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Thank you for joining us for the Breath In, Write Out podcast this week. Since many students are currently working on their papers or preparing for their exams, we thought this was the perfect time to re-run our interview with Daina Sparling on the Art of Proofreading. We hope that this podcast helps you to learn the value of proofreading and strategies to complete a quality paper!

We interview Daina Sparling, an editor and proofreader at PFAU Academic Writing, about something students often take for granted – editing! Good writers know that the first draft is never going to be their best work. They need to put aside time to revise, edit, and proofread their work. The best writers have colleagues or professionals to provide them with insights on their work and to fix any issues. Like all art, writing takes multiple drafts to reach a level of greatness.

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Daina has a Psychology degree from the University of Alberta, and several years experience working as a Research Assistant for the Department of Medicine, Division of Studies at the University of Alberta. While at the university she collaborated with other academics in the creation, editing, and statistical analysis of examinations used in the medical school. Diana also has over three years of experience editing graduate-level dissertations and publications with PFAU Academic Writing. In her free time, Daina enjoys travel, beekeeping, and camping with her husband and two children.

What is the value of receiving editing support?

It is important to have somebody look your work over because we do not see our own faults very well. For example, if I studied abroad I would absolutely ask somebody, who is a native speaker, to look at my work because different languages have different expectations and structures. The real value is that you not only end up with a more polished version of your written work by hiring an editor, but you also learn from them how to become a better writer. For example, if there are common errors that I see in the work, I will point them out to client so that they can avoid those errors in the future. In addition, the comments made on the draft related to content or questions asked about what the writer intends to say, helps the writer to become more clear in their ideas and expression as they continue through the writing process. It is also beneficial to have the help of an editor, who has experience in writing and working with different kinds of text so that they can teach you how to adapt your work to appeal to different audiences. Writing is just another medium through which to communicate your ideas. If you can work with someone who will help you to improve those communication skills, then you have more opportunities and avenues through which to share your research and thoughts.

What skills and knowledge do you think good editors have?

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First, I think that whatever language you are using to write your essay or dissertation, it is always beneficial to find an editor who is a native language speaker, especially for international students. I think it is a helpful added step to have another pair of eyes to look at your work.

Second, a good editor is someone with a strong set of technical writing skills, such as: grammar, punctuation, spelling, structure, format, citation styles, etc. You want to be able to trust that they will recognize and fix your mistakes.

Third, and possibly most importantly, a good editor should also be able to figure out what is the person actually getting at. In other words, what does the writer intend to say. A good editor does not change the writer’s meaning, but enhances it. I think good editors tend to be empathetic. We can get a sense of the person through their writing and adapt it in a way that is suitable for them, as opposed to having some sort of formula. I think a good editor needs to be able to work together to accomplish the goal of the client. I do not want that client’s work to sound like my own, but rather the best version of their words. As a result, a good editor will be able to suss that out and decide what is the actual content that this person is trying to convey.

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Tell us a bit about your own process. How do you edit a paper?

The first thing that I do is just take a quick scan through the work to see what is it about how long it is. Then, I will go back to the original project instructions. It is always really helpful to be given a copy of any assignment or submission instructions to ensure that all the requirements have been fulfilled. If your writing submission does not have the right components, it is not going to help you even if it is edited perfectly. Then, I will read through the paper looking for structural issues, content issues, and clarity. At this point, I will suggest broad sweeping revisions where relevant. Then, I will take a second look reviewing for grammar, punctuation, and spelling errors. I usually let it sit for a day, and then do a final read to make sure that I haven’t missed any mistakes.

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What are some common mistakes that you often see in the essays that you edit?

The first one that is absolutely glaring for me is the tense. It is necessary to make a determination and decide whether you are in the present, past, or future before writing down 40 or 50 pages of work into a document. Which tense people should use is going to be dependent on what they are writing. A paper talking about literature may use a different tense from a personal response essay. There is nothing more difficult than editing for 10 or 20 hours and having to go back and forth wondering what the author is talking about because they switched from present tense to past tense in the middle of a paragraph.

The second common mistake is acronyms. Students should make sure that they have spelled out the full name of any acronyms they use in the essay, and placed the acronym in brackets after the full them. Only after that, can you use the acronym consistently throughout your essay. You cannot assume that people will know what you are talking about, for example, what BMJ stands for. Do you know? I still don’t.

The third thing would be capitalization, such as the capitalization of names and organizations. People often get proper nouns and common nouns mixed up. For example, China and china mean two different things when you change the capitalization in the word. You need to check whether or not the technical terms that you are using need to be capitalized or not. The internet is your best friend for checking this out. This is another one of those errors that can be missed easily, but to a technical reader or an employer, it is a big problem if they see that their organization is not capitalized.

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Resources Recommendation

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Style Guide (APA, MLA, Chicago)

Purdue OWL

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Thank you, Daina, for sharing the excellent advice with us and our readers!

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Missed the podcast? Listen here:

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For more advice about writing, check out our weekly podcast or subscribe to our monthly newsletter.

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To get more help with your assignments, book a 20 minute discovery session with us and start your journey to reaching your full potential on the page, and in life.

