I’m Meg, and this is my final semester as a graduate student. I plan to graduate this April with an MA in Written Communication, specializing in the Teaching of Writing. Currently, I teach First-Year Writing (FYW) and work in the University Writing Center (UWC) here at EMU. When I grow up, I want to teach FYW at EMU.
I have three daughters and three cats. Like Aristotle, I support compiling many facets of my life into groups of three. I love to cook and bake because I come from a long line of feeders, and I might also be secretly obsessed with movies based on Jane Austen stories…maybe.
This semester, I’m completing work on my MA project, which concerns instructor/student rapport in a FYW classroom and the impact of that rapport on students’ cognitive learning. Though I’m still working through my data, this project has provided me with much insight on my innate ability to procrastinate. I’m hoping to escape from the procrastination abyss soon.
I look forward to spending the rest of the semester with you who I’ve come to know and love, as well as with my future friends in this class.
As I’m sitting here trying to compose an introductory blog post about myself, I’m having mildly traumatic flashbacks to the seven-or-so drafts of an Introduction Memo that I wrote for WRTG 424 when completing my bachelor’s degree at EMU, majoring in both written communication and speech communication. Just as a heads up… you’re only getting one draft. Sorry, friends.
I’m Natasha, and I am enrolled in EMU’s Written Communication MA program, concentrating my studies in the Teaching of Writing. As a graduate assistant, I teach in EMU’s First-Year Writing Program and consult in the University Writing Center. However, I’m feeling a bit more than a little bitter-sweet, since this is my last semester in the program, and I know that I’ll deeply miss my friends, colleagues, and faculty here–and the weekly snacks in class.
Like Cortney, I also identify as a nerd, though not quite as strongly as I did a few years ago when I attended anime/comic conventions and sewed my own cosplay costumes. Now, when I’m not researching the ways that written self-advocacy practices influence student agency and responsibility, I spend most of my free time crafting, assembling puzzles, watching musicals–can we just talk about Hamilton for a second?–reading, and developing travel plans. It’s a bit old-lady-ish, but that’s okay by me.
I’ll close by saying that I’m really excited for this class and interested to see the visual rhetoric designs that everyone creates. And, if we don’t yet know each other well, I look forward to correcting this circumstance soon! 🙂