Writing Center

The CASA Writing Center exists to provide TAMUCC community members with the support they need to become confident and independent as writers. We do this in several ways.

One-on-One Consultations: Q&A

Will you edit my paper?

Our goal is to help you become a better writer. Editing works against that goal because it allows somebody else to control your words. We want your voice to be heard. It’s important to us that you own your writing, so we are not allowed to edit.

We do help you learn how to edit. We can find patterns of errors in your writing and teach you how to identify and correct those errors on your own. More importantly, we ask questions about content, organization, and other high-level concerns. When you learn how to ask those questions about your own writing (which you can begin to do after just one session), you will be a better writer; you won’t need us to edit your paper.

So, how does a one-on-one consultation work? 

When you visit the Writing Center, our staff will greet you and ask you to sign in on our sign-in computer. If you’re early, we have a waiting area with comfy couches and plenty of magazines. When it’s time, your consultant will invite you to sit down next to them at a table.

Consultations last for 30 minutes, and you’re in charge the whole time. The consultant will ask what you’re working on and may ask to see your assignment. Then, you and the consultant will talk about your goals for the session. For example, you can say that you’d like to work on organization or that you want a stronger thesis. If you don’t know what you need to work on, that’s fine too!

The consultant will then ask you to begin reading your paper aloud (or offer to do it for you). This may seem strange at first, but reading out loud is one of the best ways to double-check your writing. Writers often improve their papers without our help because it’s easier for them to hear and see problems when they read out loud.

 Again, you decide where the session goes.

 For example, we CAN help you:

• brainstorm ideas
• outline your paper
• organize your argument
• use the clearest language possible
• check your technical style (APA/MLA/Chicago)
• identify and correct grammatical errors and look for patterns
• revise your own paper
• edit, format, and proofread your own paper

 But for various reasons, we CANNOT:

• edit or proofread for you
• write on your paper (especially not with a big red pen)
• tell you what to write
• find all of your mistakes for you
• interpret assignments
• predict your grade

 At the end of your session, you and the consultant will summarize what you’ve covered and then plan the next steps of your writing process. Feel free to stay in the Writing Center and work. When you leave, don’t forget to sign out!

What do I need to bring?

If you have an assignment or a prompt, bring it. If you have a draft — even a partial draft — bring it. Otherwise, just bring your ideas for what you want to write, and your consultant can help you plan the next step. 

Is a digital copy okay?

Yes! In fact, many students like to make changes to their paper during their consultations. If you can pull it up online, you can use one of our computers. We have both Macs and PCs. You’re also welcome to bring your own laptop.

What about other types of writing? Résumés? Applications? Short stories?

Yes! The Writing Center helps writers with ANY type of writing of ANY length, from a sentence to a dissertation.

How do I make an appointment?

Appointments are booked online. If you have never used our system before, you must first register (see instructions for additional help). Registration requires an Islander e-mail address.

Once you have an account, you may log in from the Writing Center homepage. To make an appointment, click on any white square and fill out the form. When you see an orange square in the schedule, your appointment is booked!

Do you offer online consultations?

Yes! Watch our tutorial video to get started.

In short, choose "Online Consultant" as your consultant when you book an appointment. When it’s time for your appointment, log in to our appointment system from any computer. Click on your appointment (an orange square), then scroll down and click the red “Start Online Consultation” link.

When the online consultation opens, you will see an area on the left where you can paste your paper and an area on the right where you can chat with a consultant.

How do I cancel an appointment?

Login to the appointment system and click on the orange square that corresponds with your appointment. You will see a form. At the bottom of the form, click “Cancel This Appointment.”

Do you accept walk-ins?

Yes. Appointments are highly recommended, but not required. Walk-ins are accepted when there are consultants available who do not have appointments.

Keep in mind, however, that the wait time for walk-ins can be very long when the Writing Center is busy.

How often can I use the Writing Center’s services?

You are allowed to make three appointments per week, one appointment per consultant per day. You may request additional help on a walk-in basis, but you must wait at least two hours between sessions. The total amount of Writing Center services you may receive is limited to four hours per week.

These limits are intended to ensure that you maintain ownership of your work and that everyone has equal access to our services.

Will you guarantee an error-free paper?

