure about what they are doing. During a session, we just talk about whatever the writer is working on, and I get to help them be confident that they are saying what they mean. And, they get to have candy.

I get to meet writers who are studying all kinds of things I may or may not have thought about, and learn from those writers. I love this job in part because I get to read about all kinds of interesting things – from art history to zoology and everything in between. Sometimes the writer is writing about something they are very comfortable with, and sometimes they are writing outside of their own personal comfort zone. Either way, I get to learn from them… and eat candy.

My co-workers are all people who are kind and compassionate, and who know how to talk to writers about writing. They are also very creative and come up with all kinds of fun activities like writing contests for Valentine’s Day, and Poetry month. Also, we have candy.

Part of the fun of coming to work at this job is the “unknown” component of each day. On my drive up Saginaw Street I often wonder; “who will I get to meet today?”, “what will I read about?”, and “what wonderful things will I learn?” What I am sure of on my drive is that my day will never be the same as yesterday. I will never be bored, and I will leave the writing center with more knowledge than I came with. And they pay me to do this! Yes indeed, this is the most fun job on campus. And, did I mention there is candy?

Posted by & filed under Getting Started, Quick Tips.

Sometimes, there’s no way around it. You have to write a summary or analysis of a reading handed to you by your professor.
Yep. Gotta write it. Go on. Just do it and think about how you are sharpening your skills.
Sometimes though, assignments give you some choice. Assignments can be broad prompts that make you narrow in on your own topic. This is an important opportunity that you have to take advantage of, especially in English 111 and 112 where you are the most likely to get some freedom.
Research papers, argumentative papers, even choosing an article yourself to respond to; these are places where your choice can help you in your personal and professional life, so you have to make them work for you.
Whatever career you’re planning for yourself, you know that college is just the beginning of your professional education. There’s insider information, new ideas and exciting developments that will make your field a dynamic place with lots to learn. A research paper is a key way to get a head start.
How would you make a research assignment work for you?
Healthcare Major
• New drugs
• Treating chronic illness
• Hospital stats
• Malpractice lawsuits
Engineering major
• Specific technological advancements
• Patent rules
• Working in international settings
• Ethics
Education majors
• Child development
• Multicultural literature in the classroom
• Cross-curriculum
• Literacy
• Bilingual education
Business majors
• Development of a brand
• Copyright and trademarks
• Plagiarism and theft in the business world
• Sexual harassment

Many of these topics could also be turned into argumentative essays. You could argue for bilingual education, against tougher trademark rules, for new malpractice regulations. The point is, there is information you need to know to be successful in your field, and you don’t have to wait to find out some of those nitty gritty details. If you have to crack open some books anyway, they should be the books you would read as a professional.

On the other hand, let’s suppose you haven’t picked a major yet, or that you need a break from it. You can still pick a personal topic that will benefit you. Think about things you care about, read one or two articles or peruse some blogs. A question will strike you and you will want to know more. Go, student, use your assignment as a golden opportunity to learn more about what it is you find interesting.
It is essential that you use every possible assignment to your advantage. Classes like English 111 and English 112 are meant to help develop critical writing skills that are necessary to succeed in college and in most professions. It is a fact that people write better when they care about the topic, so choosing a fabulous topic is about more than just that valuable information (which you need anyway), but getting as much as you can out of your class. So whatever you do, make every class and every assignment worth your while.
(And if you don’t like my research suggestions, it is because you know better ones. Post your suggestions below).

Posted by & filed under Getting Started, Professional Writing, Tutoring.

Before coming back to the MEW Writing Center at UM-Flint, I worked at a writing center at a community college. One day when it was a little slow, I struck up a conversation with another writing tutor. I asked him if he had used the writing center recently.

“Oh no,” he said right away. “I’m a good writer. I don’t need the writing center.”

I just about choked on my coffee. Don’t need the writing center? What?

I was beyond shocked at this admission; I was also really disappointed. This tutor held the same misconception that many students do; that the writing center is a place to go if you’re bad at writing, that the writing center can be beneath you.

I use the writing center all the time. I bring in scholarship applications, cover letters, essays that I can’t get started, essays that I’ve already rewritten three times. I bring it in.

Once in a while, a tutor laughs nervously when I come for an appointment. Tutoring a tutor certainly feels like the stakes have been raised. It feels like we need to catch every answer, like we need to be perfect.

