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What is the Writing Center? Last Updated: Apr 24, 2023

The Writing Center is here to assist you with any writing project, at any stage of your writing process. The center's well-trained peer consultants can help you to brainstorm ideas, organize content, integrate research, polish a draft, and correctly document sources.

Any graduate or undergraduate GVSU student can make an appointment or take advantage of our drop-in hours simply by coming into the center with a draft of your writing. Faculty and staff interested in writing consultations for their own work and our other services can call (616) 331-2922.

What They Do

A Writing Consultant can help you with:

  • Brainstorming and selecting a topic
  • Understanding your assignment
  • Navigating and interpreting professor feedback
  • Considering your audience and what expectations they have
  • Organizing your ideas and structuring your paper
  • Crafting an argument, message, theme, or story
  • Integrating sources and considering their effectiveness
  • Revising, editing, and formatting your work
  • Learning how to use and perform different citation styles
  • Clarifying your message and editing your language

Need more help?

  • Ready to try the next phase? We can help you at any step along the way !
  • Want to chat with someone who can help? Book a consultation today !

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Many splendored? Sometimes, but it’s always intriguing

Taylor swift, the wordsworth of our time.

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Harvard English Professor Stephanie Burt teaches “Taylor Swift and Her World.”

Photos by Stephanie Mitchell/Harvard Staff Photographer

Eileen O’Grady

Harvard Staff Writer

New English course studies pop star’s lyrics alongside classic literature

It turns out Taylor Swift could keep company with the Romantic-era poets

On a recent Monday afternoon, Professor Stephanie Burt asked some 200 students — packed into Lowell Lecture Hall for the popular new English course “Taylor Swift and Her World” — to consider their role as listeners to “Fifteen,” the second track off the superstar’s second album, “Fearless.” 

In the song, Swift presents herself as a teenage girl who’s both relatable and aspirational with lyrics that reflect upon high school, friendship, and dating. Burt compared the song’s reflective qualities to William Wordsworth’s 1798  poem  “Tintern Abbey.” 

“She’s establishing herself as a kind of ally for us, what the poet and literary theorist  Allen Grossman  calls a ‘hermeneutic friend,’” said  Burt , the Donald P. and Katherine B. Loker Professor in the Department of English. Or in other words, “the literary or musical text that you’re getting into is going to help you out, it simultaneously knows more than you do, and knows what’s going on with you.”

The course resonates with the many students who have been fans since childhood. Seated in tiered rows on the main floor and in the balcony, they nodded along intently with the lecture, occasionally laughing when Burt threw out an insider Swiftie reference. 

It’s the largest class Burt has ever taught — and the largest taught in the arts and humanities this spring. The professor, who has long wanted to create a course centering the works of a songwriter, knew “all too well” that it was time to examine Swift’s writing through an academic lens.

“She’s one of the great songwriters of our time,” Burt said. “If she weren’t, she wouldn’t be this popular. And I love the idea that we’re going to spend this much time with her music.”

In the doorway looking into the classroom full of students.

Burt’s class is the largest taught in the arts and humanities this spring.

Guest Matthew Jordan standing in front of a piano lecturing.

Teaching fellow Matthew Jordan helps unpack songs on the piano during class.

Two students looking towards the front of the classroom with excitement.

Xinran (Olivia) Ma ’26 and other students engage with the lecture.

The syllabus is organized around the “eras” of Swift’s career, starting with her 2006 debut album and progressing to her most recent. Students examine themes of fan and celebrity culture, whiteness, adolescence, and adulthood alongside songs by Dolly Parton, Carole King, Beyoncé, and Selena, and writing by Willa Cather, Alexander Pope, Sylvia Plath, and James Weldon Johnson. 

“The best way to get someone into something is to connect it to something they already love,” Burt said, in an interview before class. “I do think there’s going to be a lot more Harvard students reading Alexander Pope because he’s in the Taylor Swift course than if he only showed up in courses that were entirely dead people.”

Burt explained that she is teaching Swift as a songwriter rather than a poet because writing for music is its own literary form, one that requires different skills than writing for the page. Burt and teaching fellow Matthew Jordan regularly unpack songs on the piano during class. During a recent class, the whole room broke out into spontaneous song as Jordan performed “Love Story.”

“Usually, poetry means works of art that use nothing but words that are created to be read on a page that do not have to be read aloud by the author,” Burt said. “Songwriters are writing for a melody; they are writing for singing interpreters. You are not getting all that you can out of a song if you are reading it on a page.”

