Category Archives: Student Profile

PWR Perspective on Study Abroad: Myrta Santana-Santini

Besides fulfilling the internship and research requirements of their major, some PWR students decide to take advantage of one or more of the other experiential learning opportunities that Elon offers. Studying abroad (either for the summer, winter term, or a whole semester) is one of the most popular options. One PWR major who chose to include this experience in her college journey is senior Myrta Santana-Santini; she studied in Alicante, Spain for the 2020 spring semester. While Myrta unfortunately had to return to the United States early because of the COVID-19 pandemic, her experience abroad informed her understanding of languages, world cultures, her professional goals, and herself, as she shared in her responses to the following questions:

Why did you decide to study abroad in Spain and more specifically in Alicante?

Having been born and raised in San Juan, Puerto Rico, with an education that was primarily in Spanish, the best answer I can give is that I missed the language. I love the English language, but something about learning in your native language is different. I also have to confess that I chose Spain because I knew it would not be a major challenge, meaning that I could learn while also taking a break of sorts. Now as to why Alicante? The beach. I wanted to be close to the beach again, because after living my whole life close to the beach, these last three to four years in NC where the beach is three hours away has been weird.

What classes did you take while abroad?

While I was abroad, I took five classes total, one of them being a two-week intensive course on the Spanish language and grammar. This was actually funny and frustrating because while I am fluent in Spanish and it’s my first language, Puerto Rican Spanish is very different from Spain Spanish. After that course was done, I began my full semester classes which included History of Spain, Art History of Spain, Colloquial Spanish, and Pop Culture in Spain. These classes were all very interesting, and they helped me adapt to the day to day life in Spain while also learning Spanish history. My favorite was the Colloquial Spanish class because so many words that I use have multiple meanings, and being able to pick those out and see why they mean what they do to each place was an amazing experience.

Did you visit any interesting places while in Spain, and if so, where did you go?

I was only able to visit some places in Spain–not as many as I would have wanted, but enough for the time I had. I went to Barcelona, Valencia, and Granada for a weekend each, and the experiences I had in each city were unforgettable. Granada was my favorite because of the mix of cultures present there and the historical landmark La Alhambra. As an art history double major, being able to visit this fortress is something I am still not over.

I was only able to visit one place outside Spain, but it was Paris, so that made up for it. Paris is an amazing city that captivated me; one of my favorite moments from my time there was in a bookstore (because I wouldn’t be me if I didn’t visit a bookstore abroad). The Shakespeare and Company Bookstore is a hole-in-the-wall store that everyone seems to know about and want to visit, and I understand why. The space inside is cramped, covered in books of all genres, and has a calm and serene feeling even when there are many people inside. As I was walking around, I saw that they would stamp whatever book you bought with a store stamp as proof that you visited, so of course I had to buy a book. The employees also wrote surprise poems on a typewriter for customers to read. It was the perfect experience for my English-major-nerd heart.

What did you find most interesting about Spanish culture?

The most interesting things about Spanish culture, in my opinion, are how laid back they are and how little they care about the small things. We learned the saying “no pasa nada,” which translates to “everything is okay” or “there is no problem.”

How did the semester go for you after COVID-19 became a global pandemic?

Unfortunately, I only had two and half months in Spain, instead of the four and a half I was supposed to have. While I am grateful for the time I did have, it was frustrating because many of the trips I had planned were scheduled for the second half of the semester. The program also did not want to give us a refund for a portion of the semester we didn’t have there because we still finished the classes online, but it wasn’t the same. The whole purpose of those classes was the immersion–to practice what we learned in a real environment. So in a way the experience was not complete, but in the end, “no pasa nada.”

How did this experience apply to your majors and/or future career goals?

I want to hopefully work within the editing and publishing field, and I want to be able to use my bilingual abilities within my career. I have considered working with translation, and this experience taught me that even when you know something there is always more to learn, because I learned much more about the Spanish language during my time abroad within the context of Spain.

Would you recommend the Alicante program to other students? Why or why not?

I don’t know if it was because of the pandemic, but I will admit that the Alicante CIEE office was a bit disorganized. However, the professors themselves were amazing. Again, I can’t give an accurate recommendation because of the situation, but I will say that location-wise, the experience is worth it.