But the writing center isn’t about catching errors. We’ll help you learn to catch your own errors, of course, but that’s not our mission. No writing tutor excitedly runs through the door, saying, “Let’s catch those comma splices!”

I don’t go to the writing center because I need someone to catch my errors. I go to the writing center because I need someone to talk to about the big, hefty task I have in front of me. I need someone to help brainstorm ideas. I need someone tell me how it sounds outside my head. I need a person to talk to.

Writing is a social activity. It involves people, lots and lots of people. Sure, I write my first draft alone somewhere, but I’m writing it for someone, for my teacher, for an employer, for a newspaper audience.

The writing center is for us social creatures, students, writers and learners alike. We help our clients organize their thoughts, make the best use of evidence, and follow through all the way to the end. We become the readers, and share the experience we had reading that essay, that story, that analysis. We tell writers what we got out of the piece. We ask important questions that may not have occurred to the writer. We’re going to show where we get lost and when we want to know more. We’re going to commiserate about the hard work writing is, and offer our best techniques for getting started or rewriting.

So everyone out there hidden in a dorm room or buried in a library cubicle, writing away, feeling alone with your thoughts, remember: the writing center is here for you. For all of you.

Posted by & filed under Uncategorized.

Since my time in grade school, high school, and even now in college I have been well aware of the system of hierarchy embedded within the education system and in all of academia. As I am presently experiencing the role of a writing tutor I have recently begun to question the hierarchy system in academia and whether or not it could actually be detrimental to the writer or student. In my recent experience of tutoring English 109 through the writing center I have seen the student/tutor hierarchy from the tutors’ point of view. So I ask the question where “the line” of hierarchy should be drawn between student and tutor. Should there even be a set standard of hierarchy?

In grade school I was always told what to do, what not to do, what is right, and what is wrong. By the time I reached high school I had developed a case of “red pen syndrome,” or the fear of getting back papers with red marks all over them telling me what I had done wrong. It became difficult to explore thoughts and ideas that were interesting or important to me. I found myself following the linear path that was set before me by my teachers. My state of mind was changed to that of satisfying the teachers’ needs in order to avoid the red marks and earn good grades. Although I have more freedom to express my thoughts and ideas in college there is still a system of hierarchy that at times seems to put me back on a linear path of satisfying an instructor.

As an English 109 tutor I have been able to view academic hierarchy from the perception of the tutor. As a tutor and student I have noticed that students (including myself) sometimes need specific direction and prefer a linear path to follow. I have also noticed that this need for direction comes from the fear of doing an assignment wrong and from the desire to earn a good grade. I have observed students far more concerned with the specific requirements of an assignment rather than the overall purpose of the assignment. Once the final result of a passing grade is reached the knowledge is easily forgotten in pursuit of the next passing grade. As students (including myself) it can be easy to lose priority of our reasons for being here.

During some of my best tutoring sessions I reached a “level playing field,” or equal level of hierarchy with the writer and we seemed to be able to talk to each other like a couple of friends sitting around a camp fire drinking a couple of cold ones. We would bounce ideas off of each other throughout the entire session. Our eyes would light up with excitement every time this exchange of information turned into a golden thought or idea and I knew that writer would not be losing that knowledge any time soon. I would like to see academia lean away from the structured hierarchy system and a little closer towards the pair of buddies having a good time around the fire.

Kris Price

Posted by & filed under Quick Tips, Uncategorized.



As I sit here marveling at my latest compositional masterpiece, I find myself filled with self-doubt.  Does the essay fulfill the requirements of the task assigned to me?  If it does not, I humbly apologize.

Speaking of apologies, this apology reminds me of several other actions in my life for which I probably should apologize.

Once, at the age of four I ripped the ‘Do Not Remove Under Penalty of Law’ label from my grandmother’s pillow while I was supposed to be taking a nap.  When I realized what I had done I quietly crawled out the open window and secretly disposed of the pillow in the Great North Woods.  For that, I humbly apologize.

My brother and two younger cousins once placed a penny on the railroad tracks that run parallel to M-28 in the U.P. to see what it would look like after the train ran over the coin.  They stared at the flattened penny in wide-eyed amazement until I (and my ego) did the same thing with a nickel, thus one-upping (or four-upping if you have an accountant’s mind) them and stealing a part of their childhood innocence.  For that, I humbly apologize.

