by Allyson Loy Before training for the Writing Intensive Program, I served as a laboratory assistant in an upper-level STEM laboratory course for four semesters. While this course is not writing intensive, writing is an integral part of the course; many of the exam questions are in short answer form, and students turn in several…
by Tracy Barnett “How does a Writer put a Drug Trip into Words?,” asked a New York Times editorial in December 2018. The author, Michael Pollan, had a problem. A very real problem. He had decided to write a book about psychedelics. This entailed writing, putting into words, an experience described by addicts and aficionados,…
by Katharine Napora, Anthropology, ’18-19 I don’t care if, in a year from now, my students remember which hominin is associated with the Acheulean stone tool tradition, which dicotyledon species have semi ring-porous wood, or what the appropriate symbology is for relationships in a kinship chart. What I do care about is that all students…
by Ben Washington It was August of 2014. I was just beginning the first semester of my senior year at the University of Georgia. As a mathematics and statistics double major, I had managed to avoid writing for the large part of three years, a feat of which I was rather proud. A few months…