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English Multimedia Writing Skills Center
Mission Statement
The Morehouse College Writing Center is dedicated to empowering the Men of Morehouse through the transformative power of writing. Our mission is to foster a supportive and inclusive environment where the Men of Morehouse can develop their writing skills, enhance their academic performance, and find their unique voices. We are committed to promoting excellence in writing across all disciplines, encouraging critical thinking, self-awareness, and educational excellence.
By providing personalized tutoring, workshops, and resources, we aim to build a community of confident and capable writers prepared to excel in their academic and professional endeavors. Our Writing Center celebrates the rich cultural heritage of historically Black colleges and universities (HBCUs), honoring the legacy of our predecessors while equipping our students with the tools they need to become influential leaders in a global society.
Through teaching Black life, history, and culture, we strive to create a space where every student feels valued, understood, and inspired to achieve their full potential. Through collaboration, mentorship, and a commitment to academic integrity, the Writing Center aims to enhance the writing skills of African American college-aged men.
SPONSOR
The Andrew W. Mellon Foundation sponsors services at the Writing Center.
Writing Contest
The Morehouse College Writing Center, The Black Ink Project, The Department of English, and The MLK, Jr. International Chapel are pleased to announce a writing contest for First-Year Writing students enrolled in English 101, 102, and 103.
Enhance Your Writing
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Strategies
Strategies to Engage Black Male Students to Improve Their Writing Skills
(1) Culturally Relevant Curriculum
- Integrate Black Literature and History texts by Black authors and historical documents that reflect Black experiences to make the curriculum more relatable and engaging.
- Develop Thematic Writing Assignments that explore themes relevant to Black male students, such as identity, community, and social justice.
(2) Mentorship Programs
- Peer Mentorship: Pair our students with more advanced peers to provide guidance, support, and feedback on their writing.
- Faculty Mentorship: Connect our students with faculty mentors who can offer personalized advice and encouragement, helping them navigate academic challenges.
(3) Writing Workshops and Presentations
- Targeted Workshops: We offer workshops specifically focused on areas where our students often struggle, such as thesis development, argumentation, and research writing.
- Interactive and Hands-On Activities: To make workshops dynamic and engaging, we use activities like writing games, peer reviews, and collaborative projects.
{4) Technology and Digital Tools
- Writing Software: We introduce our students to writing and editing software that can help them with grammar, style, and organization.
- Online Writing Communities: We encourage participation in online forums and communities where our students can share their work and receive constructive feedback.
(5) Incorporating Personal Interests
- Personal Narratives: We encourage our students to write about their lives and experiences, helping them find their unique voices and build confidence.
- Interest-Based Writing Projects: We allow our students to choose topics related to their interests, such as sports, music, or technology, for their writing assignments.
(6) Celebrating Success and Progress
- Writing Competitions and Awards: We sponsor the Hugh Gloster Writing Contest and offer awards for excellent work to motivate our students and celebrate their achievements.
- Publication Opportunities: We provide platforms for our students to publish their work, which gives them a sense of accomplishment.
(7) Supportive and Inclusive Environment
- Safe Spaces for Expression: We provide an environment where our students can freely express their thoughts and ideas without fear of judgment, like our Summer Writing Camp.
- Encouraging Feedback: We provide constructive and positive feedback that focuses on our student's strengths while guiding improvement.
(8) Collaborative Learning
- Study Groups: Form study groups where our students can work together on writing assignments, share ideas, and support each other.
- Writing Retreats: Organize retreats or intensive writing sessions where our students can focus on their writing in a supportive and collaborative setting.
(9) Real-World Applications
- Professional Writing Workshops: We conduct workshops on writing skills needed for the workplace, such as resume writing, business communication, and technical writing.
- Guest Speakers: We Invite alumni from various fields to discuss how writing skills have contributed to their success.
(10) Regular Assessment and Feedback
- Personalized Feedback: We provide individualized feedback on writing assignments to help our students understand their strengths and areas for improvement.
- Progress Tracking: We track our students’ progress over time, offering regular check-ins and tailored support to keep them on track.
By implementing these strategies, the Writing Center creates a supportive, engaging, and culturally relevant environment that empowers Black men to improve their writing skills and achieve their academic and personal goals.
-
Workshops
Workshops at the Writing Center
(1) Personal Narratives: Telling Your Story
a. Objective: Empower our students to articulate their personal experiences and
cultural heritage through compelling personal narratives.
b. Content:
- Understanding the elements of a personal narrative
- Techniques for engaging storytelling
- Incorporating cultural identity and personal experiences
- Peer review and feedback sessions
c. Activities: Writing prompts, sharing sessions, and guided revisions.
