Think carefully about a particular time in your life or a particular relationship you’ve had that dealt intimately with love in one of its many forms, such as philia or agape. Although your professor would like you to think about other forms of love besides romantic love, you might try looking at some of these relationships for interactions between these other forms of love as well.

Interesting stories usually have some element of personal transformation or triumph over adversity, so try thinking about a time that either you or someone you know experienced a kind of profound transformation or perseverance. Analyze this situation in terms of love: What forms of love are at play? Did love have any effect on the outcome in question? What were these effects? Could you or that person have transformed or triumphed without love? If you know of a story like this, tell it!

What makes this paper so useful and so timely is that it allows you to explore the various dynamics and nuances of love without many constraints. Take this opportunity to explore your own experiences and views of love in the context of your life, and don’t be afraid to venture out and make novel claims about it (so long as you back it up with evidence). This paper helps make what was previously a more abstract study of love more concrete by applying it to your own life and your own unique experiences. Explore, and have fun with it!

EG

GET A CORRECTED BOOK FREE:  If you purchased the 6th edition printing that has many errors, you may turn it in for a replacement. Call APA at 1-800-374-2721, ext. 5510 to fill out a form. You will receive a package label in email to return your error-ridden book.  Do not delay in making your call since the deadline is December 15.

If you are just purchasing a book now, check to make sure the books indicates it is a print run that has corrected the errors.

I’m Eric, and I’m back for another year at the Writing Center. This is my fifth semester consulting, and I really enjoy working with everyone who stops by.

I’m a senior this year majoring in philosophy and economics, so I’m fairly up to speed on MLA and writing standards for the humanities and social sciences. If you need help in one of these areas, I’d be more than happy to chat with you about it. I work Monday/Wednesday 3-5pm and Tuesday/Thursday 9:30-11:10am.

Now a little about me. I’m originally from NWI (the region!) and I live off campus this year. Some of my hobbies (or distractions depending on the day) include relaxing with friends, philosophy from the early modern period, traveling, and solving puzzles. I also enjoy anything off beat or original.

Happy writing!

Stop by (Christopher Center 1st floor), email (writing.center@valpo.edu), or IM for help.

Weekdays: 9-5
Evenings: Sun-Thurs 7-9
IM–until 10:30 PM Sun-Thurs

Check out our categories–You will find something to help you out, if you can’t come in.

“I’d like you to check for FLOW.”

 “Maybe this doesn’t FLOW right.”

Though you might not be able to define FLOW in writing, you know when you have it and when you don’t!

Many qualities contribute to text FLOW; here are some editing steps you can apply that may help you capture that elusive quality.

COHERENCE

Read aloud. Though this reminds you of junior high, it’s the best editing trick around. Underline sentences or parts that don’t “sound right” and check out their insides. These two examples will give you the idea.

Example: Colleges are making tuition more affordable with scholarships and having  scholarships and campus jobs.  [Notice how the phrases are constructed differently. They are not similar in grammatical structure or consistent in point of view, which wrecks the flow.]
Improved: Colleges are making tuition more affordable by offering scholarships and campus jobs.
Example: For companies who want to increase market share, they must advertise to their target group. [The word "for" throws off the sentence. Begin with "companies" and omit "they."]

Wordy or illogical constructions can clog a sentence’s flow: The reason is because . . .Pneumonia is when

Omit because and when in this type of construction.

COHESION–You’ll feel “flow” when ideas move from old-to-new:
Move from familiar to unfamiliar ideas. Notice this movement in the following sentences:

The native language of nearly 1 million people is American Sign Language (ASL) [new idea]. Unlike a common misperception, ASL [old idea] is not English in signed form [new idea]. Signed English [old idea] involves signing individual characterisitics of an English sentence, whereas an ASL signer uses physical space occupied and facial expression in a communication exchange [new idea].  ASL [old idea] can be described as “pictorial/visual and three dimensional while English is audible and linear” (Schmidt, Bunse, Dalton, et al 7).
PUNCTUATION also assists with “flow” because these minute marks signal a change in tone, expression, or tempo that you would hear or see in a conversation. On paper, these signals tell your brain what to expect next.

Check out the blog category of “editing” to brush up on conventions of punctuation.