Both the written, visual, audio, and audiovisual content of this post has been created by and is the intellectual property of Lisa Pfau and PFAU Academic Writing. Please do not replicate any of the above content without our consent. However, please do feel free to share this post and its authorship widely.

Customizing Mental Health Support for Students: Interview with Holly Smith

By Pfau Marketing

March 31, 2021

681 Views

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Thank you for joining us for the Breath In, Write Out podcast this week. Since many students are currently experiencing a stressful period of the semester because of the due dates and finals coming up, we thought this was the perfect time to re-run our interview with Holly Smith on Customizing Mental Health Support for Students. We hope that this podcast helps you to understand that it is normal to feel stressed out sometimes and provide you with strategies to take care of your mental health while studying.

We interviewed Holly Smith, an experienced clinical occupational therapist in the field of mental health and substance use, about some of the mental health challenges that students encounter, and strategies to create a healthier study environment. Despite campaigns put forward by governments and corporations in the last decade that encourage a more open discussion about mental health, there are still a number of stigmas and taboos that surround mental health concerns, particularly mental health struggles that are connected to addiction.

Holly Photo edited 2 300x300 Customizing Mental Health Support for Students: Interview with Holly Smith

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Holly Smith is a Kanien’ke:haka (Mohawk) of the Haudenosaunee people from the Six Nations of the Grand River Territory, and she currently works as a clinical manager at the Centre for Addiction and Mental Health (CAMH). She also recently established Indigenous Wellness Services, mental health therapy, and consulting business which offers a decolonized approach to mental health treatment.

What kinds of struggles do you often hear that students face compared to those in other stages of life?

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Typically, the majority of students are under the age of 25, and it is a really interesting time in life because people are still finding out about their identity. Students’ brains are still developing, and being in school is a high-stress period of time. There are a lot of social pressures and expectations, either from the family or themselves. It is a highly competitive environment. There is also a lot of social pressure, especially with the advent of social media. In addition, the upheaval of COVID-19 has been having a negative impact on society as a whole and creating additional pressures for students to try to manage the workload, finances, home life, and personal life at the same time. For international students away from family, there is also the impact of social isolation. The disruption of normal routines and activities caused by the restrictions placed upon students due to COVID-19 can have a lot of impacts on people’s mental wellness and mental health.

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What do you think prevents or delays students from reaching out for mental health support before their situation escalates?

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I think there is a lot of stigma around the topic of mental health and mental wellness in general. There is a lot of fear and anxiety around even asking for help or saying: “I’m struggling in a certain area”, or “I’m having a rough time.” Sometimes it’s difficult to go for help without the fear of being judged or not being taken seriously or not being understood. For me personally, these fears had prevented me from reaching out for help. Thus, I was trying to manage and cope with those pressures and those expectations in a way that was not always the healthiest. When those kinds of pressures start to mount and increase, it will eventually get to a point where things get really overwhelming, and different areas of your life come in can become impacted by that. However, a lot of suffering could be avoided by understanding these feelings are just normal human emotions, and reaching out for help to navigate those feelings in a healthy way.

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What gaps do you currently see in the ability of the current mental health services on-campus and off-campus to provide adequate support to Indigenous students, and perhaps other students who have felt unsafe or unheard?

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I think the gap within the mental health care system, in general, is that it is a bit of a “one size fits all” approach. Even the mental health services that are offered on campuses, for example, are not going to meet the needs of everyone. They are not going to be relevant to everyone’s needs; and as a result, people are not going to connect with them in the way that they were intended to. Personally, when I was trying to connect with mental health supports in school, I was not happy with what was available at that time, so I didn’t access as many resources as I probably could’ve. I know that accessibility has improved, but there is still room for improvement in terms of understanding and personalizing services more to meet specific student needs. In addition, the traditional model of meeting with a therapist one-on-one doesn’t work for everything either. There needs to be more variety in how mental health services are delivered.

What would you suggest be done to start filling these gaps?

I also think more informal mental health supports should be provided, such as peer support groups and culturally sensitive programming. I think campuses should provide safe spaces for black, indigenous, and other racialized folks to be able to have access to peer support workers, elders, or traditional psychotherapists. Students should be able to talk to somebody who represents them and their community. And that’s something that I feel is missing in the health care system as a whole, particularly on college university campuses.

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Holly’s Book Recommendations and Resources

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Books:

The Body Keeps Score: Brain, Mind, and Body in the Healing of Trauma by Bessel van der Kolk M.D.

Complex PTSD: From Surviving to Thriving: A GUIDE AND MAP FOR RECOVERING FROM CHILDHOOD TRAUMA by Pete Walker

Youtube Channels:

Crappy Childhood Fairy by Anna Runkle

Lisa’s Book Recommendations and Resources

The Places that Scare You: A Guide to Fearlessness in Difficult Times by Pema Chodron

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Thank you, Holly, for sharing the excellent advice with us and our readers!

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Missed the podcast? Listen here:

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For more advice about writing, check out our weekly podcast or subscribe to our monthly newsletter.

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To get more help with your assignments, book a 20 minute discovery session with us and start your journey to reaching your full potential on the page, and in life.

Both the written, visual, audio, and audiovisual content of this post has been created by and is the intellectual property of Lisa Pfau and PFAU Academic Writing. Please do not replicate any of the above content without our consent. However, please do feel free to share this post and its authorship widely.