(2) Academic Writing Excellence
a. Objective: Enhance academic writing skills by focusing on clarity, coherence, and critical analysis.
b. Content:
- Structuring essays and research papers
- Developing strong thesis statements and arguments
- Integrating sources and proper citation
- Understanding and avoiding plagiarism
c. Activities: Analyzing sample essays, group discussions, and writing exercises.
(3) Professional Writing: Building Your Career
a. Objective: Prepare our students for professional communication in the workplace.
b. Content:
- Crafting resumes and cover letters
- Effective email and business letter writing
- Networking and LinkedIn profiles
- Creating personal statements for graduate school applications
c. Activities: Resume workshops, mock interviews, and peer critiques.
(4) Creative Writing: Exploring Your Imagination
a. Objective: Foster creativity and self-expression through various forms of creative writing.
b. Content:
- Writing poetry, short stories, and plays
- Exploring different genres and styles
- Developing characters and plots
- Editing and revising creative work
c. Activities: Culturally Relevant Writing prompts, creative exercises, and sharing circles.
(5) Public Speaking and Presentation Skills
a. Objective: Build confidence and effectiveness in public speaking and presentations.
b. Content:
- Structuring and delivering a speech
- Techniques for engaging an audience
- Using visual aids effectively
- Managing public speaking anxiety
c. Activities: Practice speeches, group feedback, and videotaped sessions for self-review.
(6) Critical Reading and Analytical Writing
a. Objective: Develop the ability to analyze texts and articulate insightful responses critically.
b. Content:
- Strategies for critical reading and comprehension
- Analyzing arguments and rhetorical strategies
- Writing analytical essays and responses
- Synthesizing multiple sources
c. Activities: Text analysis, group discussions, and essay writing exercises.
(7) Writing for Social Justice
a. Objective: Encourage our students to use writing as a tool for advocacy and social change.
b. Content:
- Understanding social justice issues
- Writing opinion pieces, letters to the editor, and blogs
- Crafting persuasive arguments and calls to action
- Highlighting voices from marginalized communities
c. Activities: Case studies, writing campaigns, and guest speakers from advocacy groups.
(8) Research Skills and Writing
a. Objective: Provide our students with the skills to conduct thorough research and present their findings effectively.
b. Content:
- Developing research questions and hypotheses
- Using library and online resources
- Organizing and presenting research findings
- Writing research proposals and reports
c. Activities: Research projects, source evaluation exercises, and annotated bibliographies. -
Selected Resources
Selected Resources: Incorporating Black Life, History, and Culture
Hurston, Zora Neale, “Characteristics of Negro Expressions”
Locke, Alain, “Enter the New Negro”
Neal, Larry, “The Black Arts Movement”
Smith, Barbara, “Toward a Black Feminist Criticism”
Dr. Martin Luther King, Jr., “The Time for Freedom Has Come”
Lorde, Audre, "Age, Race, Class, and Sex: Women Defining Difference"
Banks, William, “The Black Intellectual Infrastructure”
Hurston, Zora Neale, “Gilded Six Bits”
Dunbar, Paul Laurence, “The Lynching of Jube Benson”
Cullen, Countee, “Yet Do I Marvel”
Walker, Margaret, “For My People”
Woodson, Carter G., “The Mis-education of the Negro”
Washington, Booker T., “The Atlanta Compromise”
Dr. Martin Luther King, Jr., “Letter from a Birmingham Jail”
Hurston, Zora Neale, “How It Feel to be Colored Me”
DuBois, W.E.B., “The Talented Tenth”
McKay, Claude, “If We Must Die”
Tait, George, “I Am a Black Man”
Robeson, Paul, “I Want to Be African”
Garvey, Marcus, “African for the Africans”
Brown, Sterling, “Strong Men”
Schomburg, Arthur, “The Negro Digs Up his Past”
Dunbar, Paul Laurence, “We Wear the Mask”
Johnson, James Weldon, “Lift Every Voice and Sing”
Truth, Sojourner, Ar’nt I a Woman”
“The Signifying Monkey”
Hughes, Langston, “Mother to Son”
“The Black Panther Party 10 Point Plan”
“Black Lives Matter 10 Demands”
Coates, Ta-Nehisi, “The Case for Reparations”
Davis, Janeane, “Four (4) Reasons Why It’s Critical to Teach Black History”
Excerpt from Native Son,
Excerpt from Song of Solomon,
Excerpt from Parable of the Sowers
Excerpt from Go Tell It on the Mountain
Excerpt from Perfect Peace
Excerpt from The Water Dancer
Excerpt from Cane,
Excerpt from The Color Purple,
Excerpt from Excerpt Their Eyes Were Watching God
Excerpt from Invisible Man
Excerpt from Mumbo Jumbo
Excerpt from Fences
By integrating these resources, Morehouse students will improve their writing skills and deepen their understanding of Black life, history, and culture, thereby enriching their academic and personal growth
Strategies to Engage Black Male Students to Improve Their Writing Skills
(1) Culturally Relevant Curriculum
- Integrate Black Literature and History texts by Black authors and historical documents that reflect Black experiences to make the curriculum more relatable and engaging.
