Campus Tutorial Service’s Writing Center, made up of The Dr. Elmer G. Redford Computer Lab and The Fred M. & Barbara J. Arndt Writing Center in the Mary Poppe Chrisman Success Center (rooms 3011 & 3012), provides a quiet place for students to work on writing projects and, if requested, to meet with our writing tutors; PCs and printers are available.
During the regular academic school year, the Writing Center is available for drop-in hours on a first-come, first-serve basis during our normal hours of operation. Feel free to stop at Campus Tutorial Services’ front desk, located on the second floor of the Mary Poppe Chrisman Success Center, for our drop-in Writing Center.
If you need more individualized support:
Given the first-come, first-serve nature of drop-in, feel free to make a one-on-one tutoring appointment with a writing tutor.
Located at the Andersen Library Reference Desk, CTS writing tutors work closely with UWW Reference Desk staff in order to provide tailored support for a number of courses in addition to general walk-in writing assistance.
Campus Tutorial Services provides a Public Speaking/Speech Practice service in our Writing Center for students in any class who would like a private room to practice their speech in, access to presentation technology, speech recording, and/or a peer audience to provide feedback and encouragement. This service is available for individual students and speech groups. In order to reserve a space, please contact Campus Tutorial Services at least 24 hours before your requested practice time by email at tutorctr@uww.edu or by phone at 262-472-1230.
Public Speaking Practice can help students:
Campus Tutorial Services partners with departments and organizations across campus in order to provide students with convenient, accessible support in as many ways as possible. Our writing tutors provide in-class support in a variety of courses, including (but not limited to) English, Math, History, Biology, Chemistry, CORE, DEVLPED, and New Student Seminar. Writing tutors are also stationed several hours per week in remote locations such as Wells Hall and the Andersen Library.
CTS Writing Center tutors partner with instructors across campus in order to provide tutorial support in the classroom alongside instruction. The images below show our visits this semester to several Educational Foundations and English 101 & 102 classes.
for help with citations
(created by Dr. Margret Procter, coordinator, writing support, University of Toronto) college-level writing and grammar information.
(created by Chuck Guilford) entry-level online writers guide.
is a wide-ranging resource covering many writing topics.
is another resource, especially for writing in different fields.
(published by the University of Richmond) stages of the writing process.
(published by Harvard University) tips and helpful links for writers.
(published by The Internet TESL Journal) diverse collection of online activities for all levels of ESL students.
(created by Dave Sperling, The English Language Institute at San Diego State University) has more than 100 categories of the English language.
(created by Rong-Chang Li) free learning site links for ESL students and teachers.
(Educational Testing Service) TOEFL preparation services.
– (from Medicine & Science in Sports & Exercise)
– (from St. Catherine University Libraries)
– References and format guidelines of the American Psychological Association
– Rules on grammar, punctuation, spelling, and usage as indicated by the Associated Press (from Scribd)
– Guidelines on using Chicago/Turabian Documentation (from the UW–Madison Writing Center)
– (from UW-Madison)
– (from UW-Madison)
– Get started using the format of the Modern Language Association
– comprehensive Works Cited and format guidelines (from the Purdue OWL)
– Tutorials and Webinars, Handouts and Guides, and Sample Papers (from the APA)
– APA Format Setup in Word 2010 (audio/video), approx. 5 minutes (from the Daytona State College Writing Center)
– MLA Format Setup in Word 2010 (audio/video), approx. 5 minutes (from the Daytona State College Writing Center)
– MLA 8th edition guide from the Purdue OWL (PowerPoint presentation)
– Tips and FAQs about MLA style including
91¶¶Òõ Andersen Library
– (from The University of North Carolina at Chapel Hill)
Grammar and Writing Websites
– (from the Purdue OWL)
– (from Robin L. Simmons, Valencia Community College)
– IWCA Position Statement
– IWCA Position Statement
– The University of Wisconsin-Whitewater has partnered with Grammarly in order to provide a premium Grammarly for Education subscription to all students. Grammarly examines your work for grammatical and spelling errors, and is a useful tool for improving academic and professional writing.
Plagiarism
– Includes information on when to cite sources (from UWM Libraries)
– Includes explanations of why, when, and how to use sources (from the University of Auckland)
– Includes what plagiarism is and how to avoid it (from the Purdue OWL)
– How to recognize plagiarism (from Indiana University of Bloomington School of Education)
Graduate Student Writers
– Helpful guidelines so you can plan accordingly and make the best use of your session (UWM)
– University of Virginia
Recommended Reading
Interested in the UW-System's stance on the uses of AI in an academic setting?
See the Universities of Wisconsin guidance document for advice on the proper usage of Artificial Intelligence programs in a university context.
How do writing centers view AI in academic work?
The University of Wisconsin-Madison Writing Center has offered valuable insight into their experience with incorporating Artificial Intelligence into their tutoring. .
Did you get accused of AI cheating?
If you’re accused of using AI and did not use it, we emphasize and encourage that you have a polite conversation with your professor before anything else. It can be frustrating to be falsely accused of doing something, but there are steps to remedy the situation.
“Part of education is learning to advocate for yourself" (Fowler). It’s important to take a step back and remind yourself that AI is new to everyone – including professors. Nonetheless, there are tools to help you advocate for yourself both as a writer and as a student. Having a polite conversation is a great place to start in terms of self-advocacy.
Research suggests that AI detectors may be unfair against non-native English speakers/writers and that AI detectors are evidently imperfect in other ways. AI detectors might indicate that something was written by AI when really it is a more technical topic that may be challenging to write about. After all, how many ways are there to explain the scientific method?
Utilize the ‘version history’ of your writing software. Google Docs and Microsoft Word provide version histories of your document that keep track of changes. You can easily show this to your professor to prove that you did not use AI in your paper, therefore acting as a form of ‘physical’ evidence.
If you’re accused of using AI when you did not, start with a polite conversation with your professor. From there, you hopefully now have a better idea of how you can proceed in proving you did not use AI. We hope this helps!
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