Grade Appeal: Interview with Lisa Pfau

By Pfau Marketing

March 24, 2021

783 Views

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Thank you for joining us for the Breath In, Write Out podcast this week. Since many students are currently receiving grades back for their midterms, we thought this was the perfect time to re-run our interview with Lisa Pfau on grade appeal. We hope that this podcast helps to answer any questions you may have on grade appeal and gives you more confidence when negotiating with your TAs or Professors.

This week PFAU Academic Writing Creative Marketing Assistant, Jingyi (Jane) Miao interviewed Lisa Pfau, the founder and CEO of Pfau Academic Writing, about how to successfully appeal a grade. Sometimes students work really hard on an assignment, but they do not get the grade they are expecting. This is usually because of a misunderstanding between the marker and the student. In these cases, it is often helpful to meet with your TA or professor to discuss the grading. These discussions are more challenging during Covid-19 because of social distancing; however, it is possible with strategies to successfully negotiate a better grade.

DSC05821 edited 300x300 Grade Appeal: Interview with Lisa Pfau

Lisa has over 20 years of experience helping students with essay writing, application support and career development. Jane first met Lisa three years ago as a first-year International student at the University of Toronto. Lisa has helped her with the transition from high school to university, especially understanding the best way to talk to professors and TAs about assignments and grades.

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In what kinds of situations would you recommend students appeal their grades?

It kind of depends on how you feel about the assignment or exam. Did you feel that you put a lot of effort into the work? Do you feel like you prepared well? Do you feel like you took the time to read the question and talk to the TA and talk to the professor? Is it a huge surprise when you receive this grade? Maybe students thought that they did a good job and were expecting a grade in the 80s or 90s, but only got 60-something. Then, I think it’s worth going to talk to the professor or TA. On the other side, if you are aware that you might have made some mistakes, then I don’t think it’s worth appealing your grade. It is really when your expected outcome is very different from the actual outcome then it is worth appealing your grades.

Could you please provide us with an overview of the grade appeal process?

It is actually a very elaborate process that is kind of similar to going through the civil court system with a complaint. First, I would caution that not many individuals are going to go through the formal process, and it worth avoiding unless you really feel you’ve been treated unfairly. In a case where you feel that the professor or TA has a bias against you or has expressed some dislike of you, and you feel mistreated, I would suggest a formal appeal. Or, if your exam or paper being lost by the grader and you ended up receiving a zero would also be a situation when I’d recommend a formal appeal.

The first and best step regardless of your situation is to go and speak directly to your teacher, TA, or professor about the grade. Now, before you ask them to regrade your exam or assignment, take the time to clarify what you did wrong and why you received the grade that you did. If after that discussion, you still disagree with the grade that you received, then I would suggest requesting them to regrade it. However, I suggest you don’t do that on the spot, but take some time to think and prepare your grade appeal request. In many cases, in order to have an exam or assignment regraded, even by your Professor, you need to submit a request in writing. Students should prepare an argument to point out where they think the markers made a mistake and what they believe they deserve for their work, and submit this along with their official request.

If students think that the re-graded assignment is still unfair, then they can appeal to the department through another formal request. It is important to document each step through email and notes as much as possible, especially if you feel you have been discriminated against or are dealing with a missing assignment/exam. Students can go see their undergraduate advisors and talk to them and find out the specific process to appeal to a higher level. It is always good to have additional support and familiarize yourself with all the procedures before you proceed. As I said, I can be a lengthy process if you take it all the way to the top.

As you proceed, the process becomes more formalized, much like a court case. You will need to submit forms, provide documentations or proof, and meet submission deadlines. Usually, after the department you would appeal to the Faculty of Arts, for example, and then the University Senate, if you are very serious. This would be similar to taking a case to the Supreme Court of Canada in that it is your last resort and the final decision about your grade appeal. Students will often times appear before the Senate, and give some sort of statement. After which, the Senate would vote on your grade appeal, along with many other areas of administrative business. Very few students who come to me to ask about appealing an assignment or exam grade go that far. Most grade appeals are resolved after a simple conversation with a Professor.

What tips would you give students before they talk to professors about their grades?

I encourage you to take a growth-mindset. That means going to talk to your TA or your professor about why you received a certain grade, rather than simply claiming – “I deserve a higher grade!” There are a couple of reasons why I encourage students to approach with the intention to learn, not defend.

First, you will be more successful in your grade appeal if you have a clear understanding of what the grader was looking for and can demonstrate to them in concrete terms that your assignment or exam did in fact fulfill that criteria. If you can point theses areas out to the grader, it makes their job much easier too and they are more likely to understand your perspective if you can show that you also understand theirs. Thus, it is useful to gather more information about the grading process and where you might have gone wrong, before you go in guns blazing.

Second, no one likes to deal with complaints, especially TAs and Professors. Teacher’s are motivated by students’ passion for learning, and put off by the clamor for higher grades. If you can show that you actually want to learn and improve, you are more likely to get a positive response from the grader.

Third, it is possible your grade may decrease through the regrading process as you are risking the grader picking up on another mistake that they may have missed during their first review. Therefore, it is essential that you review your work and determine that there are actually areas that the grader missed and deserve marks before handing them your work again. They will pay much closer attention the second time around and do not want to be shown up by a cocky student, so make sure you know what you’re talking about before you accuse someone of making a mistake.

