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Welcome to myPASS!

Guide to the Schedules:

Paper Reviews (Written Feedback Appointments)

  • We review undergraduate , master’s , or doctoral coursework up through the doctoral prospectus. 
  • Paper reviews have a 2-day turnaround time . E.g., if you reserve a slot on a Tuesday, you'll get your reviewed draft (via email) either Tuesday or Wednesday.
  • If you reserve an appointment slot for a future date, attach your paper by 5:00 am Central Time the day of the appointment . When making an appointment for the current day, attach your paper at the same time.
  • More information: Paper Reviews .

OASIS Live (New: Group Q&A)

  • Small-group, live Q&A sessions on "Academic Writing & APA" and "Library & Research Skills."
  • Session times may vary each week and are scheduled in Central time.

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The Walden University writing support staff are committed to helping students develop as writers. Our dedicated professionals support students in building and applying their writing skills as scholars, practitioners, and agents of positive social change. 

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OASIS: Writing Center

Undergraduate writing: overview, introduction.

The Walden Writing Center offers many services to undergraduate students, and we look forward to working with you! Watch the introductory video and then explore the tabs on the left for specific writing resources and services.

Note that this video was created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

  • Welcome to the Writing Center, Undergraduate Students! (video transcript)

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Online Writing Centers Association

Walden University: Writing Center within Academic Success

Institution: Walden University

Institution Type: Public 4-year, for-profit

Location: fully online

OWC context within institution: Walden’s Writing Center is also fully online and is situated within the University’s Center of Academic Success.

OWC website: https://academicguides.waldenu.edu/writingcenter

Number of Writing Center staff: 47 full-time staff; 3 part-time student workers

Types of OWC support offered: asynchronous, blog, Q&A (e-mail and chat), live/recorded webinars, course visits

Director or Lead/Title: Brian Timmerman, Writing Center Director ( [email protected] )

Submitter/Submitter Title: Sarah Prince, Manager of Writing Across the Curriculum ( [email protected] )  and Beth Nastachowski, Manager of Multimedia Writing Instruction ( [email protected] )

Walden University is a fully online, for-profit, public benefit (B-Corp) university with broad-access enrollment. Currently, the university’s 52,000 adult learners are from all 50 U.S. states and more than 150 countries. Walden’s students are pursuing bachelor’s, master’s, and doctoral degrees and certificates online across a broad range of disciplines—including health sciences, counseling, criminal justice, human services, management, psychology, education, public health, nursing, social work, public administration, and information technology—and educational formats—including online classroom and competency-based instruction.

Student Population

Over 80% of Walden students are pursuing graduate degrees, while just 17% are working toward undergraduate degrees. Women make up 75% of the student population, with an average age of 39. Fifty-five percent of students are ethnic minorities, and over half are working full time with at least one child living at home.

Walden is a broad-access university, so students enter programs with a wide variety of writing skills and backgrounds. Because courses are delivered asynchronously, the programs are writing intensive, with most discussions, assignments, and conversations conveyed through written communication. Due to the high volume of writing in this learning environment, demand for services from the university’s Writing Center is high, with 35% of students reporting Writing Center use each quarter.

Institutional Context

Walden’s Writing Center is situated within the university’s Center for Academic Excellence alongside the Library and Academic Skills Center. The Center is fully remote and is made up of two distinct offices with employees across the United States. The Office of Writing Instruction employs 20 full-time professional Writing Instructors, who support students during coursework, while the Office of Academic Editing employs 18 full-time Dissertation Editors, who support students in the completion of the capstone document. The Center also includes an 11-member leadership team, whose members manage staff in both offices as well as website, multimedia, and instructional services.  Roughly 95% of all Writing Center staff members have humanities degrees, 70% in English or a related field; the majority have master’s or doctoral degrees; and all writing center staff members have expertise in APA style, grammar, and other aspects of scholarly writing. The Writing Center is responsible for APA expertise and support at the university.

The Writing Center also employees a handful of graduate students, which fulfill the role of either Academic Writing Assistants or Graduate Assistants (GAs). Our Academic Writing Assistants answer fellow student questions via e-mail and complete other projects throughout the Writing Center as needed. Our GAs assist the Writing Center in other functions, like in transcript development. Each student works 10 hours a week.