‘Tortured poets’ department?

A painting of William Wordsworth.

What common themes do you see in these excerpts from William Wordsworth’s “Lines Composed a Few Miles above Tintern Abbey” and Taylor Swift’s “Fifteen”? Listen to the professor’s take below.

Transcript:

STEPHANIE BURT:  She [Taylor Swift] is far from the first or the only writer who has written looking back at her younger self and addressing someone else — a friend, a specified reader, an audience — as a younger version of themselves. “I’m going to tell you what I wish someone had told me when I was that age, because I look at you — listener, reader, sister named Dorothy — and I see myself when I was that age, and by the way, I’m really close to that age. I’ve only grown up a little. I’m going to show you how that works.” That is a central trope of the literary movement which generates “tortured poets,” which we call Romanticism.”

Cormac Savage ’25, a concentrator in Romance languages and literatures and government, has been a Swift fan since age 6, when he received a platinum edition copy of “Fearless” for Christmas. So when he saw the course listing, he knew immediately that it was the one. 

“I think I’ll come out of this English class with a greater knowledge of music as a byproduct of studying literature, which is a really unique point of this class,” said Savage, who is looking forward to reading Wordsworth and comparing his poetry to Swift’s album “Folklore.”

Jada Pisani Lee ’26, who is studying computer science, has also been a fan since elementary school. The sophomore said she enrolled in the class to learn more about Swift’s impact on culture, from music to style to copyright law.

While some critics may not consider Swift classically worthy of English class analysis, Burt politely disagrees.

“Half the English-language authors we now think of as ‘classic’ and ‘high culture’ and ‘serious’ were disparaged because they were popular and doing the ‘pop thing’ in their time,” Burt said. “Often the ones who were disparaged because they were doing the ‘pop thing’ were authors who were writing for women when serious prestige classics were the domain of expensively educated white men.”

“Half the English-language authors we now think of as ‘classic’ and ‘high culture’ and ‘serious’ were disparaged because they were popular and doing the ‘pop thing’ in their time.” Stephanie Burt

The professor hopes students will gain not only a deeper appreciation for Swift but a new set of tools for literary and cultural analysis and a greater engagement with authors beyond the pop star.

“If I were not able to connect Taylor’s catalog to various other, older works of literature, I wouldn’t be teaching this class,” Burt said. “But I also wouldn’t be teaching this class if I didn’t really love her songs and find her worthy of sustained, critical attention. She really is that good.”

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New Textbook Makes Epidemiology Approachable and Accessible

Lauren Christiansen-Lindquist and Kristin M. Wall

By Kelly Jordan

After years of teaching introductory epidemiology to undergraduate students, Lauren Christiansen-Lindquist , PhD, and Kristin M. Wall , PhD, had bonded in their shared frustrations over how textbooks presented the complex field to their students. 

“While there are a lot of introductory epidemiology textbooks that have great things about them, none really fit the needs I had as an instructor,” says Christiansen-Lindquist. “One of the challenges we have in epidemiology is it gets so complicated that sometimes you oversimplify early on, which leads to having to unlearn things later. And that's frustrating—both for students and their instructors.”

So, when Tim Lash , DSc, chair of the Department of Epidemiology, was contacted by Springer Publishing Company about their interest in adding an intro to epidemiology textbook to their health sciences series, Christiansen-Lindquist was top of mind. Knowing she couldn’t do it all on her own, she quickly enlisted Wall’s help and, with the book contract signed in October 2020, the two got to work. 

The fruition of their hard work has resulted in the recent release of Fundamentals of Epidemiology , a true introductory book to the field of epidemiology. Drawing from their own lectures and knowledge in teaching introductory epidemiology to students over the years, the authors note that the book is conversational in tone and was designed with diverse learners in mind—visual elements, created by Christiansen-Lindquist, are abundant throughout. 

A thoughtful design for a complicated subject

Wall also notes that they have added “kindnesses” in the book for students. “Because we’ve taught this subject for so long, we know what the common mistakes are, and we understand why those mistakes happen.” 

To help educate and empower their learners, the authors have developed call-out sections throughout the book explaining why common mistakes are made, why they are incorrect, and how to think about them differently. They have also intentionally designed review questions to appear within sections versus at the very end of chapters so readers can more easily recall and practice the information they have just learned. The middle matter of the book is essentially a “cheat sheet” for students that compiles summary sheets and key tables for easy reference, so the book can serve as a practical reference.