Recommended Books and Resources

Presence: Bringing Your Boldest Self to Your Biggest Challenges by Amy Cuddy

Slack

Trello

Thank you, Lisa, for sharing the excellent advice with us and our readers!

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Missed the podcast? Listen here:

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For more advice about writing, check out our weekly podcast or subscribe to our monthly newsletter.

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To get more help with your assignments, book a 20 minute discovery session with us and start your journey to reaching your full potential on the page, and in life.

Both the written, visual, audio, and audiovisual content of this post has been created by and is the intellectual property of Lisa Pfau and PFAU Academic Writing. Please do not replicate any of the above content without our consent. However, please do feel free to share this post and its authorship widely.

Sleep Hygiene: Podcast Episode Live!

By Pfau Marketing

March 18, 2021

574 Views

Podcast

Thank you for joining us for the “Breath In, Write Out” podcast this week. Since many students are currently struggling with stress and late nights, we thought this was the perfect time to re-run our interview with Erin Spencer on sleep hygiene. We hope that this podcast helps you to get the sleep you need to succeed!

We interview Erin Spencer, a registered Occupational Therapist, on sleep hygiene and building routines.She provides education on sleep hygiene, building routine, re-engaging in activities post-injury, ergonomics and mindfulness. In her personal time Erin enjoys running, hiking, baking and exploring the GTA.

HIGHLIGHTS

Her journey to becoming an occupational therapist

How students can manage stress

Importance of sleep in healing

Tips for sleep hygiene and healthy sleep routine

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To get more help with professional development and writing, book a 20 minute discovery call with us and start your journey to reaching your full potential on the page, and in life.

Both the written, visual, audio, and audiovisual content of this post has been created by and is the intellectual property of Lisa Pfau and PFAU Academic Writing. Please do not replicate any of the above content without our consent. However, please do feel free to share this post and its authorship widely.

Sleep Hygiene: Interview with Erin Spencer

By Pfau Marketing

March 17, 2021

669 Views

Blog

Thank you for joining us for the “Breath In, Write Out” podcast this week. Since many students are currently struggling with stress and late nights, we thought this was the perfect time to re-run our interview with Erin Spencer on sleep hygiene. We hope that this podcast helps you to get the sleep you need to succeed!

Erin Spencer is a registered Occupational Therapist. We discussed goal setting and routines, particularly around sleep hygiene. Since students often have a varied and flexible schedule that allows them to stay up late and sleep in, particularly as we move into online classes, establishing and maintaining daily healthy routines can be a challenge.

Erin currently provides community-based assessment and treatment of persons with physical, cognitive and/or psychosocial disability due to neurological, orthopedic or soft tissue injuries with chronic pain. She provides education on sleep hygiene, building routine, re-engaging in activities post-injury, ergonomics and mindfulness.

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What inspired you to take this career path?

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I kind of stumbled into it. I had decided in my mid 20s, to go back to university, and I knew that I wanted to go into rehabilitation. I’d actually originally thought physiotherapy. So, I was completing my undergraduate in kinesiology and one of my professors tapped me on the shoulder and said, you know, you should really consider applying to occupational therapy. I was really uncertain about it, but I thought I would apply regardless and I got an interview with the master’s programme at UBC. I prepared really, really thoroughly for it and that’s really when I began to understand what occupational therapy is in terms of the scope, the people that you could be working with and the approach. I found the balance between science and art really appealing.

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What can students do to improve their sleep hygiene and build effective routines?

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So, if we can add some structure and routine to the day again, perhaps in the morning and in the evening, so that a student feels a little less frazzled with how to manage their time and the tasks and demands of their curriculum, I think that that could be a huge benefit. There’s a couple of different tips that I can offer here. So, one is to have a bit of routine at the end of the day, around your classes and review and what have you. So, for example, once your classes are done for the day, take a look back at your notes, perhaps review them organize them, but that allows you to then review what you’ve done for the day it helps to solidify the knowledge. It’s a bit of a closing activity as well for your day.

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What is something that our listeners can do today as the first step towards building healthy routines?

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As we all know, screens are very stimulating for our eyes and for our brain system, especially blue light. So we can start to remove some of those usual activities and start to substitute in more relaxing activities. So, for example for myself, my bedtime routine is I’ll do some light stretching or rehab exercises, I’ll journal and then I’ll read. I find that reading for me is the most relaxing before I fall asleep. And I find that it helps me to more easily drift into sleep.

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Erin’s Book Recommendations and Resources

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The Life-Changing Magic of Tidying Up by Marie Kondo

College of Occupational Therapists of Ontario – COTO

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Thank you, Erin, for sharing the excellent advice with us and our readers!

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Missed the podcast? Listen here:

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For more advice about writing, check out our weekly podcast or subscribe to our monthly newsletter.

_

To get more help with your assignments, book a 20 minute discovery session with us and start your journey to reaching your full potential on the page, and in life.

Both the written, visual, audio, and audiovisual content of this post has been created by and is the intellectual property of Lisa Pfau and PFAU Academic Writing. Please do not replicate any of the above content without our consent. However, please do feel free to share this post and its authorship widely.

