academiclife

Writing the Research Paper: Interview with Amanda Christie
By Pfau Marketing
March 3, 2021
696 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.

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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.

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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
788 Views
Blog

 

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
729 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:

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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.

Canadian Educational Experience as an Indigenous Student: Interview with Fernanda Yanchapaxi
By Pfau Marketing
January 13, 2021
778 Views
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We interviewed Fernanda Yanchapaxi about the experience of Indigenous students studying at Canadian universities and the issues that they care about. Six percent of the entire world population identifies as Indigenous, and 5% of the Canadian population. In countries with a history of colonization, such as Canada, there is an underlying pain and tension between the Indigenous and settler communities. As a result of generational trauma and discrimination, Indigenous students face different obstacles to their education than settlers or international students.

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Fernanda Yanchapaxi is an Indigenous/Mesitzx PhD student in the Social Justice Program at the Ontario Institution for Studies in Education at the University of Toronto. She has over 15 years of experience working in the education sector to promote egalitarian policies and strategies that contribute to the healing of generations of racism and oppression. She has worked with youth and professionals to promote Indigenous activism, policy development, and program implementation. Her current research focuses on Indigenous knowledge with the context of Western intellectual property norms in her home country of Ecuador. 

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As a student, how do you think your experience has been different from other students because of your Indigenous roots and growing up in Ecuador?

Yes, Canadian universities have been very different from what I am used to before. We have different systems and the institutions work differently. It has been a privilege to be able to have access to resources that other people do not have in Educator whether they are Indigenous or not. The main difference here from what I have been seeing is that the institutions are not centering Indigenous people, Indigenous history, and Indigenous perspectives in terms of how they understand or support students. As someone who does not speak English before, it has been very challenging for me to adapt. I have been very lucky to have Indigenous professors and Indigenous mentors within the institution. If I did not have these support, I probably would not be able to continue my study.

What kinds of changes do you hope to see within the university system to support the education and professional development of more Indigenous students, like yourself?

I think the universities still remain hostile for some specific groups of students that did not have access to a lot of resources, which include not only Indigenous people but black people as well. I think universities should hire more Indigenous professors for Indigenous studies, admit more Indigenous students, and make partnerships with Indigenous communities for research.

What advice would you give to your younger self if on the day that you started your grad school program?

I would suggest doing research about your program, and finding out if the program has Indigenous professors. Look at the areas of study and if there are Indigenous professors, request to have them as your advisors from the beginning. I do not mean necessarily research supervisors, but rather advisors within the programs. Look for existing Indigenous student groups that have already been working with the university. Gather as much support as possible. As someone who has attended universities as an Indigenous person, I know that it will make a big difference. Knowing there are people just like you and there is a community providing you with support and resources are very helpful.

Fernanda’s Book Recommendation

The Open Veins of Latin America by Eduardo Galeano

Lisa’s Book Recommendation

Harper’s Anthology of Twentieth-Century Native American Poetry edited by Duane Niatum

Thank you, Fernanda, for sharing the excellent advice with us and our readers! You can find out more about Fernanda by following her on Twitter @mfyanchpaxi. 

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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.

Choosing a Vocation: Interview with Emily Gordon
By Pfau Marketing
December 16, 2020
651 Views
Blog

 

We interviewed Reverend Emily Gordon, a minister of the United Church of Canada here in Toronto, about vocations. A vocation is defined as a strong feeling of suitability for a certain occupation. People who talk about being called to do something or that they couldn’t imagine doing anything else are likely pursuing a vocation. One profession that requires individuals to feel called to it before they can even get an entry level position is ministry. This is an area of work that is often not discussed by career counselors because of its status as a vocation, but for individuals who seek meaning, purpose, and a connection to something beyond themselves this may be the ideal path.

March 300x225 Choosing a Vocation: Interview with Emily Gordon

 

Emily did not start out her education knowing that she would one day become a minister, but her education has helped her in ministry. Emily completed her Bachelor of Arts (Honors) in English and Classics at Mount Allison University, followed by a Masters of English in Print Culture from Simon Fraser University. After a couple years of exploration and reflection, she felt the call to the Ministry and enrolled in a Masters of Divinity at Emmanuel College, becoming an ordained Minister in 2015. Her original love of reading and writing is now expressed in reflecting on Biblical and other spiritual texts and writing prayers and sermons for church services and materials. 

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Can you tell us a little bit more about your journey to realizing that you felt called to become a minister?

For me, vocation is a calling. It is a voice that’s calling you toward something – certain work or a certain purpose. In order to become a minister, part of the process that denomination asks you to take part in is being clear that this is a CALLING, rather than just an idea of something that you could do off a list of many things. It’s a fairly significant commitment that you make, and most ministers that you talk to will say that wasn’t an easy decision. You don’t just sort of fall into this.

