Mason LaFerney, National Merit Finalist
Mason LaFerney’s Writing Center journey began in eleventh grade, as did the ever-growing strength of his passion for writing. Mason admits that one of his reasons for applying to this program was to earn a coveted spot on the cozy couches of Perkins 211. The coffee and snacks also acted as an incentive for his decision. All jokes aside, when turning in his application, Mason hoped to earn the chance to help other writers become more confident in themselves and their work. Mason’s positive and encouraging criticism served him well when tutoring freshmen literacy narratives, his favorite type of writing to work with. He prides himself in being able to calm the often-nervous freshmen, as he remembers vividly how anxiety-inducing walking into the Writing Center for the first time was for him. Mason favors tutoring freshmen because he finds them the most vulnerable of all the high school English students. He claims that “new freshmen are almost always willing to share their work more openly. I find them especially interesting because they are in a way ‘untainted’ by the societal norms or constraints brought on by high school.” One of Mason’s most memorable appointments occurred during his junior year when a student needed help with a paper for English I, due the next day. Mason managed to handle the added stress of the encroaching due date well until the student revealed that he actually hadn’t started his paper yet. With this information only revealed to Mason nearly halfway into the appointment, Mason had to apply his calming techniques to himself! Needless to say, this appointment definitely taught Mason how to deal with difficult tutoring situations.
I met Mason for the first time this year during study hall in the Writing Center. His hilarious recounts of personal stories and overall lighthearted personality will most definitely be missed by Mollie Hyde and me. Mason, I wish you the best of luck at college. I know you will do amazing things up in Boston. Your kind encouragement will certainly be missed by Block 4 study hall and the Writing Center as a whole, but we are sure that you will shine even from 1, 400 miles away!
- By Grace Scott
Alyssa Macaluso, National Merit Finalist
Alyssa Macaluso’s dedication and love for the Writing Center is incomparable. Alyssa found working in the Writing Center as a great way to give back to her community; she describes her experience as “fun, but not forced.” She originally wanted to become a fellow because she loved students having a peer-based resource on campus to help them with their writing, reducing their stress level. Alyssa works hard to make the writers feel comfortable and calm. Every time I have had an interaction with Alyssa, she has always been friendly, willing, and kind. Although I never had a Writing Center appointment with her, I know that these qualities shined through during her appointments with students. She also became a fellow because English is her strong suit. She believes she has a good knowledge of grammar, and she is equally skilled at helping students see the “big picture” in their essays. Alyssa also loves creative pieces, especially personal narratives. She believes that it is important to “Hear other people's stories,” so that the tutor can really get to know the student. She also enjoys literary analyses because they are “clear cut.” Additionally, Alyssa has always “looked up to Writing Fellows.” Fellows always seemed like the coolest people to her, and she strived to be like them. Similarly, I have always looked up to Alyssa.
Poised to graduate, Alyssa has learned a lot from the Writing Center and made many memories. Working with students helps her see other perspectives and think of writing topics in ways she had never thought of. One of her favorite memories in the Center comes from when she, a freshman, was revising a ghost story for Dr. deGravelles’s portfolio project with an older fellow, and a horrible thunderstorm hit the school. As everyone remembers, lightning struck the tree in the quad. However, what only a few people experienced was that right when the lightning struck the tree, she was reading a pivotal point in her story. This alone made her session memorable, and she was eager to come back for more. Fortunately for the entire Episcopal community, Alyssa never stopped coming back to the Writing Center.
– By Ellie Sim
Major: Public Policy
Morgan Patty began her career in the Writing Center with the goal of helping her peers enjoy writing. Throughout her three years in the Writing Center, she states that not only has she been able to help students improve their writing, but students have helped her improve her own writing. Seeing an array of students’ pieces, Morgan has learned various techniques that have led to new methods in how she writes. Jumping at the opportunity to help students with creative writing and DBQs, Morgan was always ready to advise students on their papers’ voice, grammar, and punctuation. The Writing Center, Morgan says, has given her many opportunities to befriend a variety of people on campus. It has acted as a “web of connections between younger and older students.” This web was sprung into action during Morgan’s first Writing Center appointment. As a freshman, Morgan walked into the Writing Center nervous for what was to come. Her tutor greeted her into the Center, and the two quickly became close friends. Finally, Morgan wants to leave the Writing Center with one word of advice for incoming fellows: participate in all Writing Center activities, start Waffle Workshops, and most of all, have fun because time flies by in the Writing Center. Morgan, we appreciate your contributions to the Writing Center. You are one of the students that has reached out and created more connections between your peers and the fellows in the Center. We have been so lucky to have your curious and enthusiastic personality in the Center, and we hope that you have enjoyed your time here as much as we have enjoyed having you here.