Writing the Research Paper: Interview with Amanda Christie

By Pfau Marketing

March 3, 2021

717 Views

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This week we interview Amanda Christie, academic writing coach and editor at PFAU Academic Writing, about what it takes to write a solid research paper. We thought this topic would be helpful to our listeners who are currently working on their term research papers and feeling a bit overwhelmed. While writing can be stressful and time-consuming, a well-thought out and detailed research, note-taking, and planning process can make writing much easier.

Screenshot 20201129 125306 1 1 e1611451922988 283x300 Writing the Research Paper: Interview with Amanda Christie

Amanda comes from a family of teachers and professors, but she also is no slouch herself. She has a BA (Hons) in Global Development and Gender Studies from Queen’s University, and has worked on research projects with the Ottawa Coalition to End Violence Against Women, Newcomer Women’s Services, and Singing Out. She also presented at several conferences throughout Ontario as coordinator for a youth drop-in centre, and has a real passion for the education of young adults – helping them to edit essays, improve assignments, enhance university applications, and polish up English as a second language skills.

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What do you think is the value of feedback from other people on research papers?

No matter how good a paper might be, it is always nice to have a second set of eyes on it to make sure that someone else can understand you. It is really easy to make assumptions about what you mean when you are reading your own work. When you wrote it yourself, you know what you mean, but someone else might not understand your argument. In addition, it is great to have an outside perspective because you might be asked questions that you did not think about and given suggestions on how to expand your argument. Sometimes other people might even have extra resources for you that are helpful for the paper. Generally, it is just great to exchange ideas with others.

What do you think is the most challenging aspect of writing a good quality research paper?

I think the most challenging thing is keeping the paper organized. Often, people have a lot of really great ideas, but they do not always communicate them clearly, which results in the effect being lost. You can have the best argument in the world, but if it is not coming across to your readers, it is ineffective. I think that it is important to remember the flow of your essay and that each paragraph should have strong arguments that related to your main point. You should back those arguments up in a logical way and building upon each new idea. Ideas should not come out of the blue and you should not be jumping back and forth between topics or ideas. It is key to also have transition sentences. The ability to link your ideas into a coherent argument or logic is what takes a paper from a C to an A.

What is the most common error you see when providing feedback on research paper drafts?

I think the most common error is the lack of specificity and evidence, for example, insufficient supporting evidence like statistics and quotations. I find that a lot of people do not always back up or prove their claims, and they just stick them in their papers as assumptions and reality. On the flip side, sometimes people use evidence incorrectly or in a way that is not as impactful. For example, you may be plopping a quotation into an essay without any subsequent analysis. I think that goes back to taking the time to do detailed research notes to help you figure out which evidence you want to use and which is no longer relevant.

What are the top three tips for students who are adjusting to university-level writing?

First of all, I want to remind everyone to not take their grades personally. Your worth is not tied to your grades; it is merely a measure of skill assessment. Second of all, work on developing strong thesis statements. The thesis statement sets up the argument and structure of your paper. Third of all, ensure that your essay structure and flow works to support the argument that you outline in your thesis statement. It is essential to ensure that your ideas connect to and build off of each other, and not just merely floating island on the page.

Recommended Books

Decolonizing Methodologies by Linda Tuhiwai Smith

The Artist’s Way by Julia Cameron

Teaching to Transgress: Education as the Practice of Freedom by bell hooks

Thank you, Amanda, for sharing the excellent advice with us and our readers!

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Missed the podcast? Listen here:

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For more advice about writing, check out our weekly podcast or subscribe to our monthly newsletter.

_

To get more help with your assignments, book a 20 minute discovery session with us and start your journey to reaching your full potential on the page, and in life.

Both the written, visual, audio, and audiovisual content of this post has been created by and is the intellectual property of Lisa Pfau and PFAU Academic Writing. Please do not replicate any of the above content without our consent. However, please do feel free to share this post and its authorship widely.

Writing Online: Interview with Melody Belliveau

By Pfau Marketing

February 24, 2021

558 Views

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We interviewed Melody Belliveau, a freelance writer and author of the website, TheSocial-Commentary.com, about the journey of becoming a writer. This interview is a part of our Careers in the Liberal Arts series. Most people think of writers as authors of books, but there’s actually probably more writing than ever before with the advent of the internet. Websites, social media, newsletters, and online editorials all are areas where you can become a writer.

Melody Photo 300x246 Writing Online: Interview with Melody Belliveau

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Melody started out writing for a local newspaper in her early thirties as a mother of four children. Then, family life put a pause in her writing career until she had to step back from her previous position due to health issues and decided to start her own website to inspire, encourage, and support others. She continues to challenge herself with new projects, aiming to publish in a national magazine next. You never know when your writing career will flourish. The key is to never give up.

Could you tell us a little bit about your project you’re working on now? How did you start your website?

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Through joining the Dress for Success workshops, I was able to be paired with a mentor and received an opportunity to have a column in one of the local magazines. I excitedly submitted the article, but when the edits came back I felt like it had taken my original voice away and wasn’t the right fit for me. I was disappointed, and wanted to give up.

After talking to my mentor about the experience, she that I could create my own website to express my opinions. Even though I was not an expert in technology, I was able to slowly build my website through the help of tutorials. It was like a dream come true!