So, originally I thought that I was going to be a professor and go into academia. I did an Honors degree and Master’s degree, and I was expecting to complete a PhD in English Literature. However, I began to realize that I was not feeling satisfied with the idea of the work that I’d be doing for the rest of my life. As much as I enjoyed reading and writing my whole life, it wasn’t the only thing that I wanted to do. I felt that I wanted something more meaningful. I wanted to find a way to make an impact on people’s lives.

Most people who go into ministry have a call story. My call story is fairly direct. When I realized that I wasn’t going to continue in academia, I spend a lot of time thinking about what can I do. And one day, when I was asking this question, I felt that I heard a voice, not an actual literal voice, but a fully formed sentence that rose up from within me. For me, I understood that as God speaking to me because it felt both like a completely new idea of going into ministry, but also something that felt deeply familiar and deeply right. I spent some time in very careful reflection to make sure this wasn’t just a passing idea, but something that I was called to do. I spent some time discerning and traveling and working in a church. Then, I began the discernment process in the United Church, which consists of going before a discernment committee to ask and answer a bunch of different questions. Then, I went to back to school to study theology, and eventually was ordained a minister in 2015.

Do you have any advice for students on how to plan for schoolwork at home during the pandemic?

Back when I was a student, I used a technique called Parking Lots. I first started using this technique when I was writing essays. The parking lot is the place where you put any ideas you have that are unsure where they fit into the essay yet. Or, if you wrote something and realized it did not belong where you put it, you could copy and paste that whole paragraph or set of sentences into the parking lot. Similar to the actual parking lots, it gives you a place to store things in case you need them again. If you figure out where it belongs eventually, the work is not lost, so you do not have to spend time worrying about it or thinking about it.

The parking lot approach can also be applied to the things going on in our lives too. On days when I am not working, one of the strategies I sometimes use depending on the workload I have, is starting a parking lot. This is usually just a page in my planner or just a scrap of paper, and then anything that pops up in my mind goes onto that. It can be, for instance, follow up with Lisa, or finish writing that prayer for Sunday. Once I’ve got those things written down, I know I will not forget them. This helps me to clear my mind and focus on the present, so that I can enjoy my days off fully. In addition, as soon as I am working again, I’ll be able to just look at that list and add it to the to-do list for the day.

For students who are religious, or perhaps spiritual, what would you say is something that would be beneficial to their daily spiritual practices?

I think often times we have a very narrow idea of what can be a spiritual practice. It might be meditation or prayer or reading scripture, but we sometimes miss all of the other things that can be spiritual practices. For instance, one of the things that is a good spiritual practice for me personally is going for a walk. The opportunity to move, be outside, see the world, not talk to anyone, and have space to reflect on what’s happening around or inside of me really helps me to stay grounded.

Intentional breathing is another option. Intentional breathing does not have to be as long as meditation. For people who may not find many meditations meaningful, they might appreciate doing a few minutes, or even seconds of intentional breathing. Intentional breathing can be something as simple as breathing in for five counts, then pause for three counts, and the breath out for seven counts. If you repeat that three or four times throughout the day or any other time when things happening just start to feel a bit too much, it can help you to recenter. What it does is it grounds you into where you are. It brings air, and oxygen into your body and nourishes you, so that you can better cope with the stresses around you.

Recommended Books and Resources

Learning to Walk in the Dark by Barbara Brown Taylor

Meeting Jesus Again for the First Time: The Historical Jesus & the Heart of Contemporary Faith by Marcus J. Borg

Speaking Christian: Why Christian Words Have Lost Their Meaning and Power―And How They Can Be Restored by Marcus J. Borg

The Cloister Walk by Kathleen Norris

Thank you, Emily, 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.

Grade Appeal: Interview with Lisa Pfau
By Pfau Marketing
December 9, 2020
800 Views
Blog

 

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.  

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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:

_

_

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.

Creating an Introvert Friendly Educational Environment: Interview with Julia Burdajewicz
By Pfau Marketing
November 25, 2020
796 Views
Blog

 

We interviewed Julia Burdajewicz, also known as the Germann Introvert, a health psychology student and digital content creator, about understanding introversion and breaking down barriers that often hold introverted students back. The student experience as an introvert can be challenging, especially in large educational institutions with tens of thousands of students.