Tutoring Services

The Writing Center’s primary focus is on paper review appointments (Office of Writing Instruction) and form and style reviews (Office of Academic Editing). Paper review appointments are asynchronous and facilitated through a WCenter scheduling system, which we call myPASS. The form and style review is a part of the university review process for doctoral capstones, and its purpose is to “edit a capstone manuscript to improve the writing and to ensure that the manuscript conforms to APA and the prepublication formatting requirements set by both Walden and ProQuest” (Writing Center Form and Style Website).

The Writing Center also serves students in the following ways:

  • Short answers via live chat hours, e-mail, and contributions to our university-wide FAQ system, Quick Answers.
  • Tutorials via our website and blog.
  • Social media accounts, including Facebook and Twitter.
  • Instruction via live and recorded webinars.
  • Presentations at in-person residencies for doctoral students.

Information and links to these services can be found on the Writing Center website . Faculty members are encouraged to refer students to the center for assistance, as needed, and may even require students to interact with the center’s web resources as part of a course. Faculty members should also encourage students working on coursework to make use of the one-on-one paper review service, which students may use up to twice a week. However, because the center cannot guarantee paper review availability, faculty members should recommend but not require this service.

In addition to student support, the Writing Center supports faculty members in their work with students by offering faculty-facing webinars, Web materials, and a dedicated faculty liaison. Visit the  Writing Center Toolbox for Faculty to access these resources. The Toolbox site also contains request forms for services such as course visits, developmental editing, and faculty referrals. The Writing Center also acts as the university’s Writing Across the Curriculum program, consulting on writing resources and instruction in courses. Finally, the Writing Center also assists the university in its assessment of newly enrolled doctoral students.

Institutional Barriers

One potential barrier and for opportunity has been the independence of the Writing Center within the university. The Writing Center is responsible for identifying, procuring, implementing, and maintaining all of our infrastructure. Because we are an online writing center, that infrastructure includes our scheduling system, website, webinar hosting, and multimedia hosting. While centralizing all of these responsibilities within the Writing Center has given us a level of control and flexibility, allowing us to develop a robust range of home-grown resources and services, it also has at times stretched the expertise of our staff. Many staff have taken on responsibilities within the Writing Center that they weren’t originally trained for and have developed their expertise and skills with the Writing Center.

Another barrier for our Writing Center is our place within the university, which does not have its own English department. Without an English department, the Writing Center is the central focus point for writing instruction at the university for all students and faculty. We are thus both a Writing Center and a Writing Across the Curriculum program, responsible for (a) tutoring students who choose to use the Writing Center; (b) reviewing and providing writing instruction throughout classes when consulted; (c) training and supporting faculty in their writing assignments; and (d) supporting students and faculty who are writing their dissertations. Put together, all of this means the Writing Center is responsible for many aspects of writing at the university and our services are in high demand. This has resulted in our expansion of services beyond traditional tutoring.

Walden University Writing Center Where instructors and editors talk writing.

Recent posts, may the writing force be with you: how to use freewriting to get past writers' block.

writing center walden university

Making it Through the Messy Middle

My family and I recently moved into a new house, and with new views and rooms has come the challenge of turning this empty house into a home. One aspect I was especially excited about was the way the empty house served as a blank canvas for me to create a home for my family.

Fast forward a few months, and I’m in the middle of my living room with my collection of decor strewn around me as I stare at my empty bookcases. My goal is to create beautiful vignettes in my bookcases. That one small word—vignette, a fancy way of saying 'beautifully put-together decorations on a surface'--belies the incredible amount of trial and error, frustration, and confusion I was dealing with as I worked to arrange my books, keepsakes, and pieces of art.

empty shelves and open cupboards

My first instinct was to walk away: Walk out of the room, away from the problem, and come back to it another day—or maybe never.