My goal with my posts on the website is that when people read them, they can either relate to my work or find something in there that can help them. I also plan to use my website as a platform to help with my ultimate career goal to have my own Social Commentary magazine.

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You’re stay-at-home a grandmother of ten. What keeps you going and motivated?

Being able to help people keeps me motivated. When I see people commenting on posts that I write – “thank you so much! I needed that today” – it feeds my soul because they are saying that I just fed theirs. I want people to see that every one of us matters and be inspired by my work. I have enjoyed writing from a young age and I want to speak up and share my voice.

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What advice would you give to your younger self?

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Go after your dreams and set a plan to help you achieve those dreams. Go take those classes that you are interested in and zone in on your purpose. I felt that my whole life, I just let everything else get in the way. And now that there is not anything to get in the way, I’m going for it. It’s gonna be my legacy.

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Melody’s Book Recommendations and Resources

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Book:

The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change by Stephen R. Covey

Resources:

Your Move with Andy Stanley

The Write Launch

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Thank you, Melody, for sharing the excellent advice with us and our readers!

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Missed the podcast? Listen here:

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For more advice about writing, check out our weekly podcast or subscribe to our monthly newsletter.

_

To get more help with your assignments, book a 20 minute discovery session with us and start your journey to reaching your full potential on the page, and in life.

Both the written, visual, audio, and audiovisual content of this post has been created by and is the intellectual property of Lisa Pfau and PFAU Academic Writing. Please do not replicate any of the above content without our consent. However, please do feel free to share this post and its authorship widely.

The Art of Proofreading: Interview with Daina Sparling

By Pfau Marketing

February 17, 2021

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We interview Daina Sparling, an editor and proofreader at PFAU Academic Writing, about something students often take for granted – editing! Good writers know that the first draft is never going to be their best work. They need to put aside time to revise, edit, and proofread their work. The best writers have colleagues or professionals to provide them with insights on their work and to fix any issues. Like all art, writing takes multiple drafts to reach a level of greatness.

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Daina has a Psychology degree from the University of Alberta, and several years experience working as a Research Assistant for the Department of Medicine, Division of Studies at the University of Alberta. While at the university she collaborated with other academics in the creation, editing, and statistical analysis of examinations used in the medical school. Diana also has over three years of experience editing graduate-level dissertations and publications with PFAU Academic Writing. In her free time, Daina enjoys travel, beekeeping, and camping with her husband and two children.

What is the value of receiving editing support?

It is important to have somebody look your work over because we do not see our own faults very well. For example, if I studied abroad I would absolutely ask somebody, who is a native speaker, to look at my work because different languages have different expectations and structures. The real value is that you not only end up with a more polished version of your written work by hiring an editor, but you also learn from them how to become a better writer. For example, if there are common errors that I see in the work, I will point them out to client so that they can avoid those errors in the future. In addition, the comments made on the draft related to content or questions asked about what the writer intends to say, helps the writer to become more clear in their ideas and expression as they continue through the writing process. It is also beneficial to have the help of an editor, who has experience in writing and working with different kinds of text so that they can teach you how to adapt your work to appeal to different audiences. Writing is just another medium through which to communicate your ideas. If you can work with someone who will help you to improve those communication skills, then you have more opportunities and avenues through which to share your research and thoughts.

What skills and knowledge do you think good editors have?

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First, I think that whatever language you are using to write your essay or dissertation, it is always beneficial to find an editor who is a native language speaker, especially for international students. I think it is a helpful added step to have another pair of eyes to look at your work.

Second, a good editor is someone with a strong set of technical writing skills, such as: grammar, punctuation, spelling, structure, format, citation styles, etc. You want to be able to trust that they will recognize and fix your mistakes.

Third, and possibly most importantly, a good editor should also be able to figure out what is the person actually getting at. In other words, what does the writer intend to say. A good editor does not change the writer’s meaning, but enhances it. I think good editors tend to be empathetic. We can get a sense of the person through their writing and adapt it in a way that is suitable for them, as opposed to having some sort of formula. I think a good editor needs to be able to work together to accomplish the goal of the client. I do not want that client’s work to sound like my own, but rather the best version of their words. As a result, a good editor will be able to suss that out and decide what is the actual content that this person is trying to convey.

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Tell us a bit about your own process. How do you edit a paper?

The first thing that I do is just take a quick scan through the work to see what is it about how long it is. Then, I will go back to the original project instructions. It is always really helpful to be given a copy of any assignment or submission instructions to ensure that all the requirements have been fulfilled. If your writing submission does not have the right components, it is not going to help you even if it is edited perfectly. Then, I will read through the paper looking for structural issues, content issues, and clarity. At this point, I will suggest broad sweeping revisions where relevant. Then, I will take a second look reviewing for grammar, punctuation, and spelling errors. I usually let it sit for a day, and then do a final read to make sure that I haven’t missed any mistakes.

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What are some common mistakes that you often see in the essays that you edit?

The first one that is absolutely glaring for me is the tense. It is necessary to make a determination and decide whether you are in the present, past, or future before writing down 40 or 50 pages of work into a document. Which tense people should use is going to be dependent on what they are writing. A paper talking about literature may use a different tense from a personal response essay. There is nothing more difficult than editing for 10 or 20 hours and having to go back and forth wondering what the author is talking about because they switched from present tense to past tense in the middle of a paragraph.

