As a Writing Center fellow, I definitely have conferenced my share of writing seminar essays, and I know that there are a lot of common themes that first years worry about. In this post, I wanted to make a checklist of exercises to try before you submit your final draft!
Writing seminar is a unifying challenge for all first-years at Princeton.
If you are currently overwhelmed by the terms “motive”, “scholarly conversation”, and “literary sources”, you are probably tired of hearing “just get through it” when asking others for advice on how to navigate writing sem.
Although writing sem will probably challenge you more than any type of writing you did in high school, managing the coursework does not have to be overwhelming. Here are a few tips that helped me reduce the stress of writing seminar and gain the most from my experience:
Writing seminar is a demanding and rigorous rite of passage at Princeton. The packed schedule, along with the constant writing and peer editing, makes it seem like you’re taking two courses instead of one.
But for all you first years, I promise (as a *hopefully wiser* sophomore) that there’s a lot that you can get out of this one course that Princeton requires all first years to take. Although writing seminar is a trying class, it really is the basis of writing for all your future classes at Princeton. (I know, I know, I sound like your writing seminar professor. I’m sorry!)
I still remember the dread I felt when I first heard about the R3, or revised essay #3. For the R1 and R2, the argument was, to a certain degree, provided by the professor. The R3 asked me to develop “an original argument,” and the possibilities for the research topic seemed endless. I had no idea where to start. How was I going to write this?
This is what Amanda Wilkins, director of the Writing Program, told me at the beginning of this fall: not the kind of teeth that draw blood, but certainly the kind that instill a little fear.
When immediate priorities are vying for our attention and long-term project deadlines are in the faraway future – perhaps a final paper that is weeks away, a JP not due until Reading Period, or a full thesis not due before April of next year, for crying out loud – it’s easy to push the long-term tasks off to another day, and then another.
Friendly teeth: progress deadlines with bite.
Insert friendly teeth: the intermediate accountability standards, made and enforced to keep us on track between now and the distant future. Also known as progress deadlines with bite.
I have a year to write my thesis – I don’t want to be just getting started in March. Heck, I want to be done by March, and spend the last month before my deadline deciding between fonts.
Kidding. The only acceptable font for a thesis is Times New Roman, size 12.
And one other problem: I am almost never early.
Call me a chronic time optimist – I consistently underestimate how long it will take to get from outline to paper, or to walk across campus to meet a friend, or to shower, brush my teeth, do my readings, and teleport to class. Chronic time optimism runs in my family, and was reinforced growing up in Hawaii, home of “island time.”
Often, the second half of the semester calls for students to present their research findings in class, or in front of professors/advisers evaluating independent work. Presentations are a different kind of assignment than, say, fifteen-page research papers — and they require a different set of skills. At this time last year, I found myself facing a new and unexpected presentation project: My fall writing seminar professor had asked me to revisit my final research paper and present it at the Quin Morton ‘36 Conference.
Now called the Mary W. George Freshmen Research Conference, this event is an opportunity for freshmen to share their writing seminar research with a wider audience through ten-minute presentations. I encountered many challenges while breaking down my paper—a feminist perspective on evaluations of sexuality in films— into slides and bullet points. However, I also learned a lot about presentations through the process. While this year’s participants are gearing up for the conference in early April, students presenting at Princeton Research Day are in the midst of similar preparation. In light of these upcoming events, and since many students will have to present their research as spring semester comes to a close, I have decided to offer some advice on research presentations. Below I throw in my two (three) cents on the topic.