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When Kole Smith found out he was required to meet with a writing instructor
for two assignments in his forest ecology class, he was less than
enthusiastic.
“I thought, ‘Why do I have to do this?’ ”
says Smith, a forestry major in the Warnell School of Forest Resources.
“But then I saw that without Mr. Fosgate’s help, I would’ve
received a much lower grade. Many of us in the professional program
haven’t had an English class in two or more years, since our
prerequisites are all science and math. As a result, our writing
skills may have slipped. The sessions have helped me get higher
grades, but also made me a lot more confident in my writing.”
The Warnell School’s Writing Tutorial Program began in 1992
after employer surveys suggested a need for improved communication
skills in graduates, especially in writing, grammar and punctuation.
Administrators were unsure at first about how to design the most
effective program.
“We looked at programs at other colleges and universities
and finally concluded that a tutorial would be more effective than
a classroom course,” says Bruce Bongarten, associate dean
for academic programs. “This way, students get guidance with
assignments they’re already working on in a required course.”
Writing instructor Brian Fosgate typically works with three courses
each semester, meeting with students on two different writing assignments
in each class. Students turn in assignments a day ahead of their
scheduled tutorial conference so that he can read, edit and be ready
to discuss grammar, punctuation, sentence structure and word choice.
Most conferences last 30 to 45 minutes, after which students have
an opportunity to make revisions before handing in a final draft
to their professor.
Fosgate says his first task is always to put students at ease.
“Writing is very personal, even if it’s just a one-page
class assignment,” he says, “and nobody enjoys having
their writing criticized. So I let students know first thing that
I’m not here to criticize but to help.”
Communication skills are increasingly important for natural resources
graduates, who, once employed, often find themselves writing environmental
assessments and presenting reports, sometimes under pressure at
public meetings. Bongarten says several other forestry and wildlife
schools in the country have initiated writing programs, with varying
success.
“Some of those programs are still going strong, others are
not,” he says. “I believe the success of the program
is largely dependent on the instructor, who must be a committed
person who really cares about the students.”
Fosgate, now in his fourth year as writing instructor, says students
enter the school’s professional program with writing skills
that vary widely.
“The beauty of this program is that each student receives
help according to his or her needs,” he says. “Many
students need to review the basics of grammar and punctuation. Others
need help organizing their thoughts into a unified, coherent whole.
Some simply need help polishing and refining already sound writing
skills.”
Fosgate, a 1978 graduate of UGA’s Grady College of Journalism
and Mass Communication, taught at Cedar Shoals High School for several
years in the mid-’80s. He says he enjoys the results he sees
in the one-on-one approach afforded by the writing program.
“The vast majority of students truly want to improve their
writing,” he says. “Most recognize the importance of
communication skills, both for job placement and career advancement,
and over the course of two years most students noticeably improve.
It’s gratifying when the students recognize their own improvement
and feel more confident in their ability to express themselves.”
At a time when many scholars decry the general lack of literacy
in modern society, the Forest Resources Writing Tutorial Program
is quiet affirmation that communicating well speaks volumes, not
only about individuals but also the institutions from which they
graduate.
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