20200507202410 IMG 9496 1 1 300x268 Creating an Introvert Friendly Educational Environment: Interview with Julia Burdajewicz

 

Julia is passionate about empowering fellow introverts and deconstructing popular stereotypes about introverts. She has been interviewed by Vice Magazine and connected with over 10,000 followers on her blog and other social media, on relevant topics related to introversion, such as creative strengths, mental health, mindfulness, and life experiences. 

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What are some common misconceptions about introverts?

I would say a big misconception, which also makes me angry sometimes, is that introverts are just unwilling to come out of their shells. Some people think that if introverts would just be brave, be less shy, and work on their social skills, they would be as extroverted as everybody else. However, introverts cannot just switch something on and suddenly we are more social. Working on shyness is not going to change the fact that some people are just introverted. Introversion is a personality trait.

A misconception that impacts introverts in school is that they are not participating in class due to laziness. Teachers may lower their grades for less class engagement and struggles with oral presentations. Sometimes teachers do not understand how challenging it is for introverts to participate in such activities, especially if they are naturally extroverted. This kind of situation can be quite discouraging for young students.

How has introversion impacted how you approach your education?

Participation was really challenging for me, especially group gatherings and discussions. I tried to force myself to participate more, but it would often add to my anxiety. My approach to school changed after I became aware of my introversion, and how simulation, in general, affects me. For example, the pressure that I put on myself, especially when it comes to getting good grades and participation in classes, really worn me down. When I was still going to a public university, I would experience this exhaustion due to over-stimulation pretty much every day, especially the first two years. As I began to realize how sensitive I was to stimulation, I started to set boundaries and change my study environment to reduce stress. Recently, I switched to an online university, so I do most of my studying alone and in an environment that I feel comfortable. I also started to develop self-care strategies to help me to recharge. For example, I started to journaling and meditating to help me to cope with the over-stimulation better.

What things do you do to maintain a healthy balance in your life?

Meditation is definitely key to maintaining a healthy balance for me. I practice meditation pretty much everyday. Meditation is especially helpful for highly sensitive individuals as it helps to calm the mind. At the same time, meditation reduces nervousness and anxiousness, partially due to lowered blood pressure and increased oxygenation caused by the breathing exercises. Previously, I would not even be able to fall asleep at night because of overthinking, being haunted by thoughts day and night. Meditation has helped me to let go of all these negative thoughts, which is something that many introverts struggle with because they are prone to be over-thinkers. Through meditation, I am able to get rid of the negativities from my system and replace them with positive affirmations.

Recommended Books and Resources

Quiet by Susan Cain

The Idea of Freedom: Essays in Honour of Isaiah Berlin by Alan Ryan

Insight Timer

“The German Introvert” by Julia Burdajewicz

Thank you, Julia, 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.

Mind-Body Connection: Interview with Kali Hewitt-Blackie
By Pfau2018
November 3, 2020
832 Views
Blog

 

We interviewed Kali Hewitt-Blackie on the connection between the mind and body. We wanted to talk about this topic because prioritizing health, both mental and physical, given all the external stresses of 2020 – COVID-19, Black Lives Matter, economic recession, and so forth.

 

kalihewitt blackie Mind Body Connection: Interview with Kali Hewitt Blackie

Kali Hewitt-Blackie is a registered psychotherapist and Aikido instructor. Kali has 32 years of clinical experience working from somatic and feminist perspectives, as well as being trained in Gestalt therapy. Kali also is a 5th Dan Aikido martial artist and instructor at Regent Park Community Aikido. 

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In your experience as both a Psychotherapist and martial arts instructor, how do you see the connection between mind and body in overall health?

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Mind and body are intricately connected, they aren’t entirely separate things like mind-body duality would suggest. A lot of mental illnesses and neurosis are situational such as financial stress, exhaustion, and health issues. Our physical interpretations of these stressors are often dependent on the way we conceptualize stress. Sleep, diet, exercise, and how we think about ourselves are important for maintaining balanced physical and mental health.

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What drew you to the practice of Aikido?

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Aikido is not a fighting martial art but is about energy and more specifically, the exchange of energy. It works to balances structure and the importance of adaptability, a skill which can be applied to other circumstances outside of one’s control, such as COVID-19. I find that Aikido also relates to Gestalt psychology in its holistic approach and helps you be in the moment. Anyone can learn it, regardless of physical ability and smaller people have a lot of power in being able to use their agility. Instead of being comparative, in Aikido you need to respond to your partner and move their energy, not push back with force.

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For young adults who are still developing their own sense of self, what kind of advice would you have for them to build a healthy and sustainable life?