But, as I sat there with my anxiety growing, a realization dawned on me: What I was doing, the moment I was in in this design process wasn’t wrong : I wasn’t failing , it was just the messy middle of my process. The middle part of the journey where you know where you want to go (sort of?) and possibly how to get there (almost?),   but the path isn’t quite clear yet; the fuzzy middle stage where your vision is just a little bit clouded, but (you can almost feel it) clarity is just around the corner .

I know the messy middle well. I enter into the messy middle on every writing journey I’ve ever had. Each time I sit down to complete a writing project, whether it’s content for our website , a blog post , a presentation , or an article , I have found myself in the messy middle. And, because I have so much experience with the messy middle, I can recognize it when it arrives, and I know how it feels—it feels like crafting a vignette on my bookcase. I often want to get up, walk away, and give up on my project. However, since I write for a living, I also know how to work through and around the messy middle so I get to a place of clarity in my writing.

writing tools

·        Take a step back: Just as with writing, I took a step back from my design problem. I did walk away—but only for a short break—and came back with fresh eyes. Taking a break from something you’re in the messy middle of can provide you perspective. Instead of focusing on everything that’s not quite right, after stepping away you can better see what you like and build from there. 

·        Ask for help: In the messy middle of creating my bookcase vignette, I pulled my husband into the room to provide me his perspective. Then, I took a picture and posted it to my Facebook community for their insight . Both groups gave me helpful feedback that allowed me to see what was and wasn’t working. This works well with writing too! Alternative perspectives can help all writers understand what is and isn’t working in your writing; writing is usually for an audience beyond yourself, after all, as Kacy explained in her post last month . 

·         Use input judiciously :  When I asked for feedback on my bookcase vignette from my husband and Facebook community, I got a  lot  of opinions. Opinions are good, and much of the feedback was really helpful. However, if I had used  all  of the suggestions, my bookcase would have  looked a hot mess . Instead, I had to use the input I received wisely, picking and choosing the input that helped me achieve  my  design goal. Similarly, when you receive input on your writing, especially a long writing project like a doctoral capstone study, be mindful to use feedback judiciously, in a way that helps you get closer to your writing goals. Otherwise, you may get lost in a maze of feedback that sends you in different directions. 

Don’t get attached: Sometimes getting out of the messy middle means letting go of something you’ve been trying to make work from the very beginning—and thus, something you might be attached to. For my bookcase, I had been trying to fit so many keepsakes that I love—and had been brought with me from my old house—but that didn’t all fit. So, I had to emotionally let go of the idea that all of my beautiful things would work in the space, and this allowed me to see new possibilities. The same thing happens in writing: We can sometimes get so attached to a certain sentence or idea, that it’s hard to let go of it even though it’s not working. 

·        Create a “reserved” space: When working on my bookcase and editing the number of things I had in it, I would often take off items and put them in a box behind me. I told myself that anything in this box was on hold or reserve, and I could always add it back in down the line. Doing so made me more less afraid to remove something, because I wasn’t making a permanent decision. The same technique works with writing; rather than deleting sentences, paragraphs, or sections when you’re in the messy middle of a writing project, cut and paste that writing into a “reserved” Word document. You can then pull it back into your project at any point, if needed. 

tidy living room shelf

Bargain-Priced Candy Hearts and the Importance of Audience

  We've reached my favorite part of February: when all of the Valentine's Day candy goes on sale.

writing center walden university

Digging through a little box of colorful hearts, I can't help reading each little message as it comes up: "love", "laugh", "be mine", "smile", "you & me", "cute", "rock star", "hug me", and others are fairly obvious. But then there are hearts with messages like: "TTYL", "DM me", "lol" and "LYMY". I actually do understand the first three (talk to you later, direct-message me, and laugh out loud) but the fourth is a complete mystery to me. (EDIT: I've looked it up and apparently it stands for "love you, miss you".)

writing center walden university

This variety of mini-comments makes me think of what we mean when we advise writers to consider their audience . Maybe some of you already knew what LYMY meant. Maybe others would be confused by hearts reading "XOXO" or "BFF". Fortunately, the candy will taste the same whether you know that x's and o's are sometimes used to represent kisses and hugs in correspondence, or that BFF stands for "best friends forever," but scholarly writing does not benefit from the same sugary advantage. 