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PWR Perspective on Undergraduate Research: Angela Myers

Angela Myers sitting in a chair, holding a laptopOne of the unique things about Elon’s PWR program is that every major is required to complete two credits of undergraduate research during their time in college. This research can involve joining an established group project with other students and faculty in the English Department, proposing an independent study, or doing a combination of the two. One student who chose the second option is senior Angela Myers. Angela is an Honors Fellow and received the Lumen prize in 2019 to further her thesis research. Her research examines the rhetoric of colleges’ online sexual assault prevention courses, and she conducted a comparative study between courses used in the U.S. and those in New Zealand (where she studied abroad during Spring 2020). Her research also led her to launch a social media campaign about sexual assault prevention in collaboration with the GLC.

How did you come up with the idea for your research project?

I’ve always been interested in the relationship between public health and rhetoric, so I knew I wanted to do a research project at that intersection. However, I wasn’t entirely sure what I wanted to do. One night, I woke up at 3am with the idea of researching sexual violence prevention. The idea wasn’t fully formed, but I wrote it down in my journal, went back to sleep, and researched the issue further in the morning. I discovered not a lot of scholars were studying how to communicate about sexual violence prevention, so I emailed my research mentor, Dr. Jessie Moore, and the rest is history. You never know when an idea will come to you, especially as a writer, so I always recommend keeping a notebook nearby for any ideas you might have. 

What methods did you use to study your topic?

For my Lumen project, I did mixed-methods research. My mentor and I scaffolded the research into phases. In fall of my junior year we conducted interviews with students, staff, and faculty on campus to learn more about the rhetorical situation for prevention programming at Elon University. In the winter of my junior year, I completed a rhetorical analysis of Elon’s program. When I studied abroad in the spring, I conducted a comparative rhetorical analysis with a prevention program in New Zealand, a country known for some of the best sexual violence prevention in the world. This fall, I am conducting usability tests for the project to collect user-feedback on samples that enact different recommendations from the interviews and rhetorical analyses. 

From this larger research project, I connected with the GLC to design a social media campaign around sexual violence, Elon Empowers. Elon Empowers is a university-wide social media campaign to promote the idea that sexual violence prevention is possible. Especially in a climate like 2020, it’s important to provide positive messaging and action steps people can take to improve their community. For this campaign, we will be analyzing Instagram analytics to determine the effectiveness of materials and will send out a pre- and post-campaign survey to a group of Elon students to further research the effectiveness of Elon Empowers.

What was the most interesting thing (in your opinion) that you’ve found so far in your research?

The most interesting thing I’ve found so far is that prevention programs which empower the users to act, give them the resources to do so, and promote the idea that prevention is possible are the most effective prevention programs. In order to create effective prevention programming, courses need to appeal to shared values, use clear and easy-to-understand language, and provide an overall uplifting narrative with strategies to stop sexual violence instead of simply telling people, “Don’t do it.”

How did the collaboration with the GLC come about?

During the interview phase of my Lumen and Honors research, I interviewed Becca Bishopric Patterson from the GLC. During the interview, we began talking about how students are involved in the GLC and how various Fellows have done projects with the GLC in the past. Becca mentioned how she was interested in creating a social norms campaign, or a communications/professional writing campaign which tries to change the perceptions and beliefs of the viewers through communicating a different message than a common false narrative. From there, I saw the connections between the campaign she was hoping to run and my own research findings. I’d found that many college students don’t believe prevention is possible and/or that they can’t stop sexual violence as bystanders. After the interview, I emailed Becca about the potential of a social norms campaign on the GLC’s Instagram and that’s how Elon Empowers was born. Elon Empowers intends to present the idea that prevention is possible and give Elon students small, tangible ways they can mitigate sexual violence on and off campus. Overall, there’s constantly opportunities which are only an email inquiry away for PWR majors at Elon; the campus community is always so excited when students want to take on projects and research which allows them to use their skills to help our Elon community!

Will you be presenting your research anywhere else, and if so, where and when?

Since the beginning, I have been cognizant about making sure the research is received by those who need it most. As of now, I will be publishing part of my research in the upcoming issue of Young Scholars in Writing and will be presenting it on a panel at the Conference on College Composition and Communication and SURF in Spring of 2021. I will also make sure the research is available to the GLC, the Title IX Office, and anyone else at Elon who might be interested in my findings. I’m also considering some public-facing speaking and writing engagements to share the project. 

What do you hope that your research will accomplish, or what do you hope people take away from your research?