Writing is a process, and as such, we work with writers at their point of need to help address error patterns.  We can go through and look for patterns of error and teach /model how to correct these errors. We will then ask the writer to go through the next section of the paper and make revisions to these patterns along with us. From there, we will move on to the next issue of concern once the writer has demonstrated understanding. There may be more text to address, and most writers will self-correct as we go through the remainder of the text; this, though, does not guarantee an error-free paper.  Writers may choose to not make revisions to the remainder of the text or they may decide not to take our suggestions.  Ultimately, this is the choice of the writer. We will make suggestions, work with error patterns, have the writer demonstrate revision to those error patterns to check for understanding, and move on to the next issue of concern, asking the writer to finish making those changes to the remainder of the text. 

Can you help with group projects?

Group projects are wonderful learning experiences and are welcomed! As it is the mission of the Writing Center to teach the writer how to revise and edit their own paper, it is important that all members of the group attend a group session so we can work with each writer.  If all members are not able to make it to a session, then we will be more than happy to work with the portion of writing of the members who are present. Another option is to have each group member make an appointment for their section of the project (their writing). Groups who come in together have found sessions more helpful because each writer is present and is able to explain rhetorical choices, meaning, and sources.  If you have questions regarding group projects, please give us a call!

Can I just use your computers, reference books, etc.?

Absolutely! Just sign in when you arrive and make yourself at home.

I’m a TSI student. What do I need to do?

TSI students are typically required to visit the Writing Center once per week for a writing consultation. Please be sure to tell your consultant that you are TSI so we can record your visit properly. We ask that you always bring something to work on, even if it’s just a short reading response for homework or just ideas in your head about an upcoming essay. As with any other consultation, our goal is to help you become a better writer so you can succeed at TAMUCC and beyond.

If you have other questions about TSI, please contact CASA’s Academic Success Coaches (Deshawna or Marissa), who are located just down the hall from the Writing Center.

I’m a graduate student. Can I get extra help?

Graduate students are entitled to three weekly 1-hour sessions at the Writing Center. Graduate students may also request weekly standing appointments for the entire semester. These sessions are intended to provide ongoing, in-depth assistance to students working on extended writing projects. To take advantage of this service, please contact CASA Writing Center Coordinator, Kristen Ruggles.

Informative and Interactive Writing Workshops

The CASA Writing Center offers informative and interactive workshops for classes on a variety of writing topics. These workshops can be facilitated in the Writing Center (GSSC 112) for up to 50 students, or Writing Consultants can facilitate the workshop in your classroom.

Please contact Kristen Ruggles to request a workshop.

Orientation to Writing Center Services 10 minutes
This brief workshop introduces students to the services and resources offered by the CASA Writing Center. We recommend this introductory workshop to all classes as a simple way to introduce students to the services we offer as well as the Writing Consultants who staff our center. This workshop is most effectively delivered in your classroom. 

Introduction to APA 50 minutes
The purpose of this workshop is to introduce students to the basics of APA style, formatting, and documentation. It focuses on the most basic elements of APA style: formatting a document, writing an abstract, organizing with headings, creating references, and citing sources within the text. The workshop is both informative and interactive, as it invites students to apply what they are learning about APA through guided practice with Writing Consultants. 

Introduction to MLA 50 minutes
The purpose of this workshop is to introduce students to the basics of MLA style, formatting, and documentation. It focuses on the most basic elements of MLA style: formatting a document, creating a list of works cited, and citing sources within the text. The workshop is both informative and interactive, as it invites students to apply what they are learning about MLA through guided practice with Writing Consultants. 

Strategies for Effective Revision and Peer Review 50 minutes
This workshop introduces students to the concepts of revision and peer review by defining these terms, emphasizing their value in the writing process, and offering suggestions for providing and receiving effective feedback. Following the workshop, students are asked to switch papers with a peer and engage in the peer review process. 

Integrating Sources/Evidence (APA or MLA) 50 minutes
The purpose of this workshop is to introduce students to the importance of using sources effectively and correctly within their writing. The workshop introduces students to the purpose of using sources in academic writing as well as how to use credible sources within their own writing. It explains the difference between integrating a paraphrase and a quotation, and it additionally offers students strategies for effectively integrating sources in their own writing. At the conclusion of the workshop, students are asked to apply what they have learned in their own writing. 

Introduction to Scientific Writing 30 minutes
This workshop is designed to introduce students to the purpose and general conventions of scientific writing. It focuses on the use of concise language, active vs. passive voice, verb tense, and the general structure (IMRAD) of a scientific paper. The workshop can also include a section on a specific documentation style (i.e. APA, JEB, IEEE). 