Anything we write has an intended audience--even if that intended audience is ourselves or an intended audience of no one. When you write for coursework there is the obvious audience of the faculty who will grade the work, but there is also often an implied audience. Perhaps you've been instructed to write a lesson plan to share with another educator; a business memo to be shared with a large corporation; an interpretation of and diagnosis for a certain case study. You'll of course want to make sure you respond to each component of the assignment prompt , but you should also consider who you're conceptually writing for. 

-         What kind of information can you assume your audience will already have about the topic?

o    Would you need to explain what TTYL stands for?

-         What context does your audience need?

o    The fact that they are Valentine’s candy would suggest that messages like “smile” or “call me” have a different sentiment than they would coming from a photographer or a business card.

-         What are you ultimately hoping to achieve with regards to your audience?

o    When you send a Valentine to a friend, the message will likely be different than the one you send to your romantic interest.

writing center walden university

To help you remember how to acknowledge the importance of your intended audience, here’s a somewhat forced acronym relating back to candy hearts:

E xpectation: what can you expect your intended reader to already know?

A dditional: what extra background information will your reader need you to provide in order to fully understand what you’re trying to say?

R esponse: is there something you hope your reader will do with the information after reading? Are there potential questions or arguments you could circumvent by addressing them in your writing?

T ask: what is the ultimate task you’ve been given with regards to the assignment? Would your reader be able to easily determine it based on what you’ve written?

writing center walden university

To my intended audience: I hope you had a fun Valentine’s Day—or are at least similarly benefiting from reduced-price treats. And I hope this acronym and post in general are memorable enough to help you in your next writing assignment!

2022: Just Keep Swimming

 In his 2017 bestselling book Finish , author Jon Acuff writes, "I thought the biggest problem for people was the phantom of fear that prevented them from beginning...Fear was the ghost holding them back and starting was the only way to beat it. I was half right. The start does matter. The beginning is significant. The first few steps are critical. But they aren't the most important. Do you know what matters more? Do you know what makes the start look silly and easy and almost insignificant? The finish."

writing center walden university

Last March I introduced the blog's 2021 theme of Motivation. This year--a year actually beginning in January!--I'd like to continue that concept into a new theme: the theme of Momentum.

As Acuff points out, starting is important. And motivation can help us get to the starting line. But momentum is what gets us through the slog of the "messy middle." According to Acuff, the most important point of any major goal or project is what happens "the day after perfect." 

The day after perfect is what Acuff calls the period of time that follows the first instance someone doesn't live up to their own idea of what the completion of their goal should look like. It's the day after the first time you hit snooze instead of waking up early for a run, the night after the night you fell asleep without writing in your journal, the meal after you passed on the salad bar and went straight for dessert. It's the moment you might be tempted to say, "Well, I've already messed up, might as well just give up entirely!" 

writing center walden university

So this year we're going to try to build on our motivation and find the momentum to keep moving forward even after our plans go slightly askew. The topic will be applied to writing-related issues, but hopefully these ideas will be useful in all areas of life. Here's to 2022!

Acuff, J. (2017). Finish: Give yourself the gift of done . Portfolio/Penguin.

The Benefits of Regret

I can't believe it's already the end of December. It seems this past year was both unending and insanely short. (Or is that just me?) I introduced the blog's theme of motivation in March and--while it hasn't been a full year--it seems fitting to look back at that theme and start planning for 2022. (It will probably be March again before I'm able to write 2022 without either first writing 2021 or feeling the need to double-check that I'm not making up a year).

track starting line with 2022 as the number

My WriteCast cohost, Claire Helakoski, will be posting an episode focused on SMARTER goals at the beginning of next month and the discussion we had got me thinking about how we can use reflection--as well as careful planning for the future--to ensure we move forward in our most important goals. In particular, I'm wondering if there's a way to reframe supposed 'failures' and regrets so they can propel us in a positive way rather than holding us back.