Schmidt, Katherine, et al. “Lessening the Divide: Strategies for Promoting Effective Communication between Hearing Consultants and Deaf Student-writers.” The Writing Lab Newsletter,  33.5 (2009): 6-10.

Welcome to Valparaiso Unversity, where we speak in code and the sidewalk paths lead you on confusing expeditions. Remember: the stained glass end of the Chapel (a.k.a. “God’s juicer”) faces east. To help you adjust to life at Valpo, here’s a list of Valpo slang and lingo:

1. Fish tank lounge: n. The lounge on the top floor of the Union, where you can find a delightful fish tank. Many campus organizations hold meetings in this area. Per popular request, the new union will also have a fish tank lounge.
2. VUCA: /voo’-kuh/ n. Short for Valparaiso University Center for the Arts. Inside you can find many free concerts, the Brauer Museum of Art, plays, and the annual German Club Fasching dance. Outside is ample space for frisbe and football.
3. CCLIR: /klur/ n. Short for Christopher Center for Library and Information Resources, also referred to as The Christopher Center, but rarely called “the library.” Important highlights central to a Valpo student’s experience include Grinder’s—the on-campus coffee shop, fireplace lounges, and study rooms.
4. Frozen explosion: n. Grinder’s serves these sweet, icy, addictive concoctions in a variety of flavors. Grab one, then walk fifteen steps north to the Writing Center for a caffeinated consultation.
5. Resmin: n. Short for residential minister. These are students that work for the Chapel, setting up Bible studies, holding office hours, and being otherwise kind, fun, and approachable people. Each dormitory is assigned at least one residential minister.
6. Merlin: n. A fabulous, tall oak south of the Chapel. Legend has it that Merlin’s existence was threatened by the construction of the CCLIR, but to the joy of Valpo students, Merlin survived. Merlin’s shade is hospitable to picnics, studying, enjoying nature, and the annual Shakespeare Under the Stars—a spoof production of Shakespeare’s works.
7. I.T.: n. Abbreviation for Information Technology, but rarely called “it.” (Think E.T. phone home.) Ask IT about any on-campus technology topics, from setting your laptop for wireless access to your print quota. They are available via email and phone, or drop by their Help Desk, located on the first floor of the CCLIR, between Grinder’s and the Writing Center.
8. God’s juicer: n. The top of the east end of the Chapel is often referred to as God’s juicer.
9. The blue light: n. The Writing Center’s blue light, located on our desk on the first floor of CCLIR, is turned on when a consultant is available.
10. Bethesda/Nifty Thrifty: n. A thrift store on Marks St., just off of campus, where many students take advantage of half-off for Valpo student Fridays.
11. VUCrew: /voo-kroo/ n. A dedicated cheering section at VU Basketball games.
12. Adam: n. The four foot tall knight in shining armor who makes The Round Table his home.
13. The terrace: n. Outside study area off of the fourth floor of the CCLIR.
14. The kissing bridge: n. A bridge that leads from nowhere to nowhere on the southeast side of campus. The story goes that it used to be on old campus, suspended over railroad tracks, and it was a goal to kiss for the entire length of a train. Students reportedly returned covered in soot, except for their mouths.
15. Blue books: n. Available in two sizes, professors oftentimes ask students to purchase bluebooks (either at the Union Info Desk or the University Book Store) for exams.
16. Chapel rats: n. Students who frequent the Chapel by attending daily Morning Prayer, Celebrate!, Candlelight, Sunday services, and volunteering.
17. Valparainsnow, Windiana: n. An endearing term for VU’s hometown, referring to the somewhat unpredictable and unmerciful weather.

I hope you find this list helpful as you learn the Valpo lingo. Before you know it, you’ll be able to construct sentences like those at the beginning of this blog, and nobody outside of the Valpo bubble will have any idea what you’re talking about.

Until next time, keep your eyes open for our blue light and feel free to instant message us at VUWCafterhours from 9-10:30 PM Suday through Thursday with any quick questions.

It’s helpful to think of your thesis as a one-sentence summary of your essay topic and an attitude or position related to your topic. In essence, your essay will explain, elaborate, and defend your thesis in much greater detail.

For example, let’s say you find yourself writing about the following topic

the Internet and its effect on college life

and you decide that in your first draft your thesis statement should be

“The Internet has an impact on college life.”