Writing an Abstract and a Conclusion/Discussion 30 minutes
The purpose of this workshop is to discuss requirements and provide strategies for composing an abstract and a conclusion/discussion in scientific writing. Following the workshop, students are encouraged to switch drafts with a peer and offer feedback on their abstract and conclusion/discussion. 

Plagiarism and the Misuse of Sources 50 minutes
The purpose of this workshop is to define what plagiarism is and provide examples of different types of plagiarism. The workshop provides strategies for effectively quoting, paraphrasing, and summarizing source material as well as correctly citing material in a required documentation style. 

Strategies for Successful College-Level Writing 50 minutes
The purpose of this workshop is to introduce first-year students to the resources available to them at the CASA Writing Center. The workshop briefly discusses the expectations of college-level writing, offers tips for approaching and managing writing projects, and explores elements of the writing process. 

Strategies for Research Writing 50 minutes
As a general introduction to the research process, this workshop focuses on finding a topic, conducting research, documenting source information, annotating sources, and beginning the writing process. This workshop is most effectively facilitated in the classroom or computer lab to allow computer-access for each student. 

Annotated Bibliography (APA or MLA) 30 minutes
The purpose of this workshop is to provide strategies for composing and formatting an annotated bibliography. It emphasizes the importance of drafting and revising annotations and encourages students to compose their annotated bibliography according to instructor expectations. This workshop is available in APA or MLA. 

Composing a Literature Review 30 minutes
This workshop emphasizes the importance of the literature review, reveals its purpose as a piece of writing or as a section of larger work, and offers strategies for researching, organizing, and discussing sources. During the workshop, students are provided with a research matrix template and given the opportunity to apply their own research. 

Strategies for Extended Writing Projects 50 minutes
This workshop is designed for students who are working on an extended writing project, such as a thesis, dissertation, and/or published article or chapter. It offers suggestions for planning, composing, revising, and staying motivated. 

Conducting Ethnographic Research 50 minutes
Designed to introduce students to ethnographic research methods, this workshop breaks these methods down to their most basic elements: selecting a location, fieldwork – observation and data collection, data analysis, and report writing. The workshop also offers various models and examples to help students understand how ethnographic research methods are incorporated into popular representations of communities. 

Multimodal Projects 30 minutes
This workshop introduces students to what a multimodal presentation is and shows them some available software options. The workshop focuses on elements of visual rhetoric and emphasizes the importance of professionalism and style in creating a multimodal presentation. 

Poster Presentations 30 minutes
This workshop shows students how to transfer their research into a professional poster presentation. It introduces students to the general expectations of professional posters, such as font, images, layout, and citing sources. Following the workshop, students are provided with a template to design and draft their own poster. 

Composing Your Résumé 30 minutes
This workshop introduces students to the options available to them when composing their résumé. Writing Consultants guide students through formatting options and provide strategies for composing sections of a résumé. The workshop includes various samples of résumés as well as general guidelines for students. Following the workshop, students are encouraged to work on drafts of their résumés while Writing Consultants answer questions and offer feedback. 

Composing Your Curriculum Vitae (CV) 30 minutes
This workshop introduces students to the major elements of a curriculum vitae (CV). Although there is not a universal CV format, we offer students general guidelines to follow when composing this document. The workshop focuses on the most common categories listed in a CV and includes samples of CVs from different disciplines. Following the informative workshop, students will be given the opportunity to work on their own CV as Writing Consultants answer questions and offer feedback.

I’m a graduate student. Can I get extra help?

Graduate students are entitled to three weekly 1-hour sessions at the Writing Center. Graduate students may also request weekly standing appointments for the entire semester. These sessions are intended to provide ongoing, in-depth assistance to students working on extended writing projects. To take advantage of this service, please contact CASA Writing Center Coordinator, Kristen Ruggles or call at (361) 825-3490.

Dr. Kendrick Billings - Director, Center for Academic Student Achievement

Ms. Kristen Ruggles

B.A. in English; M.A. in English; MFA in Creative Writing; Certification in Writing for Non-Profits; Ph.D. in Technical Communication and Rhetoric (in progress)

Kristen earned both a B.A. in English with a minor in creative writing as well as an M.A. in English with a focus in Rhetoric and Composition from TAMUCC. She recently finished a Masters of Fine Arts in Creative Writing from Eastern Kentucky University via their low residency program and in Fall 2021, was admitted to the Texas Tech University Ph.D. Program for Technical Communication and Rhetoric. She is a freelance writer and her freelance publications include but are not limited to: feature articles, television and radio advertisement copy writing, service pamphlets. She has had multiple poems and short stories published in different literary journals across the country. She has also served as a poetry editor for the Windward Review and the Switchgrass Review, both local publications. When she is not spending her time on campus, Kristen is either belly dancing or spoiling her dog-child and her cat-child.