“The book is certainly geared toward launching someone into a public health career,” says Wall.  “We are hopeful we can help people become better public health practitioners, better epidemiologists.” While tailored toward college students, the authors also note it’s meant to be understood by anyone hoping to gain a foundation in public health—including members of the public.

“Epidemiology is really a framework for critical thinking that is essential to be an informed member of society,” says Christiansen-Lindquist. “This book is not just for epidemiologists or public health professionals,  it really can be useful for anyone to  help prepare them to make more informed decisions about their health.”

Content for learners and their instructors

As professors themselves, the authors were determined to create the type of book they wanted. So, in addition to the conversational tone of the text and thoughtful arrangement of materials, the authors created a large database of supplementary online content (developed with the help of doctoral students) for teachers that includes:

  • A bank of test questions for each chapter
  • PowerPoint decks that go along with each chapter
  • An instructor guide 

The authors also impart their philosophy on teaching intro to epidemiology with instructors who will use the book and explain their approach to the content, as well as provide a head’s up when the content of a chapter may be triggering to some students.     

“ Fundamentals of Epidemiology is a valuable new introductory text, ideally suited to undergraduate and graduate instruction in epidemiology, and optimized for modern teaching approaches that engage students with active learning and that seek to convey complex epidemiologic and biostatistical concepts clearly and without simplifications that will later need to be unlearned,” Lash writes in the book’s foreword. “The field has needed such a text for as long as I can remember; it is exciting to finally see just such a text become available.”                                                 

Writing a book while weathering a pandemic and parenting

Writing a book is a tremendous undertaking in normal times. When placed in the context of a global pandemic, it takes on new challenges that can feel impossible. Throughout the development of the book, the authors were still teaching, conducting research, and juggling the pandemic-specific demands of motherhood—Wall gave birth during the pandemic; Christiansen-Lindquist’s three children were home for an entire academic year. 

Despite the workload, the two wrote and published a book that the academic community has been hungry for. They also found a deeper appreciation for each other in the process.

“I think we drew off of each other's strengths,” says Christiansen-Lindquist. “I don't think either of us could have done it alone. Kristin is so thoughtful about the science and the structure and keeping the flow of the writing going. I brought in the visual elements and was able to adjust some of the scientific writing, so it was more approachable for earlier learners... It was fun to work together on it even though it took much longer than we had anticipated. I’m glad we’re still friends!”

  Fundamentals of Epidemiology is available everywhere books are sold including IndieBound , Amazon , Target , and Barnes & Noble

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  • GVSU Writing Center The Writing Center supports undergraduate and graduate students. You can get one-on-one help from a Writing Consultant, and their website also has links to online resources.
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  • GVSU Resource Market/Citations Explore this online knowledge base to find information about writing and citing.

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  • APA Tutorial Learn about how to cite sources using APA 7th edition. Created by the GVSU Libraries.
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The Loss of Things I Took for Granted

Ten years into my college teaching career, students stopped being able to read effectively..

Recent years have seen successive waves of book bans in Republican-controlled states, aimed at pulling any text with “woke” themes from classrooms and library shelves. Though the results sometimes seem farcical, as with the banning of Art Spiegelman’s Maus due to its inclusion of “cuss words” and explicit rodent nudity, the book-banning agenda is no laughing matter. Motivated by bigotry, it has already done demonstrable harm and promises to do more. But at the same time, the appropriate response is, in principle, simple. Named individuals have advanced explicit policies with clear goals and outcomes, and we can replace those individuals with people who want to reverse those policies. That is already beginning to happen in many places, and I hope those successes will continue until every banned book is restored.

If and when that happens, however, we will not be able to declare victory quite yet. Defeating the open conspiracy to deprive students of physical access to books will do little to counteract the more diffuse confluence of forces that are depriving students of the skills needed to meaningfully engage with those books in the first place. As a college educator, I am confronted daily with the results of that conspiracy-without-conspirators. I have been teaching in small liberal arts colleges for over 15 years now, and in the past five years, it’s as though someone flipped a switch. For most of my career, I assigned around 30 pages of reading per class meeting as a baseline expectation—sometimes scaling up for purely expository readings or pulling back for more difficult texts. (No human being can read 30 pages of Hegel in one sitting, for example.) Now students are intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding. Even smart and motivated students struggle to do more with written texts than extract decontextualized take-aways. Considerable class time is taken up simply establishing what happened in a story or the basic steps of an argument—skills I used to be able to take for granted.