I hope this research can help improve sexual violence prevention at Elon and across the country. I’d also love for people to be able to use this research when considering how they address sexual violence in their own lives. So many times the media, organizations, and individuals use language which places the blame on the victim or they don’t communicate in a clear and effective way about sexual violence and how it can be prevented. Obviously this research is just one small piece of a much larger puzzle, but I’m happy it can contribute to the scholarship and the work being done to help mitigate sexual violence and other barriers to equity and safety for all.

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PWR Student Spotlight: Hayden McConnell

This week’s student spotlight features PWR senior Hayden McConnell! Hayden is from Mobile, Alabama and is minoring in Digital Art and Multimedia Authoring in addition to her PWR major. She was eager to share her many experiences with internships and research in PWR as she looked back on everything the program has taught her over the past four years.

How/why did you decide to major in PWR?

I didn’t start off in PWR–I actually started as a psych major. When I figured out that psychology wasn’t for me, I decided to pick up PWR because I’ve always loved writing and communication and knew the major would help me strengthen those existing skills and interests.

Which PWR class that you’ve taken has been your favorite and why?

Feminism in Rhetoric [PWR 313]. This class has only been offered once (and I hope they reinstate it!), but it was one of my favorite classes because we analyzed a topic that is not typically associated with rhetoric through a rhetorical lens. It made me think a lot about how versatile rhetoric is and how important strong rhetorical skills are when you are discussing topics that are so heavily prevalent in politics. 

Have you had a writing-related internship? If so, where was it, and what was your work there like?

I’ve actually had two previous internships and am currently working at my third. All of them incorporated writing in some aspect, but the one I’m doing now is one of the more exciting and challenging ones. I am working as a PR assistant at a large company (Market America) and am responsible for writing a variety of things such as press releases, product articles, interview articles and more. I’m so glad I have the experience and adaptability PWR gave me to be able to learn how to write in various styles because this internship requires a lot of that. 

Have you done writing-related research? If so, what was it about, and did you present it anywhere?

I’ve completed a semester of research with Dr. Paula Rosinski regarding the WEI Initiatives and their effectiveness, and I’m currently doing another semester of research with Paula again in which I am putting together guidelines and branding material for a PWR Online Journal. While my first semester of research was enlightening and helpful, I am excited about my current research because I feel like it’s giving me the opportunity to leave a footprint in the major and get what hopefully becomes a helpful asset started for them.

What is the most valuable thing you’ve learned from PWR?

Adaptability by far is the most valuable thing PWR has taught me. If you’re able to understand and execute rhetorical skills, it opens up a lot of opportunities because it provides you with the confidence that even if you don’t fully understand something…you have the skills to accomplish what you put your mind to. 

What is your favorite thing about the PWR program?

I enjoy the connection with my professors because I feel like they are all very approachable and more than willing to help you out. I think the PWR environment is great at stimulating creativity and always pushing you to work on your goals.

What do you think you want to do after you graduate from Elon?

I really don’t know where I’ll be right after Elon, but I’m not too worried about it at the same time because I know the past four years I’ve spent here shaped me into someone who is capable of challenging myself and going after what I want.

 

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PWR Student Spotlight: Emily Holland

Professional Writing & Rhetoric’s student spotlights are back with a new social media intern! My name is Emily Holland, and I’m a sophomore at Elon double majoring in PWR and Strategic Communications with a minor in Spanish. I have a lot of ideas in the works for social media and blog content for this semester, including these spotlights. So, I decided to answer the spotlight questions myself to start the spotlight series and allow readers to get to know me a little better.

How/why did you decide to major in PWR?

I applied to Elon knowing that I wanted to study something related to writing. I loved all things writing-related in high school, and my English teachers always gave me good feedback on my work. Despite my love for creative writing, I wanted to graduate with skills that would probably give me a better chance at a stable job. I liked the idea of being part of Elon’s amazing communications program and then studying English with a PWR concentration to supplement my training in writing, but when PWR was elevated to major status during my first year, I became even more excited about the opportunities I could have in that program of study.

Which PWR class that you’ve taken has been your favorite and why?

I took ENG 319: Writing Center Workshop as one of my PWR electives during my second semester at Elon, and I fell in love with working at the Writing Center and everything that goes along with consulting. I also enjoyed the class projects that allowed me to learn more about different genres of writing and strategies for revising.

Have you had a writing-related internship? If so, where was it, and what was your work there like?

