Honors Writing Program
The Honors Writing Program is part of the Hume Writing Center (HWC). It provides support and resources for students engaged in writing an Honors thesis, an advanced writing project or a personal statement.Editorial Consultation
Honors Theses and Advanced Writing Projects
The following writing support and editorial resources are available for the process of brainstorming, researching, organizing and drafting an honor thesis or advanced writing project:
- Writing Center Appointment. Make an appointment for a session with an individual tutor at the Writing Center. Tutors consult on honors theses, advanced writing and provide thesis-writing support organized by departments and programs.
- Individual Editorial Consultation. Consult directly with Dr. Hilton Obenzinger, Associate Director of the HWC for Honors and Advanced Writing, on a wide variety of writing and research issues. Topics include overcoming writer’s block; increasing creative output; developing clarity, coherence, and stylistic vigor; addressing documentation concerns; and articulating complex arguments or difficult concepts. You can also consult on your advanced writing needs, such as revising papers for publication in professional journals.
Personal Statements / Statements of Purpose and Fellowship Applications
The following resources are available for
editorial consultations for a statement of purpose:
- Writing Center Appointment. Make an appointment for a 30 or 60 minute session with a writing tutor.
- Individual Editorial Consultation. Make an appointment directly with Writing Center Associate Director Dr. Hilton Obenzinger.
- UAR Advising. Consult with an advisor through Undergraduate Advising and Research (UAR) when applying to medical or law school or for fellowships sponsored by Stanford University.
Workshops
Workshops for students writing Honors Theses are offered through the Writing Center, the Bing Honors College and many different departments.
- “Honors Thesis Prewriting Problems” This extended workshop is offered to all Bing Honors College students. It is also available by special arrangement through departments and programs during the year.
- “Tips on Writing Statement of Purpose / Personal Statement Essays” This workshop for graduate school, law and medical school, and fellowship applicants is run through the Writing Center. It offers insights into writing personal statement essays, presents accepted conventions and expectations for composing and highlights pitfalls to avoid. For times, consult the HWC calendar.
- “How I Write” Conversations “How I Write” is a series of conversations that explore different ways faculty and other advanced writers approach their work. This is an opportunity to ask experienced writers about how they deal with a wide variety of work, style, and research questions. For event dates, consult the How I Write website.
Courses in Honors and Advanced Writing
The Program in Writing and Rhetoric offers several upper-division courses designed for students who are pursuing more advanced writing projects.
PWR
192. Projects in Research, Writing and Rhetoric -- Hilton Obenzinger
This course is a workshop designed for students
engaged in a wide variety of writing projects, including essays based on
Chappell-Lougee research and honors theses. Projects can include film scripts,
first-hand accounts, research papers, project proposals investigative journalism,
and polishing research papers for publication. The course work is primarily
determined by the individual needs of each student and credit ranges from
one to five units. No letter grade is given; only the credit / no credit
grading option is available. This class is designed for you to write something
that is
important and meaningful to you.
The goal of this class is to allow each student to pursue his or her project in a collaborative workshop atmosphere. For one to two units, students arrange regular editorial consultations with the instructor to review their work. They also meet regularly with the entire class to discuss broad questions regarding writing. At the end of the quarter, each student writes a two-page essay reflecting upon their research and writing process. Class discussions revolve around writing issues as they come up for each participant. We examine each other’s work, discuss methodology, rhetorical strategies and other relevant topics. We read selected essays appropriate to different class members’ projects with an eye on writing issues (essay structure, stylistic features and developing point of view).
For three to five units, students complete the above activities and engage in broad stylistic exercises or research involving questions of writing, research and rhetoric. Each student negotiates the appropriate level of engagement with the instructor and the appropriate level of units.
PWR 193. Writing the Honors Thesis
-- Hilton Obenzinger
This course is specifically designed for
students writing honors theses and other advanced writing projects in ALL
undergraduate departments and programs. This course does NOT replace the
honors seminar in your honors program. It is a supplement that focuses
on concerns pertaining to the writing aspect of a major research-based
project. Course work is primarily determined by the individual needs of
each student. Credit ranges between one and five units with no letter grade
given; only the credit / no credit grading option is available.
This class sets up a systematic, formal editorial relationship between the instructor and the student. For one to two units, students arrange regular individual editorial consultations with the instructor to review their thesis. They also meet regularly with the entire class to discuss broad writing questions, such as style and structure issues. At the end of the quarter, students write a short essay reflecting upon the research and writing process involved in their honors project.
For three to five units, students engage
in broad stylistic exercises in addition to participating in the above
activities. This prepares them for anticipated graduate studies or professional
experience. Each student negotiates the appropriate level of engagement
with the instructor and the appropriate level of units.