Since this development very directly affects my ability to do my job as I understand it, I talk about it a lot. And when I talk about it with nonacademics, certain predictable responses inevitably arise, all questioning the reality of the trend I describe. Hasn’t every generation felt that the younger cohort is going to hell in a handbasket? Haven’t professors always complained that educators at earlier levels are not adequately equipping their students? And haven’t students from time immemorial skipped the readings?

The response of my fellow academics, however, reassures me that I’m not simply indulging in intergenerational grousing. Anecdotally, I have literally never met a professor who did not share my experience. Professors are also discussing the issue in academic trade publications , from a variety of perspectives. What we almost all seem to agree on is that we are facing new obstacles in structuring and delivering our courses, requiring us to ratchet down expectations in the face of a ratcheting down of preparation. Yes, there were always students who skipped the readings, but we are in new territory when even highly motivated honors students struggle to grasp the basic argument of a 20-page article. Yes, professors never feel satisfied that high school teachers have done enough, but not every generation of professors has had to deal with the fallout of No Child Left Behind and Common Core. Finally, yes, every generation thinks the younger generation is failing to make the grade— except for the current cohort of professors, who are by and large more invested in their students’ success and mental health and more responsive to student needs than any group of educators in human history. We are not complaining about our students. We are complaining about what has been taken from them.

If we ask what has caused this change, there are some obvious culprits. The first is the same thing that has taken away almost everyone’s ability to focus—the ubiquitous smartphone. Even as a career academic who studies the Quran in Arabic for fun, I have noticed my reading endurance flagging. I once found myself boasting at a faculty meeting that I had read through my entire hourlong train ride without looking at my phone. My colleagues agreed this was a major feat, one they had not achieved recently. Even if I rarely attain that high level of focus, though, I am able to “turn it on” when demanded, for instance to plow through a big novel during a holiday break. That’s because I was able to develop and practice those skills of extended concentration and attentive reading before the intervention of the smartphone. For children who were raised with smartphones, by contrast, that foundation is missing. It is probably no coincidence that the iPhone itself, originally released in 2007, is approaching college age, meaning that professors are increasingly dealing with students who would have become addicted to the dopamine hit of the omnipresent screen long before they were introduced to the more subtle pleasures of the page.

The second go-to explanation is the massive disruption of school closures during COVID-19. There is still some debate about the necessity of those measures, but what is not up for debate any longer is the very real learning loss that students suffered at every level. The impact will inevitably continue to be felt for the next decade or more, until the last cohort affected by the mass “pivot to online” finally graduates. I doubt that the pandemic closures were the decisive factor in themselves, however. Not only did the marked decline in reading resilience start before the pandemic, but the students I am seeing would have already been in high school during the school closures. Hence they would be better equipped to get something out of the online format and, more importantly, their basic reading competence would have already been established.

Less discussed than these broader cultural trends over which educators have little control are the major changes in reading pedagogy that have occurred in recent decades—some motivated by the ever-increasing demand to “teach to the test” and some by fads coming out of schools of education. In the latter category is the widely discussed decline in phonics education in favor of the “balanced literacy” approach advocated by education expert Lucy Calkins (who has more recently come to accept the need for more phonics instruction). I started to see the results of this ill-advised change several years ago, when students abruptly stopped attempting to sound out unfamiliar words and instead paused until they recognized the whole word as a unit. (In a recent class session, a smart, capable student was caught short by the word circumstances when reading a text out loud.) The result of this vibes-based literacy is that students never attain genuine fluency in reading. Even aside from the impact of smartphones, their experience of reading is constantly interrupted by their intentionally cultivated inability to process unfamiliar words.

For all the flaws of the balanced literacy method, it was presumably implemented by people who thought it would help. It is hard to see a similar motivation in the growing trend toward assigning students only the kind of short passages that can be included in a standardized test. Due in part to changes driven by the infamous Common Core standards , teachers now have to fight to assign their students longer readings, much less entire books, because those activities won’t feed directly into students getting higher test scores, which leads to schools getting more funding. The emphasis on standardized tests was always a distraction at best, but we have reached the point where it is actively cannibalizing students’ educational experience—an outcome no one intended or planned, and for which there is no possible justification.