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COVID is a challenge because you are alone with yourself and your thoughts, but it’s a good time to connect with and get to know yourself. However, it can be challenging if you don’t yet have a good relationship with yourself, yet which may cause issues to arise. While being isolated can be easier for introverts, it is important for everyone to be in touch with themselves. The basics are: get enough sleep, eat better, exercise, sleep, and do what you need to take care of yourself. Getting to know yourself is a life long process.

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

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How to reach Kali: 416-992-2123 or kalihewittb@gmail.com

Find out more about Kali’s Regent Park Akaido practice here

Book Recommendations from our discussion:

The Body Keeps Score by Bessel van der Kolk

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For more advice about professional development and student life, check out our weekly podcast or subscribe to our monthly newsletter.

Grad School Experience: Interview with Dane and Aravind
By Pfau Marketing
October 21, 2020
752 Views
Blog

 

We interviewed Dane Mauer-Vakil and Aravind Rajendran about the transition from an undergraduate degree to a graduate degree, particularly in conducting graduate research. As an undergraduate, you are working to meet certain requirements and receive high grades. However, when you transition to graduate school, the relationship you have with your professors, colleagues, and the research changes. This term, many of you are starting Grad School for the first time, so we thought it would be a good idea to talk a bit about that transition.

Dane MV Headshot 277x300 Grad School Experience: Interview with Dane and Aravind
Dane Mauer-Vakil is a Master student enrolled in the Institute of Health Policy, Management, and Evaluation at the University of Toronto with a focus on mental health and addiction services in community settings.
E308A80C A989 4951 B0A8 874A1D365954 300x295 Grad School Experience: Interview with Dane and Aravind
Aravind Rajendran is also a Master student enrolled in the Institute of Health Policy, Management, and Evaluation at the University of Toronto with a focus on tobacco control policy. Aravind is currently a Research Assistant at the Ontario Tobacco Research Unit, and has an interest in the tobacco control policy, with a focus on e-cigarettes.

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What advice would you give incoming Masters students to help them with the  transition from Undergrad to Grad School?

Dane: Going into graduate study is definitely a transition, but I would recommend to be as relaxed as possible, and enjoy it as well because it’s definitely an exciting time in life. You’re going to meet a lot of new people and learn a lot of cool stuff. That being said, I would also urge students to manage their time well, and really be as organized as possible. The workload, in terms of reading specifically, is considerably more than what would be seemed as commonplace for an undergraduate degree. Be cognizant of how you spend your time, but to enjoy it as much as possible. Seek help from your friends and colleagues and your supervisors when needed.

Aravind: I think Dane really put it very nicely. The only thing I would add to what he said is that the point of graduate school is a little different than undergrad. In undergrad, you’re learning a bunch of courses that are already decided for you because of the program you’re in, especially in the first or second year. And you only get some choice in the upper years. Whereas in grad school, you will specialize in a particular topic. Thus, whether you go into a PhD or not, the point of grad school is to really develop your research skills and knowledge in a particular area of interest for you. Another important thing to do would be to try to make the best use of your time in grad school to learn as much as you can about your topic outside of the courses you’re taking. So that means reading up on research papers that interest you, reading separate books that interest you, etc. You want to try to make use of the time as best as you can and try to soak in as much as the knowledge of your area of interest as you can write well because you have access to the library and so many resources.

 

What would you say has been your biggest challenge transitioning from undergraduate school or graduate school?

Dane: I would say personally the transition for me was potentially a bit smoother than those who came in, either straight from undergrad or came in with little or no research experience. I had a couple of years between undergrad and starting my Master’s where I was working on research so I was able to kind of get into the mindset of doing research. My biggest challenge in grad school was probably just kind of altering the way I thought about what constitutes success or progress towards my goals. In undergraduate, your, or at least in my case, my main priority was to get high marks, so that I’ll be able to go to grad school. And now, as Arvind had alluded to, we’re really in graduate school  to develop ourselves as researchers. It’s less about grades and more about your output, such as writing for journal publications and presenting your work at conferences.

Aravind: For me, I think one of the main challenges was actually living away from home because I lived at my parents’ house in undergrad, whereas now I’m on my own. Apart from that, one of the things that I found a little different in terms of he actual academic experience was definitely the volume of reading that you’re required to do. And, the other thing that was a bit challenging was the extra learning that goes on outside of courses. For example, at the University of Toronto, there are these things called collaborative specializations, which are sort of like minors degrees in undergrad study. I was in one of those collaborative programs, and that was a very new experience for me compared to undergrad, in a good way. I was able to partake in a separate series of lectures and learned about this other topic of interest to me. I think that was really creative and it was also a little unique perhaps to UofT. But, even if you don’t go to UofT, I’m 100% sure that there’s definitely going to be a bunch of lectures beyond your coursework. It’s going to be a challenge to manage your time to try to attend these, but I think it’s super important that you do because you’re going to get a lot out of it.

