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 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!)
We’ve added several new resources written by VWC Peer Consultants to help you through common assignments at Antioch. Check out the PDFs below!
- Terms Used in Academic Assignments
- Writing Reflection Papers
- Writing Discussion Posts
- Writing a Research Paper
- Writing a Case Conceptualization
- Writing a Family of Origin Paper
- Writing a Chapter in a Longer Document
- Writing an Annotated Bibliography
When I began grad school my writing was rusty and feedback on papers was matter-of-fact—like “write in active voice”—and often included edits without explanation. I felt like an imaginary template to write correctly in grad school existed that I was not privy to! I tried to hear why the edits made sense and I started repeating those patterns I was told were “correct,” without really knowing why they were better. In this way, I started to think that the key to writing well was crafting these “perfect sentences.”
So when I started working at the VWC, I approached other students’ papers similarly—“correcting” sentences without explanation, thinking that would help them succeed in grad school. I found myself telling students to write in active voice like I was told; yet I could not tell them exactly what that meant. I was fortunate to learn from the VWC team that helping our fellow students improve their writing is not synonymous with imposing our personal definition of what makes a “perfect” sentence.
Working at the VWC has shown me that the beauty in writing is the diversity and uniqueness that every writer contributes. Reading the diverse and exciting papers my peers write helped me see how insignificant a “perfect sentence” is as long as the sentence enhances a well-developed, creatively expressed idea. Sure, we all have to conform to some academic writing standards. Still, my VWC experience has helped me learn the value of focusing more on the important ideas I express in my writing and less on crafting perfect sentences.
Katryna (Katie) Kibler
Virtual Writing Center