This is my first internship–I’m running the blog, Twitter, Facebook, and Instagram accounts for the Professional Writing & Rhetoric major for the 2020 spring semester.

Have you done writing-related research? If so, what was it about, and did you present it anywhere?

I’m part of a team of three students and three professors who are researching how students’ writing experiences at Elon transfer to the workplace. We’re currently in the data analysis phase of the project, and I’m working on applications to present the results at conferences in the fall.

Do you have any other relevant experiences/interests that you’d like to mention?

I’ve had a personal blog for two and a half years and still post on it every week.

What is the most valuable thing you’ve learned from PWR?

I’ve learned that writing can come in a variety of forms, including multimedia pieces. The amount of genres of writing that exist keeps increasing with new technology, and the definition of writing isn’t just words on a page anymore.

What is your favorite thing about the PWR program?

I love that the professors all take the time to get to know students and reach out to them with opportunities that would be a good fit for that student. I also like the emphasis on research–I originally didn’t think that I would do undergraduate research because I wasn’t a science major, so the idea that I’m preparing to present at conferences and contribute to a published journal article is still kind of surreal but incredible.

What do you think you want to do after you graduate from Elon?

I’m not entirely sure yet (I’m only a sophomore!), but I think that I either want to work in public relations, technical writing, or editing/publishing. Maybe I’ll do creative writing on the side and someday publish a bestseller and quit my day job. If not, I’ll probably go back to school and eventually teach at a college so that I can train a new generation of writers.

 

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Words From The Wise: Parting Thoughts From Soon-to-be Graduates

With Commencement just a few weeks away, the Cupid Blog wanted to take a minute and talk to a few of the soon-to-be graduating seniors about what they have learned and hear any PWR words of wisdom they might have to share.

 

                                                                                                                          Dustin Swope 

11225510_10206820098124938_560738177_n“PWR has taught me the power of rhetoric as a tool for enacting change in the world, as well as the need to lead future authors by example towards an ethical relationship with rhetoric.”

“My advice  is to start every project by learning as much as you can about the topic, the people that you’re writing to, and possibly the people that you’re writing for. Then, use this information to spread knowledge and make a positive difference in the world.”

 

 

 

 

 

Rachel Lewis 

11205105_10206526807630559_8413733152649991146_n-2“PWR taught me how to communicate. It taught me that writing has value within the sphere of social justice, and it taught me that social media can be huge when it comes to uplifting the voices of marginalized voices. More than anything, PWR has taught me that communication is great, but communication backed by theory and ethics has the ability to make a huge influence on the ways that we interact in the world. Because of PWR, I have had the opportunity to manage a number of social media accounts, I know how to send a professional email that will get a response, and I know how to design a brochure that allows my readers to skim without losing any important information.”

 

 

Miranda Allan

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“Keep track of how your PWR definition and identity evolve throughout your coursework. It’s something we’re always wrapped up in, but we don’t always examine it critically. As a senior, I wish that I had more materials chronicling my growth throughout the program!”

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Research Highlight: Hannah Silvers

Hannah Silvers—PWR ’17

In the beginning stages of the brainstorming process for my undergraduate research project, all I knew was that I wanted to investigate something about how writing operates in organizations. I had no idea where to go from there. I played with a few ideas, but when I realized that none of them were sticking, I turned to my own experiences as a student editor for inspiration. What I identified were two conflicting identities, and it is this idea of a conflicting identity that I think I want to investigate further:

On one hand, I am first and foremost a student. Everything I do at this stage in my life is a test run for the “real world.” The audience of class assignments and projects is always my professor — even assignments that ask me to imagine different hypothetical audiences are evaluated by a professor, so which is the audience that really matters in the end? I’m expected to fail and then use my failure as a learning opportunity.

On the other hand, as an editor, I’m expected to know what I’m doing. I’m employed by a student media organization that relies on my proficiency with AP style and English grammar as well as my fact-checking skills. Technical knowledge aside, I’m also supposed to understand organizational norms, such as how the production process works and the role I play in the organization. How I understand these processes affects how I edit.

Student editors, particularly those employed by student-run or other on-campus organizations, are always navigating their dual identities as students and as editors, as learners and as experts. The context in which they work is one that frames them primarily as students, but their responsibilities require them to act as experts.