Book Recommendations

Dane’s recommendation:

The Focus Effect: Change Your Work, Change Your Life by Bruce Bowser and Greg Wells

The Ripple Effect: Sleep Better, Eat Better, Move Better, Think Better by Greg Wells

Aravind’s recommendation:

Napoleon: A Life by Andrew Roberts

Lisa’s recommendation:

As Always, Julia: The Letters of Julia Child and Avis DeVoto by Joan Reardon

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Thank you, Dane and Aravind, 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.

The Art of Writing: Interview with Laifong Leung
By Pfau Marketing
October 7, 2020
804 Views
Blog

 

We interviewed Laifong Leung, a Chinese Language and Literature scholar, about the art of writing. Writing is a unique form of communication that relies on our ability to create imagined realities with the deliberate and careful use of words, punctuation, grammar, and style. It is unlike any other form of communication in the mammal world, and it requires a lifetime of practice to master.

Laifong Leung photo edited 2 The Art of Writing: Interview with Laifong Leung

 

Dr. Leung received her BA from the University of Calgary, and MA and Ph.D from the University of British Columbia, and is currently Professor Emerita at the University of Alberta, where she taught for over three decades. She is passionate about classical Chinese poetry, contemporary Chinese literature, Chinese diasporic literature and language teaching. She continues to publish on these topics, having written and co-edited over 10 books, and several academic articles, many of which discuss the art of writing and storytelling across cultures and historical periods. She was also the initiator and co-founder of the Chinese Canadian Writers’ Association (1987) and currently serves as its Executive Chair. 

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What made you decide to pursue a career in literature?

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When I was young, I lived in Hong Kong. My maternal grandfather was a calligrapher, a poet, and a reader. He lived with us and it was very fortunate. He told me a lot of stories about classical Chinese literature and about the lives of poets, interesting, anecdotes, and famous poems. He would ask me to recite from memory, “Bei Shu,” some classical pieces. So I did that, but sometimes I didn’t know exactly what they meant, but I did memorize. I did quite a few of those important pieces, and I didn’t know they were important until I went to high school. I remember in grade eight, I opened my textbook, and the essay that my grandfather asked me to memorize was there! After that, I recognized the value of what I learned from him. I remember doing calligraphy with him too. He sat next to me and watched every stroke. He really was the initiator. I liked learning Chinese calligraphy. Later on, it would help with my career. When I applied for my first job at the University of Alberta, they were looking for someone who could teach Chinese calligraphy. Not many people were really interested or were able to teach calligraphy. During my time at the university, I started with the study of classical Chinese literature, and then I got interested in post-modern literature, which is very contemporary. These were my main two areas of study. After I retired, I got interested in Chinese Canadian literature.

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What would you say has been the most rewarding part of the career path that you have chosen?

I love reading, writing, as well as teaching. As a professor, I had to do all these things, so I enjoyed my job. I like sharing my knowledge with my students, and I do not feel tired of teaching. I love to see how much the students have learned. Overall, it is a very rewarding experience. I first started teaching adult classes at the Vancouver school board. I taught once a week with the purpose of gaining teaching experience at that time. And later on, I was recommended by my professor to teach Cantonese in the Vancouver city police station for one of the departments. I taught there for over a year before I did my Ph.D, which was a lot of fun. I enjoyed those few years. I just love teaching and doing research. When people recommend me to teach any class, I always take the opportunity, and the process has been really rewarding.

 

You’ve written and co-edited several books. That is a huge endeavor. When you’re thinking of a new book idea, what does your process look like?

I was really interested in the generation after Mao’s exile, especially the Red Guards, which was a group of young people who were very supportive of Mao during the Cultural Revolution. They started with very idealistic high hopes for the revolution. So, they had a very special style of writing. I read a lot of stories written by these generations, but the publications available at that time were very limited. So after I got my first teaching job at the University of Alberta, I applied for a grant and went to China to interview some writers. They talked about the whole horrible experience they went through in the Cultural Revolution. I recorded the interviews, and I came back with a whole suitcase of tapes. The tapes of interviews inspired me to start a book with the theme of the Chinese Writers of the Lost Generation. I began transcribing the tapes and drafted a sample chapter entry. I also developed a book outline. Afterward, I sent my idea to a lot of potential publishers and got 11 positive responses. After carefully selecting a publisher, I was able to publish the book.

Laifong’s Book Recommendation

 

Contemporary Chinese Fiction Writers: Biography, Bibliography, and Critical Assessment, Laifong Leung.

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Thank you, Laifong, 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.