– By Katherine Scarton
Major: International Affairs and Public Policy/Pre-Med
Ever since his introduction to the Writing Center, Douglas Robins has seen the Center as “cool” — a welcoming community of student tutors tied together by their love of writing. Douglas cannot pick a specific special memory that stands out in his years as a Writing Fellow, simply because there are too many. But what Douglas has enjoyed the most was collaborating with his fellow tutors or writers, as they organized retreats and critiqued each other’s writing. Not only has Douglas enjoyed the camaraderie that comes with being a Writing Fellow, but he also strongly believes in the Writing Center’s philosophy: the purpose of the writing tutoring session is not for a student to get a good grade on an essay but for the student to grow as a writer — to think outside of the box either when brainstorming or otherwise.
Douglas prefers for the writer to come in with a blank page — after all, it holds so much more potential. And, as a Writing Fellow, Douglas strives to harness this untapped power to write and create within every student; he likes to show the person he is tutoring that (s)he can write and produce a “good,” original essay. Any Writing Fellow or tutor can agree that inspiring such “light bulb” moments in a student elicits a most rewarding feeling. However, accomplishing such a feat is no easy task; Douglas asserts that asking the “right” questions can significantly help students think about what they are writing.
When tutoring, Douglas pushes the envelope and facilitates the growth of any student that he tutors. However, Douglas understands that the Writing Center is not a place where those in need of help go for expert opinions: “The Writing Fellow is never an expert, just as much a work-in-progress as the student being tutored.” There is no expectation to know everything about writing as a Writing Fellow, and this is one of the facets of being a member of the Writing Center community that Douglas enjoys the most. Receiving feedback from his peers on his own writing reminds Douglas of the vulnerability that comes with sitting in the tutee’s seat during a writing tutoring session. Douglas has been awarded the honor of acceptance to Princeton University and is eager to find a similar community to that of the Writing Center. Even as he moves on to the world of college education, Douglas will bring his inquisitiveness and writing skills with him into the future. Then, who knows? We might find Douglas published in Arch & Arrow.
– By Alex Nelson
Major: Neuroscience Behavior
I have known Hallie Sternberg a long time – my whole life, to be exact. As cousins, we’ve attended many, many family events (we have a large family); been at each other’s B’nai Mitzvahs; and even gone to Israel together. But I’ve had the privilege of knowing her in a school context, as well – not only from her “dragging” me into a music class, but also in the Writing Center. There, I would always find Hallie eating lunch while sitting in a beanie bag, talking to her friends when I walk in for my tutoring appointments. To her, the Writing Center is a “special thing Episcopal has” and an “important resource” on campus. Hallie fell in love with that resource after a great experience in her freshman year, and, as a tutor, she especially loves tutoring creative pieces. Her love of writing is understandable, given that multiple members of our family have written and published books. And as many authors do, Hallie finds writing methods to emulate while working with other writers and tutees. She “finds it rewarding to help other people grow in writing ability and confidence,” while still being able to grow herself. This is one of the main ways she describes the Writing Center – a place of “collaboration and mutual respect and learning.” Therefore, she says, it is okay if a tutor doesn’t have a lot to say, as the goal is to “help the writer grow – not get a grade.” These wise words, along with her advocacy for the Writing Center during its move to its new location, have shown why Hallie is such a beloved Writing Fellow. And while she may be “proud that its future is stable,” we know that future could not be possible without her commitment and dedication to the Writing Center.
– By Charlie Roth
Louisiana State University Honors College
David Whitehurst first visited the Writing Center as a freshman. At the time, he was the tutee, and he found the session to be very helpful in aiding some of his writing concerns. Appreciating and understanding the effort that it takes to be a Writing Fellow, David realized his passion for helping students just like him right then and there. In addition to having an inclination to help others as others had helped him, David was recommended to apply for the Writing Center. When first joining the Writing Center community, David felt a need to make the students who made appointments with him feel truly welcome, as other Fellows had made him feel through his prior experiences. He wanted to make students feel positive about their writing, even when flawed, by consistently mentioning something positive about their work while also explaining how their writing could be improved. While I was talking to David, he spoke briefly on his favorite experience in the Writing Center when he was challenged to help a 7th-grade class – the same age his mother teaches -- with their short stories. “That was… crazy,” he said, chuckling at the memory. This memory taught David that every session in the Writing Center is different, and that every session had new insight to offer into how he could become a better Writing Fellow. David’s advice to future potential Writing Fellows is to understand the repercussions of their commitment. While Fellows have to give up their free study time on days when they have appointments, the feeling that Fellows like David get from tutoring is one of accomplishment like no other. The sacrifices of free time become insignificant in comparison to the satisfaction of helping a student enhance his or her writing.
– By Savannah York