The Inkblot Fall 2013

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www.aus.edu/cas/writingcenter VOL. 4, ISSUE 1 FALL 2013
Writing is as big a part of my
life as anything else, and when I tried
to put what it meant to me in words, I
came up with this.
Writing is striving to be some-
thing you are. Or maybe even some-
thing you are not.
At least, that is how it is for me. It is ex-
pressing myself in a way that I can never
manage as a speaker, because I am not
eloquent, or as a musician, because I
am tone deaf. I cannot express myself
in sports, because I have no hand-eye
coordination, and I cannot express my-
self in clothes, because I am blind to the
world of fashion. It is exposing who I
want to be, or who I am, really, because
who can judge who a person really is or
isn’t?
Writing is gathering the thoughts
that make up the components of my
mind and putting them on paper and
making them real. It is creating some-
thing out of daydreams and woolgath-
ering, and thereby transforming what
could have been a colossal waste of
time into something tangible.
Writing is everything. It is thoughts and
spoken words. It is feelings and hopes
and beliefs. It is expressing myself, but it
is also hiding from a world that is
sometimes too difficult to under-
stand. It is believing in myself, as
sometimes only I can. It is un-
threading the complexity that is
life, and analyzing it, and sighing
with relief when it all makes sense
again. It is wishing that solving
problems were as easy as writing
the perfect word. And it is laugh-
ing when it dawns on me that
sometimes finding solutions really
is as simple as writing a beautiful
sentence.
Who am I as a writer? I am
someone who wrote all these
words, and still isn’t sure if she
answered that question.
“Who am I as a
Writer?”
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INSIDE
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3
4
6
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Ala Mokhtar
The Writing Center Newsletter Fall 20131
“who am I as a
Writer?”
Director’s Note
Editors’ Notes
It’s All Relative!
What inspires
tutors to write?
Tutor Feature
Professor Feature
Shahed talks inspiration,
teaching, and academics
with Dr. Pernille Arenfeldt
Nasser and Nada discover
similarities between writing
and their individual hobbies
Jerusha speaks to graduat-
ing senior, Mehreen Masoud,
about her experience work-
ing at the Writing Center
Fellow Feature
+ Book Review
Extras!Lynne Ronesi at lronesi@aus.edu

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Notes
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Faced with a blank page and a dead-
line, students may be tempted to wait for inspi-
ration, to assume that the argumentative essay
or research project will unfold once they write
the opening sentence. Inspiration is seldom
that cooperative: effort, acquired skills and a
combination of critical thinking and creative
thought lead to inspiration. Rather than ex-
pecting inspiration to strike, it may be helpful
to develop strategies for generating ideas.
In the process of discussing the logical
coherence of arguments, organization of ideas,
reliability of sources, sentence and paragraph
structure and word choice, students and tutors
create the intellectual milieu that enables inspi-
ration. Students who engage in collaborative
writing experiences will be in a strong position
to develop their thesis statements, to make
connections and to produce logically, coher-
ent written assignments. In this way, having
conversations at the Writing Center can bring
about inspiration. This is yet another reason to
visit the Writing Center!
Director’s Note
“You can’t wait for inspiration.
You have to go after it with a
club.”
- Jack London
Dr. Maria Eleftheriou
Contact Us!
06 - 5152278 / 06 - 5152511
writingcenter@aus.edu
@AUS_WC
AUS Writing Center
www.facebook.com/AUSWC2013