- Develop Thematic Writing Assignments that explore themes relevant to Black male students, such as identity, community, and social justice.
(2) Mentorship Programs
- Peer Mentorship: Pair our students with more advanced peers to provide guidance, support, and feedback on their writing.
- Faculty Mentorship: Connect our students with faculty mentors who can offer personalized advice and encouragement, helping them navigate academic challenges.
(3) Writing Workshops and Presentations
- Targeted Workshops: We offer workshops specifically focused on areas where our students often struggle, such as thesis development, argumentation, and research writing.
- Interactive and Hands-On Activities: To make workshops dynamic and engaging, we use activities like writing games, peer reviews, and collaborative projects.
{4) Technology and Digital Tools
- Writing Software: We introduce our students to writing and editing software that can help them with grammar, style, and organization.
- Online Writing Communities: We encourage participation in online forums and communities where our students can share their work and receive constructive feedback.
(5) Incorporating Personal Interests
- Personal Narratives: We encourage our students to write about their lives and experiences, helping them find their unique voices and build confidence.
- Interest-Based Writing Projects: We allow our students to choose topics related to their interests, such as sports, music, or technology, for their writing assignments.
(6) Celebrating Success and Progress
- Writing Competitions and Awards: We sponsor the Hugh Gloster Writing Contest and offer awards for excellent work to motivate our students and celebrate their achievements.
- Publication Opportunities: We provide platforms for our students to publish their work, which gives them a sense of accomplishment.
(7) Supportive and Inclusive Environment
- Safe Spaces for Expression: We provide an environment where our students can freely express their thoughts and ideas without fear of judgment, like our Summer Writing Camp.
- Encouraging Feedback: We provide constructive and positive feedback that focuses on our student's strengths while guiding improvement.
(8) Collaborative Learning
- Study Groups: Form study groups where our students can work together on writing assignments, share ideas, and support each other.
- Writing Retreats: Organize retreats or intensive writing sessions where our students can focus on their writing in a supportive and collaborative setting.
(9) Real-World Applications
- Professional Writing Workshops: We conduct workshops on writing skills needed for the workplace, such as resume writing, business communication, and technical writing.
- Guest Speakers: We Invite alumni from various fields to discuss how writing skills have contributed to their success.
(10) Regular Assessment and Feedback
- Personalized Feedback: We provide individualized feedback on writing assignments to help our students understand their strengths and areas for improvement.
- Progress Tracking: We track our students’ progress over time, offering regular check-ins and tailored support to keep them on track.
By implementing these strategies, the Writing Center creates a supportive, engaging, and culturally relevant environment that empowers Black men to improve their writing skills and achieve their academic and personal goals.
Workshops at the Writing Center
(1) Personal Narratives: Telling Your Story
a. Objective: Empower our students to articulate their personal experiences and
cultural heritage through compelling personal narratives.
b. Content:
- Understanding the elements of a personal narrative
- Techniques for engaging storytelling
- Incorporating cultural identity and personal experiences
- Peer review and feedback sessions
c. Activities: Writing prompts, sharing sessions, and guided revisions.
(2) Academic Writing Excellence
a. Objective: Enhance academic writing skills by focusing on clarity, coherence, and critical analysis.
b. Content:
- Structuring essays and research papers
- Developing strong thesis statements and arguments
- Integrating sources and proper citation
- Understanding and avoiding plagiarism
c. Activities: Analyzing sample essays, group discussions, and writing exercises.