I want to explore this duality in an undergrad research project. We’re in the beginning stages of the research process, brainstorming a potential skeleton for what the research would look like. Right now, I think want to conduct an ethnographic study in which I follow a few student editors, observing and interviewing. The goal of my research would be to discover how student editors function in these two roles and maybe how they or their organizations could help them be more successful in both roles.

I think research in this field would be immediately useful for college students who find themselves in positions of authority over a text. But since we’re always learning, the findings could translate beyond college students to employees who have to learn how to write for a new company or situation.

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Brianna Duff on Her Novel and Her Audience

Carolyn Braganca ’15

In honor of Neil deGrasse Tyson’s visit to campus today, this post will highlight a brilliant Elon student who also seeks to make science more interesting and understandable to the general population.

Brianna Duff is a senior creative writing and physics double major, an Elon College Fellow, and a Lumen Scholar. Not content with the traditional collection of short stories, Brianna tasked herself with writing a novel for her research project. As if the prospect of writing a novel wasn’t already ambitious enough, she also decided to write a story centered around advanced physics concepts. And just because she is that kind of visionary, Brianna also decided on a young adult audience—one that had little to no knowledge of such concepts.

Brianna Duff and her research mentor, Drew Perry

Brianna Duff and her research mentor, Drew Perry

The following is an interview with Brianna, focusing in particular on why she chose her audience and how the audience affected her writing.

Carolyn: Could you provide a quick synopsis of your novel? 

Brianna: My novel, titled I Travel Light tells of a world where the laws of modern physics have stopped applying only to the micro or the macro and have moved to operate on our everyday scale. While the physical situations themselves are impossible, the science behind them is honest and works to explain real theories and phenomena in the fictional context. The novel revolves around four stories: there’s Kate, who can communicate with herself in a parallel world; Hadley, who can run at the speed of light; Sam, who’s town has been plagued with an anti-matter disease that’s causing people to disappear; and Claire, who starts her story standing at the edge of a black hole that’s opened up in the middle of her college campus. The novel nests and builds like a series of equations, moving first in reverse chronological order to reveal each character’s beginnings and then going forward in time to reveal their ends. It explores the complex human responses to a world gone strange and unfamiliar, and it works to merge together the scientific world and the literary sphere. 

What made you choose a young adult audience as opposed to an adult audience? 

Physics often seems unattainable to younger students, particularly female students. It is a primarily male-driven field, and young girls are often inadvertently discouraged from pursing it beyond the high school level. I wanted to write a novel that would help challenge this slow-changing status quo. I wanted to expose young readers, particularly the female readers that currently dominate the young adult genre, to the beauty of physics. I wanted to encourage them to be curious and to ask questions and to see the world in a new way, and, maybe, to put the book down mid-way through to research just exactly how relativity works. It would be amazing to have someone read my book and be interested enough to call me out on the fact that running at the speed of light really is impossible and explain to me exactly why. I also wanted the opportunity to write a female character who was interested in pursing physics and who was smart and aware. There weren’t any in the books I was reading, and I hoped I could change that and help other young women see the potential for something similar.

How did you research your audience and the conventions of young adult literature? What did you find? 

My research consists mostly of reading all the time. I make it a goal to read a book a week and I always try to keep up with what is current in the YA genre. There is so much that can be learned by simply paying attention to the big names out on the shelves. John Green, for example, was (and still is) a big voice in YA literature when I started the novel a few years ago, and his voice has been a big influence on how I write. There are some great sci-fi writers I’ve read who build wonderful dystopian worlds that I try to emulate (Beth Revis, for example, and Marissa Meyer). I also read literary fiction meant for older age groups because I think most young readers are aware of these books, and I don’t want to patronize my readers (David Mitchell, for instance, has been a massive influence on this book). Reading constantly reminds me not to fall into the trap of “dumbing down” my characters just because I’m writing for people younger than me. It’s easy to do, but I’ve found characters mean so much more when you let them breathe on the page and just say what they want to say, regardless of stereotypes or expectations.

How did you consider your audience while writing about advanced physics concepts? 

This was, I think, the key point to my research. I talked to a number of science writers and science outreach professionals about what it looked like to write science for a general audience. It wasn’t so much that I was considering my YA audience particularly; it was more just an understanding that I was writing for a group of people who would likely not have any basis on what I was talking about. When I interviewed with Dr. Alan Lightman, a physicist and author of Einstein’s Dreams, he told me to put as little science in as possible; he said he wrote books he thought had barely any science in them and they were critiqued for being science-heavy. So I made it my policy to focus on just a few concepts in the story I was telling. I couldn’t fit the entirely of black hole physics into 60 pages, for example, so I chose my battles. I chose what interested me—event horizons and spaghettification and time dilation—and I built the world around those. For me, that’s what its all about: finding the few basic concepts that would get people intrigued and letting them delve into the rest on their own.