We can’t go back in time and do the pandemic differently at this point, nor is there any realistic path to putting the smartphone genie back in the bottle. (Though I will note that we as a society do at least attempt to keep other addictive products out of the hands of children.) But I have to think that we can, at the very least, stop actively preventing young people from developing the ability to follow extended narratives and arguments in the classroom. Regardless of their profession or ultimate educational level, they will need those skills. The world is a complicated place. People—their histories and identities, their institutions and work processes, their fears and desires—are simply too complex to be captured in a worksheet with a paragraph and some reading comprehension questions. Large-scale prose writing is the best medium we have for capturing that complexity, and the education system should not be in the business of keeping students from learning how to engage effectively with it.

This is a matter not of snobbery, but of basic justice. I recognize that not everyone centers their lives on books as much as a humanities professor does. I think they’re missing out, but they’re adults and they can choose how to spend their time. What’s happening with the current generation is not that they are simply choosing TikTok over Jane Austen. They are being deprived of the ability to choose—for no real reason or benefit. We can and must stop perpetrating this crime on our young people.

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COMMENTS

  1. Department of Writing

    Welcome to the Department of Writing Knowing how to construct texts that appeal to different audiences is a critical skill for the 21 st century. With the proliferation of online and accelerated communication, the ability to tell a story that engages and persuades an audience is more important than ever.

  2. Fred Meijer Center for Writing & Michigan Authors

    Welcome to the Writing Center! We're here to assist you with any writing project, at any stage of your writing process. The center's well-trained peer consultants can help you brainstorm ideas, organize content, integrate research, polish a draft, and correctly document sources.

  3. Meet the Writing Consultants

    Meet the Writing Consultants Graduate Writing Consultants Special Projects Graduate Assistant Amy P. Pronouns: She/her Major: Criminal Justice (Graduate), Social Innovation (Graduate), Theatre Arts (Undergraduate) Likes to work with: Journal Articles Abstracts Personal Statements Literature Reviews Creative Nonfiction Whatever You Bring

  4. Welcome to the Writing Center

    Faculty and staff interested in writing consultations for their own work and our other services can email Patrick Johnson, Writing Center Director ( [email protected] ). We are here and ready to help students and faculty during the COVID-19 pandemic.

  5. Jessalyn Richter at Grand Valley State University

    Jessalyn Richter is a professor in the Writing department at Grand Valley State University - see what their students are saying about them or leave a rating yourself. ... Check out Similar Professors in the . Writing Department 5.00 Amy Norkus; 5.00 Amy Stolley; 5.00 Brandon Rushton; 48; Student Ratings. All courses. WRT150. Nov 8th, 2023 ...

  6. Grand Valley State University Writing Department

    Grand Valley State University Writing Department Create. Shape. Design. Share. MISSION: We develop students' abilities to tell stories that make a difference in professional, academic, and...

  7. Michelle Calkins at Grand Valley State University

    Professor in the Writing department at Grand Valley State University 89% Would take again 3 Level of Difficulty Compare I'm Professor Calkins Professor Calkins 's Top Tags Gives good feedback Caring Clear grading criteria Accessible outside class Participation matters Check out Similar Professors in the Writing Department 5.00 Amy Norkus

  8. Writing, B.A., B.S.

    Why Study Writing at Grand Valley? The writing major involves liberal arts training in which students become critical readers, careful thinkers, and skilled writers. The department offers one of the few independent undergraduate writing majors in the country.

  9. Margaret Goss at Grand Valley State University

    Professor in the Writing department at Grand Valley State University 100% Would take again 2.9 Level of Difficulty Compare I'm Professor Goss Professor Goss 's Top Tags Gives good feedback Participation matters Clear grading criteria Tough grader Group projects Check out Similar Professors in the Writing Department 5.00 Amy Norkus 5.00 Amy Stolley

  10. What is the Writing Center?

    Any graduate or undergraduate GVSU student can make an appointment or take advantage of our drop-in hours simply by coming into the center with a draft of your writing. Faculty and staff interested in writing consultations for their own work and our other services can call (616) 331-2922.

  11. Meet the Members

    Randee Gage is senior at Grand Valley, majoring in Writing and minoring in Digital Studies. She works part-time for the School of Interdisciplinary Studies, as well as consultant for the Fred Meijer Center for Writing & Michigan Authors.