At the age of nine, while trying to mow the lawn, I found the lawnmower wouldn’t start.  I convinced my little brother to hold onto the spark plug wire while I pulled on the starter rope so we could see if electricity was reaching the spark plug.  Apparently the mower was out of gas.  For that, I humbly apologize.

When I was twelve my 16 year-old cousin had a job and used to buy ice cream that he kept buried in the snow where his younger siblings could not find and eat it.  I dug it up one day even though I didn’t eat ice cream.  I did, however, enjoy feeding it to the neighborhood dogs.  For that, I humbly apologize.

In high school I once went on a date with fashionista.  I wore white pants in January.  For that, I humbly apologize.

I once won a radio call-in contest even though my uncle was an employee of the station.  For that, I humbly apologize.

When I was 19 and playing on a travelling hockey team, during a meal at a tournament in St. Louis I convinced one teammate that lamb fries were French fries cooked in lamb fat. He ‘enjoyed’ 12 of them.  For that, I humbly apologize.

At the age of 25 I once took a ‘green’ crew chief on a vertical ascent at 80% throttle and then, at an altitude of 8,000 feet cut all power to the main rotor for a 10 second freefall so he could ‘experience weightlessness’.  For that, I humbly apologize to the maintenance man that had to hose out the bird.

At 30 I went to dinner with a ‘lady friend’ in Pensacola, Florida.  She convinced me to eat clams (which I’d never had before).  I would now like humbly apologize for saying they tasted like “ a gonad dipped in motor oil”.

Skip to the present.  A dear friend asked me to write something funny.  If I didn’t, I humbly apologize.

Posted by & filed under Uncategorized.

angry animated GIF



A recent poll of 314 million Americans by the Institute for Impracticable Statistical Studies has found that the average person has one testicle and one breast.  Knowing that I am above average in one of those categories has given me the confidence to write a blog post in which I admit my struggles with yet another embarrassing rhetorical affliction:  paronomasia.  My first attack of paronomasia occurred during naptime when I was in kindergarten.  Police were called to the school because I was resisting a rest. With that in mind I think information about this often-misunderstood disease would be of great benefit to the afflicted and those who try to love them.

What Is It?

Paronomasiacs are obsessed with a form of word play that suggests multiple meanings for a single phrase by exploiting:

  • the various meanings of words, and
  • the similar sounds of certain words, for an intended humorous or rhetorical effect.

Cases of paronomasia can be classified into three common, but distinctive varieties.


The most frequently occurring variety of paronomasia is homophonic, which uses word pairs that are not synonymous, but sound alike. For example, in the phrase “I work as a baker because I knead the dough,” the word ‘knead’ appears in place of its homonym ‘need’, altering the common phrase “need the dough.”   Hilarious!  Right?  If you think so, I encourage you to see a doctor at your earliest convenience.


Those afflicted with Homographic Paronomasia exploit words that are spelled the same, but possess different meanings and sounds. In HP examples, the infected words typically exist in two different parts of speech and often rely on unusual sentence construction, as in the phrase,  “A blind man picked up a hammer and saw.”  This paronomasiacal example relies on ‘saw’s’ ability to function as both a noun and a verb.   Have you ever tried to tuna fish?  Most people I know find this phrase so funny that they bypass the ‘groan as laughter’ and clench their teeth tightly together in order to avoid laughing.  It’s a neat trick that really works.  Feel free to use it whenever necessary.


For chronic sufferers of paronomasia (and those that must associate with them) the homonymic is often the most painful variety because it combines both homophonic and homographic paronomasia into one maddening disorder. In other words, sufferers exploit terms that are both homographs and homophones!  The statement “Being in politics is just like playing golf: you are trapped in one bad lie after another” plays with the two meanings of the word lie as ‘a deliberate untruth’ AND as ‘the position in which something rests’.  Friends of homonymic paronomasiacs often endure painful merriment so raucous that they must leave the room in order to avoid self-injury from the rib-splitting laughter.  I have often cleared a room and sat in admiration of my own rhetorical brilliance.


Sufferers of paronomasia often operate under the delusion that their word butchery is clever, witty, and a source of humor for those around them.  They often lose the ability to discern the sound of groans from the sounds of laughter.  Friends and coworkers of chronic paronomasiacs often feel as though they have to wade through punch lines when in the presence of their former friend.