Much research has been done on the ways thoughts impact reality. As productivity coach Michael Hyatt (2021) put it, "we tend to experience what we expect...our success ultimately depends on our ability to tell the difference between reality and the story we are telling ourselves...when we believe we can't, we don't. The difference is all in our heads" (p. 18). Similarly, author Stewart Stafford argued, "the possible is just the impossible that we've come to accept" (QuotesLyfe.com). Basically, how we frame things in our own minds is important.  

image of mountains with Stafford's quotation overlaid

This is why I think it would be a good idea to (re)frame how we might usually think about our past mistakes, regrets, and anything we might consider a failure. Some of my favorite motivational quotes run along the lines of, 'failures are actually opportunities for learning' bu t at times this can seem cliché or flippant. Personally, I find these quotes inspiring in general, but less helpful in times I find myself overthinking things I've done or avoided doing. If you're like me, hearing "don't think about pink elephants" instantly conjures images of those animated "heffalumps" from "Winnie the Pooh and the Very Blustery Day" (or some other version of elephants in shades of faded red). And quotes like "we learn from failure, not from success", at a time when I'm overthinking, read as platitudes rather than sound advice (Stoker, 2000, p. 103).

pink plastic watering can in the shape of an elephant

Hyatt, M. (2021). Your best year ever .  Michael Hyatt & Company, Inc.

Landman, J. (1993).  Regret: The persistence of the possible . Oxford University Press.

QuoteLyfes.com. (n.d.)  Steward Stafford quotes.  https://www.quoteslyfe.com/quote/The-possible-is-just-the-impossible-that-258026 

Roese, N. J., & Summerville, A. (2005). What we regret most...and why. Personality and Social Psychology Bulletin, 31 (9), 1273-1285. https://doi.org/10.1177/0146167205274693

Stoker, B. Dracula . Dover Publications, Inc. 

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IMAGES

  1. Walden University Writing Center: Three Things to Know About the

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  2. Walden University Writing Center: The Year of Productivity, Part I

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  3. Access writingcenter.waldenu.edu. Welcome!

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  4. Walden University Writing Center

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  5. Walden University Writing Center

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  6. Walden University Writing Center: Break the Block: Turn Off Your

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COMMENTS

  1. Welcome!

    OASIS: Writing Center Show Menu Hide Menu Writing Help Paper Reviews Grammarly Webinars Residencies Modules Course-Specific Resources Podcast & Multimedia Resources For Multilingual Students Services by Faculty Request Grammar & Composition Writing a Paper Paragraphs Grammar Punctuation Common Writing Terms Scholarly Writing Common Assignments

  2. Walden University Writing Center

    Walden University's Writing Center provides a number of services to support students' writing at all stages of their education. We offer one-on-one paper reviews, webinars, modules, podcasts, form and style reviews, web-based instructional content on writing and APA style, and much more.

  3. Overview

    Writing Help Paper Reviews Grammarly Webinars Residencies Modules Course-Specific Resources Podcast & Multimedia Resources For Multilingual Students Services by Faculty Request Grammar & Composition Writing a Paper Paragraphs Grammar Punctuation Common Writing Terms Scholarly Writing Common Assignments Undergraduate Writing Scholarly Voice

  4. Overview

    Writing Help Paper Reviews Grammarly Webinars Residencies Modules Course-Specific Resources Podcast & Multimedia Resources For Multilingual Students Services by Faculty Request Grammar & Composition Writing a Paper Paragraphs Grammar Punctuation Common Writing Terms Scholarly Writing Common Assignments Undergraduate Writing Scholarly Voice

  5. How do I make an appointment with the Writing Center?

    E-mail the Dissertation Editors at [email protected]. Want to peruse other writing resources? Go to the Writing Center's homepage . Help us do better. Was this helpful? 0 0 Powered by Springshare; All rights reserved. Report a tech support issue. Walden Staff Login

  6. Walden's Writing Center Offers Value-Added ...

    The writing support is an important differentiator among doctoral degree programs, but the Writing Center offers its services to all Walden students, who also may be earning certificates and bachelor's and master's degrees online.