The second common mistake is acronyms. Students should make sure that they have spelled out the full name of any acronyms they use in the essay, and placed the acronym in brackets after the full them. Only after that, can you use the acronym consistently throughout your essay. You cannot assume that people will know what you are talking about, for example, what BMJ stands for. Do you know? I still don’t.

The third thing would be capitalization, such as the capitalization of names and organizations. People often get proper nouns and common nouns mixed up. For example, China and china mean two different things when you change the capitalization in the word. You need to check whether or not the technical terms that you are using need to be capitalized or not. The internet is your best friend for checking this out. This is another one of those errors that can be missed easily, but to a technical reader or an employer, it is a big problem if they see that their organization is not capitalized.

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Resources Recommendation

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Style Guide (APA, MLA, Chicago)

Purdue OWL

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Thank you, Daina, for sharing the excellent advice with us and our readers!

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Missed the podcast? Listen here:

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For more advice about writing, check out our weekly podcast or subscribe to our monthly newsletter.

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To get more help with your assignments, book a 20 minute discovery session with us and start your journey to reaching your full potential on the page, and in life.

Both the written, visual, audio, and audiovisual content of this post has been created by and is the intellectual property of Lisa Pfau and PFAU Academic Writing. Please do not replicate any of the above content without our consent. However, please do feel free to share this post and its authorship widely.

Healing through Creative Writing: Interview with Linh Nguyen

By Pfau Marketing

February 10, 2021

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We interviewed Linh Nguyen, a Vietnamese-Canadian writer and workshop facilitator, about the gifts that writing can provide to your well-being. Writing can be a great emotional relief, healing old wounds, providing unique insights, and enhancing personal growth.

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Linh is passionate about #OwnVoices storytelling and creating space for underrepresented artists in mainstream media. She holds an H.B.A. in English from the University of Toronto and specializes in writing creative non-fiction and children’s literature. Her current project is a middle-grade children’s portal fantasy manuscript, which she is currently being submitted to several publishers. Linh is also one of our creative writing instructors at PFAU, with some really inspiring upcoming courses.

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What drew you to creative writing?

For me, I think what drew me to stories in the first place was that I’ve always been a big reader. I did not start writing by myself until Grade 6, which was the year that my father and I immigrated to Canada. It was a pretty challenging year for a number of reasons financially, personally, my mom and my baby brother stayed behind in Hanoi that year. So it was a challenging time for the family, and we had a lot to adjust to, facing a new culture and country. I wanted to escape a lot of that, so I turned to stories. That year I think over 200 books.

My favorite genre was were portal fantasies, which is the type of fantasy when the main character starts in our regular worlds and then finds himself in a different world through some series of circumstances. For example, the Witch in the wardrobe, the Wizard of Oz, Alice in Wonderland. Those stories were always my favorite. Also, that was the year I discovered Harry Potter. I guess fiction provided me with the escape that I wanted, and the portal fantasy and print title there. The portal fantasy was like a metaphor for the immigrant experience. About partway through the year, I started writing some of my own stories to reshape my own experiences and have continued ever since.

I know that you’re passionate about unrepresented artists. Where did this come from?

Honestly, I only started paying attention to this over past three years. Before that, I think I was still writing with a very white gaze. In the first draft of my novel, all my characters were white. It wasn’t until I finished that I realized this and thought – “But, that’s not my experience.”

Afterwards, I listened to a TED Talk by Chimamda Ngozi Adichie called “The Danger of a Single Story.” She talks about an experience she had writing in Nigeria, as a kid, and how she was writing about snow, even though she’s never seen snow before. That was very relatable to my experience because all I had consumed were stories about white characters, so I ended up writing about white characters even though that wasn’t reflective of my lived experiences. It took a very intentional reflection for me to actually start bringing my identity and voices of Vietnamese immigrants into my work.

I think community has played a really big part in this as well, such as being involved with Project 40 Collective, which is about uplifting, underrepresented voices. They’ve all been teaching me how to foreground identity in my work. This is totally new to me because my background is in English literature in university, where the majority of authors are white men. It took me so long after graduating to realize that Hemingway is not the be all and end all of good writing. It’s really important to see stories of people who look and sound like you when you’re growing up. Otherwise, you end up adopting the dominant gaze, which is what I did and I had to push myself out of it in a lot of ways.

In what ways can students use writing as a form of self-care in their daily lives?

I think the biggest difference between essay writing and writing for self-care is the intention. In my workshops, I don’t focus on technique as much as I focus on developing voice. The object is drawing out feelings and making space for feelings. It’s not so important to have nicely written words, but to be real and raw. The goal is to come out feeling proud of how you tuned into yourself and feel more grounded in yourself.

Recommended Books and Resources

Bird by Bird: Some Instructions on Writing and Life by Anne Lamott

The Sense of Style: The Thinking Person’s Guide to Writing in the 21st Century by Steven Pinker

On Writing Well: The Classic Guide to Writing Nonfiction by William Zinsser

Linh Nguyen

Thank you, Linh, for sharing the excellent advice with us and our readers!