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Meet the CUPID Associates: Carolyn Braganca

Hello!

I am Carolyn Braganca, I am a senior English literature major and history minor, and I am so stoked to be a CUPID Associate for the spring semester! Although I am relatively new to professional writing, I love all aspects of writing and look forward to not only expanding my own skills but helping other do so as well.

I am in love with the art of telling stories. Until about a year ago, I thought this love translated to film, television shows, news, and literature—hence my English literature major. During a past internship, however, my supervisor pointed out how my love of narratives would work well in branding, advertising, and marketing. Now I see how pervasive stories are in all aspects of life—law, law enforcement, history, politics, and so many other fields. All one has to do is adjust one’s perspective.

Both my literature and my history courses have taught me two huge lessons: there are always multiple perspectives to every story or event, and those perspectives are revealed through words. Though I always understood the rhetorical power of word choice and phrasing, I understood the power within a literary context. However, my CUPID Studio and Style and Editing courses as well as my experience as a copyeditor for the Pendulum have demonstrated the power of words on a much broader scale. The smallest word and syntactical choices can have monumental repercussions.

Everyone has a story, and I believe you have the right to tell your story with your own words. If you ever need help figuring out the best way to tell your story—or a story—for a particular audience, I would absolutely love to help! Swing by Alamance 318 on Tuesday from 4:15-5:15pm or on Thursday from 5:30-6:30pm, and tell me your story!

Intro Blog Photo

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Meet the Cupid Associates: Mags Bryant

Hey there!

My name is Mags Bryant and I am a junior English major with a double concentration in Creative Writing and Professional Writing and Rhetoric. Recently I returned to Elon after spending the fall semester abroad in Ireland studying English at Trinity College Dublin. Although I miss the Emerald Isle terribly, I am really excited to have the opportunity to be a CUPID Associate for the spring semester!

My double concentration and coursework have taught me to view writing (whether it’s creative or professional) in a universally applicable way. I love that as a writer I am challenged and often required to apply my craft in a variety of rhetorical situations. In addition to being a CUPID Associate, I am also a Writing Center Consultant and a Co-Fiction Editor for Elon’s Literary Magazine, Colonnades. As a result of TA-ing Dr. Strickland’s Beat Generation Literature winter term course, I am now conducting undergraduate research on Beat Generation Literature and in part addressing how we approach it in academia and the relevance of the Beats today. I also have interned as a grant writer for Uwharrie Charter Academy in Asheboro, NC and really enjoy travel writing.

Through PWR, I have learned the importance of effective communication and persuasion as well as the value of collaboration. With that in mind,  I am really looking forward to the experience of being an associate this semester and I can’t wait to help you with all things PWR.  You can find me in the CUPID Studio (Alamance 318) every Wednesday from 5:30pm-7:00pm! Hope to see you there!

 

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Meet the CUPID Associates: Sarah Paterson

Hey there!

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My name is Sarah Paterson and I am a senior Professional Writing and Rhetoric major with minors in Political Science, Communications, and Creative Writing. I am so excited to start this semester as a CUPID Associate and would love to help you with design questions, portfolio concerns, or anything else PWR during my lab hours (Sundays from 11:30 – 1:30). I also work in the Writing Center eight hours a week, so if I’m not in Alamance you can probably find me in the library!

When I got to college, I’d never even heard of rhetoric and I intended to come to school for a Cinema degree. After realizing Hollywood wasn’t such a good fit for me, a friend suggested I take the Intro to PWR class, and I was hooked. I liked PWR because it was hands-on and had immediate practical applications. Rhetoric is all about communicating effectively with others, and that’s a skill that’s useful in all areas of life. From Understanding Rhetoric to Writing Center Workshop, my PWR classes and projects (including work for the Conservators’ Center, the Writing Center, and EFFECT) have made me a more ethical, conscientious, and creative writer, designer, and rhetor.

Feel free to stop by the CUPID Studio during our lab hours – my fellow associates and I would be happy to help you with anything PWR!

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