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A special shout-out to
Sara Aleem, our layout
editor!
Notes
3
We love being inspired, and we’re inspired
every day that we tutor at the Writing Center.
We’re inspired when we brainstorm with
tutees for ideas they can work with, helping not
only their creative juices flow, but ours too. We’re
inspired when we see good writing by tutees
who have improved over the course of the se-
mester, knowing that we were a part, no matter
how small, of that improvement. We’re inspired
by simply knowing how privileged we are to be
working in the Writing Center. And because we’re
such big fans of inspiration, it’s of no surprise
that we chose the theme of this newsletter to be
‘Inspiration’!
As tutors, we’re often asked if writing
comes naturally. This is a tricky question and, as
the special feature on pages 6-7 shows, every tu-
tor writes for a different reason. It is hardly ever
the same force that drives us to write. As has
been discussed in the Writing Center frequently,
a common motivating factor is the very factor we
often complain, fuss, and groan about: deadlines.
Does that mean that if deadlines did not exist,
we wouldn’t write? We would, we most certainly
would, because other factors inspire us to put
pen to paper, or finger to key.
We write to be heard, to have a voice on a
larger scale than we would otherwise,
to reach an audience much larger and more
diverse than the one our circumstances afford
us. We write to make change, to establish our
beliefs and to say that we’re not going anywhere
without making a difference. We write to explore
our creativity, to learn the depths of thought our
minds hold, for this is far more exposed to our
own selves when allowed to leave the confines
of a small space by translation into words. We’re
always amused at the numerous possibilities
that take flight by means of the 26 simple letters
in the English alphabet—it’s a chilling thought,
truly.
We also write because it is what we love
doing. Tutors from the Writing Center vary in
terms of their different educational background.
As opposed to popular belief, we are not all
English majors. We have tutors from every school
on campus—CAS, SBM, ENG, and CAAD—and
it is partly this that contributes to the diversity
and excellence of the Writing Center. The other
part that contributes to the excellence of the
AUS Writing Center is that tutors genuinely wish
to help students who walk into the Center. The
patience with which each tutor listens to their
tutee, looks over professors’ comments, analyzes
how they could make this sentence more effec-
tive or that thesis more convincing is apparent
in a simple hour-long observation of the Writ-
ing Center. Tutors care, and because we do, we
strive to ensure our tutees care about their work,
that they haven’t just secured an appointment
because their professor required it of them. We
want them to want to come to the Writing Cent-
er, to give our jobs meaning and, as they do every
single day, inspire us.
Editors’ Notes
Yumna Ismail and Rida Faisal

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It’s All Relative!
Drawing to Write
Nasser Alzayani
The other day I was tutoring a student at the Writing Center. As per usual,
I jotted down our thoughts and ideas on one of the notepads found on the
tables. In the middle of our discussion, she turned to me and asked, “Do
you draw?” I smiled and answered, “Yes, but how did you know?” and she
explained that it was from the way I wrote. I asked whether it was my hand-
writing or the way I held my pen that gave me away, but she said she just
knew.
This got me thinking about how I have grown accustomed to drawing what I think, especially
when I am in my architecture studio talking to my peers and professors. I did not know, however, that
Both processes—writing and drawing— are used as tools to document both internal and exter-
nal stimuli. To truly capture the sense of a particular moment, I need to both draw and write to capture
what I feel. Now that I think about my tutee’s observation, I am convinced that the development of my
writing and drawing skills is a symbiotic process of discovery.
this method of expression affects the way
I write. Flipping through my sketchbooks,
I saw a pattern forming. When I visit a new
place, I like to document my experiences
in a sketchbook. Last summer, I spent two
months in Italy for an internship, and I drew
what I saw every day. What I learned from
my sketchbook is that I also enjoy collecting
things I touch and recording what I hear,
smell, taste, and think. By noting down the
taste of my cappuccino, the sound of the pi-
geons fluttering by, and the smell of freshly
baked pizza, my drawings come to life as
memories that can be re-experienced.

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Figure Skating and Writing: An Unforeseen
Connection
Nada Ramadan
Its All Relative!
Until recently, two of my life’s passions, writing
and figure skating, have coexisted with presum-
ably nothing in common. After trying to under-
stand why it is that I enjoy these two unrelated
hobbies, I came to the sudden realization that
writing an essay and choreographing a routine
involve a very similar thought process and course
of action.
When I choreographed a skating routine
on my own for the first time, I felt utterly lost;
however, I knew that I first had to perfect the
spins and jumps I intended to add in my program.
Only then did I add those that I could perform
solidly. Next, matching them with the music’s
tempo, I formed a quick program in my mind with
all the jumps and spins. At that point, it was just a
matter of experimenting with what worked best
between jumps and spins. I kept the moves that
flowed and changed those that didn’t. Lastly, I
polished up the program with graceful hand ges-
tures and expressions to give it an artistic touch.
You may not see the connection just yet,
but I’m fairly sure you go about writing your es-
says the same way I choreographed my program.
First, looking at your essay’s topic (skating music),
you would have to decide on the arguments or
main points you wish to make (jumps and spins)
and become quite familiar with them through
research. Then, keeping the essay’s pace in
mind, you would sketch out a quick outline, so
you’d know where your main points should be.
It is then time to get down to the nitty-gritties—
to start writing the introduction, transitions,
conclusion, etc. Lastly, proofreading and making
final touches to your essay will give it the profes-
sional touch it needs.
I’m sure you’re as fascinated as I am at
this moment to learn that these two massive
parts of my life that I once thought were worlds
apart have actually been next-door neighbors all
along.