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Please visit our calendar to register for our research essay or creative writing courses.

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Missed the podcast? Listen here:

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For more advice about writing, check out our weekly podcast or subscribe to our monthly newsletter.

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To get more help with your assignments, book a 20 minute discovery session with us and start your journey to reaching your full potential on the page, and in life.

Both the written, visual, audio, and audiovisual content of this post has been created by and is the intellectual property of Lisa Pfau and PFAU Academic Writing. Please do not replicate any of the above content without our consent. However, please do feel free to share this post and its authorship widely.

Academic Integrity: Interview with Lisa Pfau

By Pfau Marketing

February 3, 2021

749 Views

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We interviewed Lisa Pfau, the founder and CEO of Pfau Academic Writing, about her own experiences coaching students through academic integrity issues. For students, especially from other countries with different expectations, the expectations around academic integrity may take time to adjust to. Academic misconduct can lead to serious consequences from verbal reprimand to notation on the transcript or even suspension from school. During COVID-19, the issue of academic misconduct has heightened since schools can no longer use exam centres and classrooms, making them more concerned about cheating. This additional pressure has led to some misunderstandings and false accusations.

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After graduating in 2007, Lisa Pfau worked in public policy and research, including: as a political intern at the Canadian Embassy in Beijing and a Research Coordinator at the University of Toronto. These experiences provided Lisa with the knowledge and networks to help her clients transition from academic to professional life.

She currently enjoys teaching specialized Creative Writing and Research Essay Writing courses and workshops at PFAU: Academic Writing, and other educational institutions, such as the University of Toronto and University of Alberta.

Over the past 20 years, she has mentored hundreds of clients in reading/writing fundamentals, critical thinking, research proficiency, organizational skills, and academic/career goal setting, as well as, research papers, scholarship proposals, and grad/professional school applications.

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What is the difference between positive collaboration with classmates and academic dishonesty?

I think the key is to give someone else credit if you are using their ideas. I would say that positive collaboration is when working together on an assignment, it is clear who did what, whose idea it was, or where all these thoughts coming from. You are not just “stealing someone’s idea.” I think academic misconduct is when you knowingly take an idea or information from somewhere else and you pass it off as your own information with the expectation that you will be rewarded.

This actually happened to me in grad school before. When I was in grad school, we had a shared office space in the basement of the Munk Center at the University of Toronto. Those of us who took the same class would be in the office before class discussing the reading. I would say discussing the readings and bouncing ideas off each other is collaboration. However, what happened is when went to the class, the professor called on us for the class discussion, and my classmate verbatim repeated what I said in the basement office about what I thought about the reading. She passed it off as her own thought even thought it was almost like a direct quote. That would be an example of academic misconduct. I think the key is respecting other people’s thoughts and ideas, and giving credit when using them.

How to avoid violating academic integrity?

For assignments, I always say it is better to over-cite than to under-cite resources, especially in high school and post-secondary essays. Make sure you let the markers know where your information came from, and make it really clear that the analysis is your own ideas and interpretations of the data.

When it comes to exams. I would check with the TA, or the professor, in advance of the exam if the syllabus is not completely clear on exam protocols. Being clear on expectations is really important now that students are taking exams at home. I think something you can do to protect yourself during at home exams is to shut all the windows and everything on your computer. Then, restart your computer so that it comes up totally clean and nothing is open. If you are just studying for the exam, you might forget that a window relevant to the course material is open, and later that may appear on the course software and put your academic integrity into question. Another reason to restart your computer prior to exams is if using your computer and the exam is timed, you do not want the computer to shut down in the middle of the exam and make you lose all your information or cause a time delay. I think that is probably the best thing you can do to make sure that there is no misunderstanding or opportunity for suspicion.

What can students do when they are accused of academic misconduct?

Definitely go to your school counselor and your registrar’s office; they tend to have specialists handling these types of situations because a lot of students get in trouble with these kinds of issues every year. A lot of student are in the same stressful situation. So, the school counselor is a great resource to talk to regarding the issue, the next steps, and understand what the instructor accused you of and potential penalties. Sometimes when you are really scared it’s hard to take it in right away, so it’s good to consult other school resources to help you to fully understand the situation and what you can do to resolve it.

In universities with a law school, part of your tuition often goes to pay for the law students to gain practical experience through dealing with simple cases, such as academic misconduct. So if you are at a big university that has a law school, you can reach out to them and find out what kind of support they have for students in this situation. Getting legal support, especially for the more serious cases, can help you to understand the situation and feel more secure having a representative on your side.

Recommended Books and Resources

Mind Over Mood: Change How You Feel by Changing the Way You Think by Dennis Greenberger, Christine A. Padesky

Check with your school academic counselor

Thank you, Lisa, for sharing the excellent advice with us and our readers!

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Missed the podcast? Listen here:

_

For more advice about writing, check out our weekly podcast or subscribe to our monthly newsletter.

_

To get more help with your assignments, book a 20 minute discovery session with us and start your journey to reaching your full potential on the page, and in life.

Both the written, visual, audio, and audiovisual content of this post has been created by and is the intellectual property of Lisa Pfau and PFAU Academic Writing. Please do not replicate any of the above content without our consent. However, please do feel free to share this post and its authorship widely.