While there is no current cure for paronomasia, sufferers (those around the paronomasiac) can minimize outbursts in three ways:  1.) Avoid conversations with the afflicted that encourage ‘clever’ and ‘witty’ repartee, 2.) Interrupt paronomasiacs often, thus derailing their train of thought, and 3.) Keep a roll of duct tape handy.

And that, my friends is the blog topic for today.  As a recovering paronomasiac, I would like to think that I have conquered my affliction.  I’m all groan up and blogging on my own and I have the feeling that this writing will some day win me fame, new friends to replace those driven away by uncontrolled laughter, and maybe even a no bell prize.

Remember, paronomasia is not punny.


Posted by & filed under Uncategorized.

During our writing spirt week from October 20th until October 24th we will be having a traveling story. Each day the story will be out around campus. Add a line and watch the story unfold. While it is not out it will be located inside the writing center. We will be keeping the story updated below for you to follow along with.

Check out our Facebook for more details and photos as the week goes on


Traveling Story

Running late! Not the best way to begin. “I wonder,” she said to no one in particular, “If this is a result of the curse the gypsy spat in my face at the carnival yesterday?” She giggled to herself as she closed the door.

But suddenly a squirrel threw an acorn at her. “What the…” she said. She turned around but the squirrel was already gone.

Jasmine has looked at her watch and realized that she was 30 minutes late but she looked up too late and ran into a pole.

After getting up from realizing what just happened, there was the handsome Aladin standing there laughing, but then ran to her rescue. Like a good luck charm, her neighbor, Aladin, always seemed to be in the right place at the right time. “You looked frazzled, Jasmine. Need some help?”

“I’m over 30 minutes late for an important appointment, can you give me a ride?”

As she climbed in his car she was shaking her head. Curses, good luck charms, omens… what a lot of nonsense she thought.

Posted by & filed under Uncategorized.

Grandma Knowknow

Eat Your Peas and Carrots and Don’t Split Your Infinitives.

Dissociative Infinitive Disorder (a.k.a. split infinitive disease) is a linguistic ailment associated with early grammar trauma and characterized by adverbial intrusion of the full infinitive.

What Is Dissociative Infinitive Disorder?

Most of us have experienced mild cases of infinitive dissociation, but to fully understand split infinitive disease we will first need to clearly define what an infinitive is. According to Wikipedia, “an infinitive is a grammatical term used to refer to certain verb forms that exist in many languages.” Well that’s not a very satisfying definition. Leave it to Wikipedia to utterly fail in its attempt to profoundly contribute anything useful to academic research. To further clarify, the English language has two types of infinitives: bare and full. Bare infinitives are simply the verbs one is most likely to easily find in the dictionary. Some examples are: understand, define and fail. A full infinitive, on the other hand is simply a bare verb with the word ‘to’ placed in front of it. Some examples are: to understand, to define and to fail. To ‘split’ an infinitive means to carelessly place an adverb between the ‘to’ and whichever verb one chooses to cleverly employ. Some examples are: to fully understand, to clearly define and to utterly fail.

Is Dissociative Infinitive Disorder a Real Problem?

Grammarians have begun to genuinely wonder if Dissociative Infinitive Disorder is an ailment to really worry about. It might help if speakers and writers were to completely understand the origin of the ‘split infinitive’ rule. To fully appreciate Dissociative Infinitive Disorder we must resolve to admiringly thank our Victorian ancestors whose devotion to Latin led to many of the grammatical rules that we are forced to faithfully learn in grammar school today. Without going into a primer on Latin, basically the Victorian grammarians decided that, since Latin does not allow speakers to ever split infinitives, neither should English.

The Outlook for Those with Dissociative Infinitive Disorder.

The good news for those of us that tend to inadvertently insert adverbs between the ‘to’ and its infinitive verb is that the rules of common usage (common sense) are coming to quickly rescue us. The bad news, however, is many teachers don’t fully understand Dissociative Infinitive Disorder and delight in their ability to easily find split infinitives in student writing. So, at least in academic writing, it is best to always avoid splitting infinitives. It appears that those of us who suffer from Dissociative Infinitive Disorder will continue to vainly struggle against the overbearing tendency of academia to blandly throttle our creativity.