The Writing Center Newsletter Fall 20136 The Writing Center Newsletter6
WHAT INSPIRES
The pressure of deadlines.
Reading good
writing is my main
inspiration.
Intriguing
people.
Farzana
Ameena
Ala
Dana
Julia
Dannah
Umika
Seeing what
people do around
me; they can be
anyone.
Travelling to the times of parchment
and quills, but in this century, I get
inspired by a warm, cozy, coffee
shop ambiance.
A bubble of emotions, experiences,
good times, beauty, nature
and inspiration itself can
be a source for inspiration.
I like seeing
my thoughts
on paper,
organized,
rather than
muddled up in
my head.

Special Feature
TUTORS TO WRITE?
I am inspired to
write about themes
in films I have
watched or novels I
have read.
Yumna
SOmto
Mehreen
Farah Nada
Cherry
Rahil
Noor Zeeni
Pain... Of the
emotional kind.
Night time, ex-
periences, and
emotional stress,
but mostly love.
Things that I consider
important-for me, that
is football.
I write to learn. Writing brings out a
personality in me that criticizes and
carries out multi-disciplinary research to
get to the roots of things.
Spiritual highs,
travel experiences, and moments
of gratitude.
Injustices - I would
want my writing
to make a differ-
ence, and to add
a new perspective
to social issues.
Cherry Warburton

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Saying Goodbye
Jerusha Sequeira
Challenges faced
However, the work is not all fun and games. “I
believe the greatest challenge has been tutor-
ing those students who do not want you to tutor
them,” she says.
Mehreen adds that the
Writing Center commu-
nity, including the tutors
and tutees, is a “great
environment to be a part
of.” She goes on to say
that the Center’s stu-
dent-run environment al-
lows for more independ-
ence and flexibility in an
otherwise restricted and
supervised university
environment.
International Studies major Mehreen Masoud
says she will miss working at the AUS Writing
Center, particularly because of the friends she
made and the “independent and creative” envi-
ronment that it offers.
Mehreen, who graduates this fall, is currently in
her third semester at the Writing Center.
“I absolutely love the Writing Center for multiple
reasons,” she says. “First, I really do enjoy tutor-
ing. It is something I’ve done in the past, and I’m
glad to have the opportunity to continue doing so
at AUS.”
Mehreen says she transferred to AUS from the
University of Maryland (UMD). During her time
there, she worked for a semester assisting Hispan-
ic students at a bilingual charter school.
Though the students of UMD were high school
students, she notes that like AUS students, they
had to face the challenges of writing in an ac-
quired language.
Mehreen points out that many university stu-
dents do not enjoy writing because they simply
weren’t prepared properly in high school.

“I honestly believe that the fundamentals are
never established; that’s why most students do
not like writing,” she notes. “After working at
the Writing Center for the last two years, I’ve had
many students come in who just do not enjoy
writing because in their high schools they never
wrote, and then when they get to college, it just
becomes a chore.”
Graduation plans
Commenting on her plans after graduation,
Mehreen says that she hopes to pursue her mas-
ter’s degree, but in the meantime, she plans to
find a job. She adds that she would prefer work-
ing at an NGO or a research institute after AUS.
“I would like to study Arabic possibly,” she says.
“It’s something I feel can help you a lot if you
choose to keep working in the Middle East.”
Advice to fellow tutors
She encourages her tutor colleagues to try their
hand at “fellowing”, a program where tutors
are assigned to a class to provide support to its
students with writing assignments throughout
the semester.
“This is my first semester fellowing, and I’m really
enjoying it,” she says. “It gives you more flex-
ibility in that you can set your own timings. You
get to work with the same group of people, so
you can see how they grow. I think that if you get
a professor who you work well with, it can be a
phenomenal experience.”
Tutor Feature

