The VWC provides free peer feedback on writing for Antioch University students. We support your writing process from start to finish!
- Outlining and Planning: Submit your outlines and notes for feedback on ideas.
- Major Revision: Submit your initial drafts, and even incomplete drafts, for big picture feedback on thesis, structure, organization, integration of sources, and so on.
- Minor Revision: Submit your 2nd or 3rd drafts to work on paragraph structure, clarity, conciseness, syntax, and other sentence-level feedback.
- Style and Polish: Submit your near-final drafts for suggestions about APA or MLA, word choice, grammar, and other procedural edits.
To take advantage of peer feedback from the VWC, just click the login link for your campus or program under “Submit Your Writing” on the right (bottom on mobile). Also check out “About the VWC” below to learn more about the feedback process.
Have questions about the process or technical issues submitting? Contact us by e-mail or voicemail! Email us at email@example.com, or leave us a voicemail at 937-769-1355.
Use the “Submit Your Writing” menu on the top right (desktop) or bottom (tablet and mobile) to access the VWC system and send in your work for comments. For details about parts of the process, check out the links below:
- How to Submit and What to Expect
- How to Read Your Feedback
- Submission Policies
- Live Consultations
- Meet the VWC Team
- FAQ (Answers to your questions!)
Nearly all Antioch University programs are transitioning to APA 7th as of January 2020. Below are three resources to help you understand the new Student Writing guidelines, and the specific changes in 7th Edition as compared to 6th Edition:
- APA Style 7th Edition Quick Reference for Common Types of Sources
- APA Style 7th Edition Checklist
- APA Style 7th Edition Changes for Student Writers
The Writer’s Toolkit: But What About Open-ended Essays?
In the grind of student life, I often forget that I chose to be in grad school because I wanted to learn something interesting. How many papers have I churned out? A hundred? Maybe more? I tailor my writing to the professor so that I can pass the class, like a hoop to jump on my way to graduation. I appreciate a well-defined assignment because it contains the suggestion of an outline and the paper seems to write itself. Hoop jumped. Like an advanced version of second grade writing worksheets. But what about open-ended essays?
I needed to write a “term paper on a relevant topic of choice.” I had no idea what the professor wanted and I could see it going horribly wrong. However, I took a chance and chose a relevant topic that deeply interested me and I learned a great deal. In that sense, I knew the paper was a success. And yet, I felt apprehensive when I submitted it because I could not predict how the professor would grade it. Writing the paper facilitated substantial personal growth, but was it enough? Would the professor allow me to sail through the hoop unsinged or would it be a fiery crash?
As a student, I am not the sole author of my academic career: professors have the power to fail a student and idiosyncratic understanding of what is “good” writing. But if I let that prevent me from exploring what led me to grad school, I am cheating myself. It felt wonderful to produce that paper on my own terms and when I wrote about what interested me the professor considered it “outstanding!” Now when I get those open-ended assignments, I relish the opportunity to adapt my education to myself and a sense of freedom replaces the trepidation.
Virtual Writing Center Staff