Amy (Lead Consultant)

Degrees: B.A. in English; TESOL certificate

Amy loves talking about writing and coming alongside students to share in their writing journeys. She loves studying literature—especially Greek drama, British literature, and science-fiction. Amy has worked with competitive speech and debate students for several years and enjoys working with people to learn about public speaking and communication. She believes that although the processes of writing and speaking can be nerve-wracking, both writing and speaking give students the opportunity to express themselves and connect with other people. Amy finds it rewarding to help people overcome their fears to share the unique messages they have for the world through these activities. Outside of academics, Amy likes walking, yoga, going to the movies, and reading. Amy’s specialties include literary analysis, public speaking, ESL, MLA, APA, and the humanities.

Chuck

B.S. in Elementary Education (reading emphasis); M.A. in Reading; PhD in Reading (in progress)

Carlos Almaraz, who goes by Chuck, was raised in South Texas and he is enchanted with the area and the culture. He has three beautiful children who are all very talented.  In addition, Chuck is the proud owner of two canines and he loves reading the Bible, surfing, writing, playing his guitar, writing music, and fishing, among other activities.

Chuck has been a language arts instructor for nineteen years. He has earned his B.S. In Elementary Education with an Emphasis in Reading. Chuck is certified in grades K-8 self-contained and EC -4^th ESL self-contained. He received his Master’s in Reading with a Reading Specialist Certification. Chuck has been asked and encouraged to publish his work on metacognitive strategies. He is very interested in metacognition as it relates to reading and writing, and has recently created a metacognitive curriculum supplement for K-1 emergent readers. It has been published, but it is being modified to be more effective and efficient. The curriculum supplement uses music and lyrics to reach emergent readers. By tapping into social emotional areas of cognitive development, this curriculum provides emergent readers the tools to self-monitor. Recently, Chuck has been asked by his college professors to mentor undergraduate students in tasks including but not limited to: creating, designing, and targeting instruction. Chuck is extremely interested in devoting his time and experience as a teacher and a student to help learners understand the writing process. Also, he desires to help struggling writers become self-regulated and calibrated readers and writers. Lastly and most importantly, in his beginning years as a college student, he recalls the struggles he had as a writer; and he wants his writing clients to become excited about and efficacious in writing so they will become life-long readers, writers, and learners.

Kelsey

M.A. in English; TESOL Certification; Texas Teachers Certification; PhD (in progress)

Received her BA in English at McMurry University May 2013. Received her Master’s in English with a concentration in British Literature and Rhetoric and Composition December 2015. She is accredited with a TESOL certificate as well as a Texas Teachers Certificate. She specializes in helping beginning writers, but she is also comfortable consulting students on the following topics: literary analysis, literature reviews, lab reports, clinical studies, job letters (proposals, resumes, letters, etc.), and dissertation writing. Currently, she is a part-time adjunct at Northwest Vista College (San Antonio, TX) and the University at Incarnate word (San Antonio, TX) where she teaches Composition 1 & 2, World Literature, and American Literature courses. 

Manuel (Lead Consultant)

B.A. in English; M.A. in English (in progress)

Manuel is an English major who graduated from TAMUCC in May of 2019 with a bachelors in English.  In his spare time, he spends writes novels and plays guitar.  He is also obsessed with the television show “The Office”.

Sarah (Lead Consultant)

B.A. in Studio Art; M.A. in Art History

Sarah has a B.A.. in Studio Art and an M.A. in Art History. In addition to the writing center at TAMUCC, Sarah also works at the Stone Writing Center at Del Mar College. She has partaken in several major writing projects in both her undergrad and grad years with an emphasis in research, interpretation and argumentative theory. Sarah is a two-time published writer under the McNair Scholar’s Program, where she conducted research in her field of art history. Her favorite genre in which to write is creative non-fiction and has applied such a style to much of her academic writing. In her free time, Sarah loves to write poetry, paint with acrylics and oils, and spend quality time with her cat-child.

Shalyn

B.A. in Interdisciplinary Studies: EC-6 Generalist Reading

Shalyn Watt received her Business Administration Associate Degree from DMC in 2017 and is currently working to obtain her Bachelor Degree in Interdisciplinary Studies: EC-6 Generalist Reading from TAMUCC. When She graduates, she would like to teach reading and writing at an underperforming elementary school near her home.