Writing an essay explaining the fact that the Internet does have an effect on college life would be defending a general observation. You wouldn’t be engaged in an analytical discussion about a topic because the thesis does not include how this topic is significant. Instead, as one of my old profs would say, you’d be writing a “duh” paper. It’s clear that the Internet has an impact on college life. So what?

In order to write an effective essay about the Internet and its effect on college life, you would have to include your take on this matter; that is, how this topic is significant in your eyes. Is the Internet beneficial for students? How so? Or do you feel that the Internet (and all the time spent on Facebook and Myspace) is too much of a distraction for college students? How so? You should also define what kind of Internet activity you are referring to–entertainment or access to research materials. Remember also that you should choose a side and stick with it. To say that the Internet has both positive and negative aspects would be “straddling the fence,” and you rarely want to do that. Instead, argue a particular side but acknowledge briefly the opposing viewpoint – what others believe, why they believe it, and what makes their belief wrong in your eyes.

Thus an effective thesis statement, which will be argued throughout the rest of the essay, will include a topic and an opinion or attitude to defend. But where in your essay should you insert the thesis statement? Many students place the thesis at the end of the introduction paragraph. This way the reader will know exactly what you’re arguing and will be able to follow along as you explain and prove your thesis.

Eric Gutierrez
Writing Center Consultant

The first thing you need to do is analyze the essay prompt. Within a set of instructions given to you by your professor, you need to figure out exactly what he or she is asking of you and what your essay topic should be about. For example, say you are given the following prompt:

“Describe the events leading up to the American Revolution, and analyze the effects of Great Britain’s new taxation policy on the colonists’ need to revolt. Was ‘taxation without representation’ the biggest issue for the colonists?”

This prompt tells you exactly what you need to focus your essay on. Firstly, you need to describe the events leading up to the American Revolution. In this part of your essay, you would simply tell your reader what happened, leaving your own personal opinion out of the discussion. In the second portion of your essay, you would analyze the effects of Great Britain’s new taxation policy on the colonists’ need to revolt. This will require you to move beyond a mere description of this taxation policy and towards a more in-depth look at how this change in policy affected the colonists’ need for independence and self-determination. The third part of the prompt is asking for your educated opinion: was this policy change the biggest issue for the colonists? Here you would either argue in favor of this view or against it, giving supporting evidence from the course texts and lectures to back up your claim.

Now if your prompt is not as specific as the one mentioned above – say if your professor asks you to write a 10-page paper on some aspect of the American Revolution, then you might need to brainstorm for ideas, keeping in mind that your topic needs to be focused and specific. Writing a 10-page paper on the entire revolution would be too general and superficial (there are whole books committed to the American Revolution!). Instead you need to narrow your topic to a specific aspect of the revolution. “Women and the American Revolution” and “warfare technology of the American Revolution” are narrowed topics, but even these will need to be narrowed further. “How women helped further a sense of patriotism during the American Revolution” and “how new military tactics and technology influenced the American Revolution” are good examples of narrowed, focused topics.

Now that you’ve analyzed the prompt and what your professor expects of you, it’s time to formulate a thesis statement and plan your essay. Some people come up with the thesis first and then plan out the essay; others wait until after they have established a conceptual framework to write a good thesis. The best method is, of course, whichever way works for you. In coming up with a thesis statement, make sure it describes your essay topic and your opinion of it (see the section on Writing your Thesis Statement for more information).

Planning your essay requires that you outline which topics you plan to discuss. You need to outline your essay from start to finish, whether you find it more helpful to come up with a very detailed outline of everything you plan to discuss in each paragraph of your essay or whether you find it easier to briefly note what will be discussed in each paragraph. In our above example, you would start with an introduction (that includes your thesis statement), then you would (using as many paragraphs as you need) describe the events leading up to the American Revolution, analyze the effects of Britain’s new taxation policy, and then give your educated opinion as to whether this policy change was the biggest issue for the American colonists. You would finish your essay with a conclusion that not only restates your thesis but also, and more importantly, states how your essay topic is significant.

Now that you’ve planned your essay, you can begin writing it. The essay pre-writing stage is indeed very important because it allows you to look at not only what you’ll be writing but, more importantly, how and in what way you’ll be getting your point across. Write more coherent and thought-provoking essays – and make the writing process itself easier – by taking time to thoughtfully plan your essay.

Eric Gutierrez
Writing Center Consultant

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