SUMMER HOURSMonday - Thursday 10 AM - 9 PME-tutoring available throughout the week
Schedule an appointment online:
Room 224, Arts and Sciences Building
To schedule appointments either stop by, reach us by phone at 678-466-4728, or visit our online Appointment Book:
Arts and Sciences Building, Room 224
Writers’ Studio 224 (the Studio) is an organic outcome of the teaching and learning environment fostered at Clayton State University. The Writers’ Studio 224 serves the unique role of developing a learning center where students cultivate their identity as writers and communicators who meet the challenges of academically relevant literacy practices. The Writers’ Studio 224 employs collaborative educational principles as students extend, reinforce, and practice academic and workplace literacies.
In line with expectations set by the Department of English, we aim to support cutting-edge curricular developments, which is why the Studio currently offers four primary services to support student-writers at CSU: 1. one-on-one support services, 2. email-based support services, 3. video-based support services, and 4. workshop services. The Studio aims to be part of current innovative research on writing support services in institutions of higher education
The Writers’ Studio 224 is also multi-campus support center with both face-to-face and online services. The Studio aims to support writing-intensive courses, curricular programs, and individual student-writers at Clayton’s Main, Clayton State East, Fayette, and Henry campuses. In line with the expectations of the College of Arts and Sciences, the Studio aims to continue to improve society by assisting students to critically engage and communicate with meaning and relevance to diverse academic and professional contexts and audiences. We are proud to be part of students’ endeavor to write, read, and listen as citizens and student-writers.
The Studio aims to promote Clayton State University’s goal of creating an outstanding educational experience by supporting student-writers from across the curriculum with a variety of support services. These efforts aim to be part of collaborative initiatives at Clayton State University and the wider university community. In our eyes, writing is a facet of the habits of mind and body and, therefore, is a part of the human experience. We, therefore, aim to collaborate with departments and programs to develop an educational experience to support student-writers from an array of disciplines.
"HISTORY OF THE WRITERS’ STUDIO 224" by Jennifer Navarre
The Writers’ Studio began its formation in 2006, when Dr. Susan Rashid Horn began preliminary research on student writing needs. She and an intern distributed surveys that asked about student writing habits, gauged interest in writing center services, and sought feedback on potential names for the center. In the spring of 2007, as plans to secure a location and open in the fall were finalized, the first cohort of consultants began their training in a junior-level English course called “Issues and Methods in Writing Consultancy.” The three-credit hour course formed the backbone of the tutor training program, and it continues to do so today under the name of “Response to Writing.”
Readings for the course have included various scholarly articles on writing center pedagogy and practice, including Stephen North’s “The Idea of a Writing Center,” Irene Clark’s “Leading the Horse: The Writing Center and Required Visits,” and Muriel Harris’s “Talking in the Middle: Why Writers Need Writing Tutors.” In addition to the articles, consultants in training used such textbooks as The Allyn and Bacon Guide to Peer Tutoring and Bedford Guide for Writing Tutors. The training class made use of role playing and journaling to acquaint students with both the ideas of talking about writing and writing about writing, as well as to provide practice in playing non-directive, facilitative tutoring roles. Students from the first training class also visited other schools’ writing centers to conduct interviews and wrote observation reports, relating practices at other institutions to the ones we hoped to institute at our own Writers’ Studio. Each student also performed two practice sessions with students from Dr. Horn’s first-year writing classes and observed at least two other consultants doing the same. The high-reading, high-writing, and very hands-on method of tutor training has stayed with us, and the training class is offered every spring so that new consultants may begin work in every fall.
After the first tutoring class, four opted to work in the Writers’ Studio during the opening semester. In order to advertise the Writers’ Studio and the services offered here, each of the consultants visited a few 1101 and 1102 classes, where they introduced themselves and explained the things we do in the Writers’ Studio—we help at any point in the writing process and in any level of writing, we do not proofread, we are not mainly a “remedial” service, and so forth. Throughout the course of our first semester, we saw about 80 students.
Over the next several semesters, tutoring would continue to go on, consultants would continue to be trained, continue to visit classes, and some faculty would hold office hours in the Writers’ Studio to provide us with extra staff. In Fall 2009, we added workshops to our services. Dr. Rashid Horn developed the workshop idea and format in response to requests from faculty and students. She and the consultants would collaboratively design each workshop to address a specific writing topic through a 10-minute instruction session, followed by two small group activities.