Shalyn vastly enjoys reading series such as, Tales of a New World by P.C. Cast, The Forbidden Game by L.J. Smith, and The Dragon Riders of Pern by Anne McCaffrey; from which her older sister, Lessa, was named. She enjoys Fiction because she admires the creativity, be it books, television shows, or movies. She is addicted to Disney movies and her other favorite addictions are at odds with each other; coffee & napping. Shalyn is also passionate about writing and helping other people with their scholarly or personal writing projects. She has yet to write for much other than scholastic purposes, but she dreams of trying her hand at writing her own fiction books one day. To her, writing is just another form of art, and she appreciates all art forms. Aside from reading and writing she is also enthusiastic about painting, and as a self-taught artist, her favorite medium is acrylic paints.

When she is not engaged in scholastic or artistic activities, she loves spending time with her “husband” and their beloved dogs. She and her man like to shop at thrift centers, re-sale shops, and yard sales rather than department stores because in doing so, every outing is a little treasure-hunting adventure and time well spent together.

Tasha

B.A. in English; M.A. in English

Tasha received her B.A.. in English from Southwest Texas State University in 1991.  20 years later, after devoting that time to homeschooling her own children, she went back to graduate school here at TAMUCC where she studied Rhetoric and Composition and graduated with her M.A. in 2014.  Tasha occasionally teaches composition here at TAMUCC in the First Year Learning Program as an adjunct professor.  She also teaches private English classes to homeschooled high schoolers while continuing to educate her own children at home.  She volunteers as the editor for a national homeschool forensic league’s publications and will begin coaching speech competitors.  Though she assists the learning process through these many group situations, it is the one-on-on technique that Tasha finds particularly effective.  As such, she appreciates the opportunity to do so at the Writing Center.

Zoe

B.S. in Chemistry, M.A. in English (in progress) 

Zoe has studied at TAMU-CC for 9 years. During their time here, they earned a B.S. in Chemistry, with minors in creative writing, philosophy, and psychology. They are currently doing interdisciplinary, creatively-oriented research in the English graduate program. They are also a professional poet, specializing in visual poetry. They currently work as an editor for Windward Review, a TAMU-CC based creative journal. In addition, they did research in the Chemistry department as an undergrad (McNair and LSAMP funded), which culminated in the publishing of their (co-written) research write-up in the Journal of Chromatographic Science in 2018. They are proficient in academic, creative, scientific, technical, and non-standard writing approaches. As a lover of all types of knowledge, they consider themselves a “free floating” writer/ mentor.  Zoe apologizes in advance for getting too excited about helping you perfect your writing skills.

Handouts

The CASA Writing Center has developed a number of handouts on various writing-related topics. We make these handouts available in the writing center and online in PDF format, as convenient guides and quick references to aid students in the writing process.

On Demand Resources

Dissertation Mentor

Library Research Guide

Documentation and Styles Formatting

APA Basic Formatting (7th Ed.)

APA Basic Formatting (6th Ed.)

APA Formatting References (7th Ed.)

APA Formatting References (6th Ed.)

APA Intext Formatting (7th Ed.)

APA Intext Formatting (6th Ed.)

Chicago Style Formatting and References

IEEE Intext Formatting

IEEE Formatting References

MLA Annotated Bibliography

MLA Basic Formatting

MLA Citing a Reprint

MLA Creating a Header

MLA In Text Citations

MLA Works Cited

Grammar

Articles

Independent and Dependent Clauses

Misplaced and Dangling Modifiers

Parts of Speech

Prepositions

Writing

Integrating Sources

Evaluating Print Sources

Research Matrix

Paragraph Development

Signal Verbs

Writing Lab Reports

Writing in the Sciences

Workshops on Demand

Introduction to APA 7th edition (Video)

Intro to Student APA 7th edition

Intro to Professional APA 7th edition

Introduction to MLA

MLA Source Integration

Literature Review

Engineering Lab Reports and Technical Writing (PPT Loop) by Dr. Chris Andrews

Engineering Lab Reports and Technical Writing (PPT) by Dr. Chris Andrews

Additional Handouts

Email Etiquette

Getting Words on Paper: Strategies for Brainstorming

Health Professions Essays (HPAC)

Plagiarism

The PQ4R Reading Method

Presentations

Responding to Questions in Writing

Taking Effective Notes

The Research Process