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Professor Feature
An Interview with “Dr. P”
Shahd Qamhiyeh
of the material we cover.
This provides a strong
foundation for creating a
constructive learning envi-
ronment.”
Dr. P attributes her
inspiration to teach and
conduct research to her
students, saying that it “if
one is committed to educa-
tion in its broadest sense,
At AUS, we have several professors who inspire
their students to get through the adventure that
is university life. One such individual is Dr. Pernille
Arenfeldt—or Dr. P, to her students—a professor
at the International Studies department. To learn
why so many students think so highly of Dr. P, I
had the great pleasure of interviewing her.
When I first asked Dr. P about what made
her pursue a career in teaching, she responded by
saying, “I never planned to go into teaching. How-
ever, while still a graduate student, I was offered
a temporary position as a lecturer at a British
University and – to my great surprise – I enjoyed
teaching very much.” She further explained that
her decision to teach is fundamentally related to
the students at AUS themselves, stating, “Once
I started teaching at AUS, I knew that this was
what I wanted to do.”
Dr. P places a lot of emphasis on the writ-
ing skills of her students and even has Writing Fel-
lows for her classes. She stresses the importance
of writing, explaining that “it is a tool for learning
and thinking, and [one] without which the results
of learning-- knowledge, understanding and argu-
ments --cannot be communicated to others.” She
adds that there is an intrinsic link between being
able to produce clear, concise written work and
being able to engage in critical reading and think-
ing.
When asked how she successfully keeps
her students motivated and driven through the
busiest, most hectic times of the semester, Dr.
P explains that that she believes the material
she covers in class is of great relevance and is
essential to students’ success in life. Moreover,
Dr. P feels that the “very diverse and motivated
student body” at AUS plays a great role in keep-
ing both professors and students motivated. She
states, “The explicit recognition of the value of
these mutually beneficial relationships contributes
to mutual motivation [and] most students are as
eager to help me understand their thoughts/re-
flections as I am to facilitate their understanding
there is no greater joy than seeing and feeling
how knowledge can transform a human being. I
am also grateful and conscious of the many ways
in which the knowledge I acquire from students
contributes to my development as a human be-
ing.” She adds that it is difficult to find sufficient
time for research during semesters but goes on to
say, “my own curiosity is luckily sufficiently strong
to make me spend most of my breaks on research.
Curiosity keeps you going, and the immense sense
of satisfaction that results from completing a man-
uscript is a great reward.” I am positive most of us
can relate to the satisfaction she is referring to!
The immense effort and dedication on Dr.
P’s part was recognized when she was awarded
the CAS teaching award. When asked about what
this award meant to her, she answered, “It was an
extremely humbling experience….The fact that
both students and colleagues contributed to the
selection process made me appreciate the award
all the more. However, the award also made me
reflect on new ways in which my teaching can be
further developed, and I hope to be able to find
the time to pursue these aspirations.”
As a closing remark, Dr. P is keen to remind
us all that “we have to make an effort not to be
blinded by our own privileges.”
We at the Writing Center feel so fortunate
to have been able to have such an important fig-
ure of AUS featured in this issue and wish Dr. P all
the best with all of her future endeavors!

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Fellow Feature + Book Review
10
Faculty, this one’s for you!
If you teach a course that requires students to
submit writing assignments and believe that
your students could benefit from a little extra
help, you might want to look into the Writing
Fellows program. The Fellows program enlists
the help of top students who have been trained
as peer-tutors in a semester-long course to as-
sist a professor with the writing instruction in
his/her course.
Throughout the semester, the Profes-
sor and Fellow meet regularly and discuss the
objectives and the desired outcomes of course
assignments. The Fellow then meets with stu-
dents on a regular basis to ensure that these
objectives are met. Although the Fellow fo-
cuses on language and structure primarily, the
frequent meetings with the Professor teaching
the course gives the Writing Fellow one impor-
tant advantage over Writing Center tutors: they
are familiar with the course material, evalua-
tion criteria and course objectives. This leads to all-
round benefits for professors who receive better
work from students and students who have worked
harder and with more guidance on their papers.
Currently, there are Writing Fellows in several
courses including International Studies, Engineering,
English, and Environmental Studies. There is poten-
tial for the inclusion of more courses in the Program,
and the possibilities for success are plenty!
If you are a professor who would like to become a
part of the Fellows program, please contact Dr. Ma-
ria Eleftheriou for further details at
meleftheriou@aus.edu.
“Can You Keep a Secret?” by Sophie Kin-
sella is a funny and heartwarming book. After
losing a big client for her company, getting on
an airplane during bad weather, and declaring
all her personal and intimate secrets about her-
self and family to a total stranger, Emma thinks
that she has had the wildest day of her life.
However, the real wild roller coaster ride
begins when she discovers that Jack
‘the stranger’ Harper is actually the CEO of the company she works for…
Read the book to find out what happens! The romance, comedy
and drama keeps you hooked until you know all of Emma’s secrets.
Book Review:
‘Can You Keep a Secret?’
Writing Fellows Program
Noor El-Zeinni
Yumna Ismail

Extras!
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churchm.ag/blogging-grammar-tips/

Locations
Library Ground Floor (LIB-024)
SBM First Floor (SBM-176)
Working Hours:
1o:00 AM - 4:00 pm
Writing Center Class Visits:
Our tutors can visit your class to promote the Writing Center’s services or conduct
mini workshops on specific topics.
Faculty can contact Maria Eleftheriou at writingcenter@aus.edu to
co-ordinate a visit.

The Inkblot Fall 2013

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The Inkblot Fall 2013