(3) Professional Writing: Building Your Career
a. Objective: Prepare our students for professional communication in the workplace.
b. Content:
- Crafting resumes and cover letters
- Effective email and business letter writing
- Networking and LinkedIn profiles
- Creating personal statements for graduate school applications
c. Activities: Resume workshops, mock interviews, and peer critiques.
(4) Creative Writing: Exploring Your Imagination
a. Objective: Foster creativity and self-expression through various forms of creative writing.
b. Content:
- Writing poetry, short stories, and plays
- Exploring different genres and styles
- Developing characters and plots
- Editing and revising creative work
c. Activities: Culturally Relevant Writing prompts, creative exercises, and sharing circles.
(5) Public Speaking and Presentation Skills
a. Objective: Build confidence and effectiveness in public speaking and presentations.
b. Content:
- Structuring and delivering a speech
- Techniques for engaging an audience
- Using visual aids effectively
- Managing public speaking anxiety
c. Activities: Practice speeches, group feedback, and videotaped sessions for self-review.
(6) Critical Reading and Analytical Writing
a. Objective: Develop the ability to analyze texts and articulate insightful responses critically.
b. Content:
- Strategies for critical reading and comprehension
- Analyzing arguments and rhetorical strategies
- Writing analytical essays and responses
- Synthesizing multiple sources
c. Activities: Text analysis, group discussions, and essay writing exercises.
(7) Writing for Social Justice
a. Objective: Encourage our students to use writing as a tool for advocacy and social change.
b. Content:
- Understanding social justice issues
- Writing opinion pieces, letters to the editor, and blogs
- Crafting persuasive arguments and calls to action
- Highlighting voices from marginalized communities
c. Activities: Case studies, writing campaigns, and guest speakers from advocacy groups.
(8) Research Skills and Writing
a. Objective: Provide our students with the skills to conduct thorough research and present their findings effectively.
b. Content:
- Developing research questions and hypotheses
- Using library and online resources
- Organizing and presenting research findings
- Writing research proposals and reports
c. Activities: Research projects, source evaluation exercises, and annotated bibliographies.
Selected Resources: Incorporating Black Life, History, and Culture
Hurston, Zora Neale, “Characteristics of Negro Expressions”
Locke, Alain, “Enter the New Negro”
Neal, Larry, “The Black Arts Movement”
Smith, Barbara, “Toward a Black Feminist Criticism”
Dr. Martin Luther King, Jr., “The Time for Freedom Has Come”
Lorde, Audre, "Age, Race, Class, and Sex: Women Defining Difference"
Banks, William, “The Black Intellectual Infrastructure”
Hurston, Zora Neale, “Gilded Six Bits”
Dunbar, Paul Laurence, “The Lynching of Jube Benson”
Cullen, Countee, “Yet Do I Marvel”
Walker, Margaret, “For My People”
Woodson, Carter G., “The Mis-education of the Negro”
Washington, Booker T., “The Atlanta Compromise”
Dr. Martin Luther King, Jr., “Letter from a Birmingham Jail”
Hurston, Zora Neale, “How It Feel to be Colored Me”
DuBois, W.E.B., “The Talented Tenth”
McKay, Claude, “If We Must Die”
Tait, George, “I Am a Black Man”
Robeson, Paul, “I Want to Be African”
Garvey, Marcus, “African for the Africans”
Brown, Sterling, “Strong Men”
Schomburg, Arthur, “The Negro Digs Up his Past”
Dunbar, Paul Laurence, “We Wear the Mask”
Johnson, James Weldon, “Lift Every Voice and Sing”
Truth, Sojourner, Ar’nt I a Woman”
“The Signifying Monkey”
Hughes, Langston, “Mother to Son”
“The Black Panther Party 10 Point Plan”
“Black Lives Matter 10 Demands”
Coates, Ta-Nehisi, “The Case for Reparations”
Davis, Janeane, “Four (4) Reasons Why It’s Critical to Teach Black History”
Excerpt from Native Son,
Excerpt from Song of Solomon,
Excerpt from Parable of the Sowers
Excerpt from Go Tell It on the Mountain
Excerpt from Perfect Peace
Excerpt from The Water Dancer
Excerpt from Cane,
Excerpt from The Color Purple,
Excerpt from Excerpt Their Eyes Were Watching God
Excerpt from Invisible Man
Excerpt from Mumbo Jumbo
Excerpt from Fences
By integrating these resources, Morehouse students will improve their writing skills and deepen their understanding of Black life, history, and culture, thereby enriching their academic and personal growth