  12. Writing & Citing

    Grand Valley State University. University Libraries Search. Search the Library for Articles, Books, ... GVSU Writing Center. ... Assistant Professor of History at George Mason University and Director of Research Projects at the Center for History and New Media. A perfect guidebook to a robust open access research tool that allows the user to ...

  13. OPW

    The Organization for Professional Writers was founded in effort to create a community for professional writing students at Grand Valley State University. Blending Creative and Professional Writing: A Conversation with Harrison Fischer. December 8, 2023 /. Internships and the Importance of Networking. November 12, 2023 /. Generative AI and ...

  14. Tamara Lubic at Grand Valley State University

    Tamara Lubic at Grand Valley State University | Rate My Professors 2.6 / 5 Overall Quality Based on 180 ratings Tamara Lubic Professor in the Writing department at Grand Valley State University 44% Would take again 3.9 Level of Difficulty Compare I'm Professor Lubic Professor Lubic 's Top Tags Tough grader Skip class? You won't pass.

  15. Home

    Welcome! Each first-year writing class has a librarian.To find out who your librarian is, check the chart below for your instructor. Reach out to the librarians via email; they are available to meet with you to help with your research.

  16. Monika Moore at Grand Valley State University

    Professor in the Writing department at Grand Valley State University 100% Would take again 2.5 Level of Difficulty Compare I'm Professor Moore Professor Moore 's Top Tags Gives good feedback Get ready to read Participation matters EXTRA CREDIT Caring Check out Similar Professors in the Writing Department 5.00 Amy Norkus 5.00 Amy Stolley

  17. Frequently Asked Questions

    Because they are not professors, consultants will not grade your writing or tell you that the writing is "finished" and ready for submission. As experienced readers, trained responders, and good writers themselves, they have many useful suggestions for you to consider when revising, but these suggestions should not be interpreted as "grading ...

  18. Sylvia Malcore at Grand Valley State University

    Sylvia Malcore is a professor in the Psychology department at Grand Valley State University - see what their students are saying about them or leave a rating yourself. ... This class was graded purely on test taking skills and essay writing. Super sweet professor, but classes are just 3 hour lectures straight off the powerpoint. It is hard to ...

  19. Home

    Grand Valley State University Subject Guides Citing Sources Home Citing Sources: Home How to appropriately cite your sources Home APA Style Chicago Style MLA Style Government Info Tools and Generators Manage Citations: EndNote, Mendeley, RefWorks, & Zotero Citing Data Citing Images For Faculty Citing oral teachings

  20. Visiting Professors and Part-Time Faculty

    Grand Valley State University. Search People & Pages Submit. Department of Chemistry Home Programs BS Biochemistry BS Chemistry ... Visiting Professors and Part-Time Faculty Visiting Professors Keenan Noyes [email protected] 234 Padnos Hall (616) 331-3808. Kayla Pyper [email protected] 352 Padnos Hall (616) 331-3879.

  21. Inside Harvard's Taylor Swift class

    It turns out Taylor Swift could keep company with the Romantic-era poets. On a recent Monday afternoon, Professor Stephanie Burt asked some 200 students — packed into Lowell Lecture Hall for the popular new English course "Taylor Swift and Her World" — to consider their role as listeners to "Fifteen," the second track off the superstar's second album, "Fearless."

  22. New Textbook Makes Epidemiology Approachable and Accessible

    As professors themselves, the authors were determined to create the type of book they wanted. So, in addition to the conversational tone of the text and thoughtful arrangement of materials, the authors created a large database of supplementary online content (developed with the help of doctoral students) for teachers that includes:

  23. Writing & Citing

    GVSU Writing Center The Writing Center supports undergraduate and graduate students. You can get one-on-one help from a Writing Consultant, and their website also has links to online resources. GVSU Knowledge Market

  24. GVSU Women's Basketball Golf Outing 2024

    Alumni, Community, Faculty, Staff Join alumni and friends at the annual Grand Valley State Women's Basketball Golf Outing! Also, get a chance to meet the Lakers 2024--2025 roster. ... Grand Valley State University Softball vs Minnesota State Moorhead Off Campus Friday, February 23 4:00 p.m. - 7:00 p.m ...

  25. Literacy crisis in college students: Essay from a professor on students

    The second go-to explanation is the massive disruption of school closures during COVID-19. There is still some debate about the necessity of those measures, but what is not up for debate any ...