  7. Welcome to the Writing Center

    Welcome to the Writing Center Looking for help with your academic writing or ways to take your writing to the next level? In this webinar, we explore how to use the Writing Center and share resources and services for students of all writing skills, degree levels, and programs. Browse: Welcome to the Writing Center Watch on Resources Webinar slides

  8. Academic and Student Resources Help Center

    What is SafeAssign? Am I required to complete an orientation? Do I need to send transcripts to Walden? How can I find out my grade point average (GPA)? How can I get help with APA style? How do I access the Walden Library? How do I contact my instructor? How do I contact my Student Success Advisor? How do I find optional or supplemental readings?

  9. Walden University Paper Review Service

    Paper Reviews (Written Feedback Appointments) We review undergraduate, master's, or doctoral coursework up through the doctoral prospectus. As you reserve your first appointment, please note: Paper reviews have a 2-day turnaround time. E.g., if you reserve a slot on a Tuesday, you'll get your reviewed draft (via email) either Tuesday or ...

  10. Undergraduate Writing

    OASIS: Writing Center &nbspSearch Show Menu Hide Menu Writing Help Paper Reviews Grammarly Webinars Residencies Modules Course-Specific Resources Podcast & Multimedia Resources For Multilingual Students Services by Faculty Request Grammar & Composition Writing a Paper Paragraphs Grammar Punctuation Common Writing Terms Scholarly Writing

  11. Walden University: Writing Center within Academic Success

    Walden's Writing Center is situated within the university's Center for Academic Excellence alongside the Library and Academic Skills Center. The Center is fully remote and is made up of two distinct offices with employees across the United States.

  12. WUWritingCenter

    WUWritingCenter @WUWritingCenter 9.18K subscribers 188 videos Mission: The Walden University Writing Center is committed to helping students develop as writers and scholars, practitioners,...

  13. How to Build a Great Essay in Seven Weeks

    The online course Building an Essay in Graduate Writing I, 1 developed by Laureate Education, is an example of the academic writing help Walden University provides. In this seven-week course, you will build a scholarly essay, adding and refining components each week. After getting launched in Week 1, you'll move to Week 2's lesson about all ...

  14. What time is my Writing Center appointment?

    Because all Writing Center reviews are asynchronous, there is no specific scheduled time for Writing Center appointments. Papers should be attached in myPASS (my Paper Appointment Scheduling System) by 5 a.m. EST on the day of your appointment. Staff will then review your document within 2 days of your appointment date and e-mail you when your ...

  15. Writing Center Publications

    Writing Center Publications . These publications are written by staff and faculty as part of Walden's Writing Center, which provides a broad range of writing instruction and editing services for all students. Follow. Submissions from 2009 Link.

  16. How can I contact the Writing Center?

    The Writing Center is available via Ask OASIS for all writing and APA-related inquiries and at [email protected] for all Capstone-related inquiries. The Writing Center staff responds to e-mail inquiries within 24 hours. Writing Center staff members are unable to review papers via this e-mail account.

  17. What resources does the Writing Center provide for students?

    The Writing Center provides live webinars on topics in APA, general writing, grammar, capstone formatting, and more. View the webinar archive or register for a live webinar on a specific writing topic. Interactive resources (quizzes, modules, podcast, tutorials)

  18. Writing Center

    Please provide a valid phone number Phone Number * Required

  19. Walden University Writing Center

    Walden University Writing Center Where instructors and editors talk writing. Connect with us: Subscribe: Recent Posts MAY the Writing Force Be With You: How to Use Freewriting to Get Past Writers' Block Saturday, May 21, 2022 Expert Advice , Writing Process No comments Because of punniness, May has unofficially become Star Wars month.

  20. Where can I learn about APA 7?

    All Groups Topics The Writing Center's website resources have been updated to APA 7 guidelines as of May 4, 2020. All text-based instruction has been updated for any changes in the latest edition. For students who have been learning APA 6, we have created some APA 6 and 7 comparison tables highlighting the major changes between the editions.

  21. MS Word Resources: Track Changes

    Office 365/MS Word 2016 Walden students have access to both Office 365 and the desktop version, MS Word 2016. Office 365 does not offer the full functionality of MS Word so we recommend students use the desktop version of MS Word (Word 2016).