Your website is great. I especially like your feline grammar expert.
Ruthe K (Westchester)
KT, your web site is great. It's easy to understand and full of information. Also, you are the best teacher I ever had.
Gino (Rome)
It's like having K.T. in front of you throughout the day! Just great! Congratulations and thanx, K.T.
Jorge (Barcelona)
You are bigger than life! Congratulations on your website.
Leigh (New York City)
I had no idea you offered so many programs. Jerome (Brussels)
Wish you could come to France to work with our managers
Marie (Paris)
The site's great. Can't wait to take an online course.
Stefan (Zurich)
Jonathan Tham writes:
Why We Cannot Spell
Aoccdrnig to rscheearch at an Elingsh uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer is at the rghit pclae. The rset can
be a toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae we do not raed ervey lteter by itslef but the wrod as a wlohe.
Hpoe you ejoneyd tihs mssegae.
Student Course Evaluations:
Writing on the Job
Report #1: Ben
...My manager has already complimented my improved writing. To provide feedback on the course, it is easiest to illustrate my progress by separating my writing development into three phases:
1) Before the Workshop
2) Four Weeks into Workshop
3) Eight Weeks into Workshop
Before the Workshop
...before starting the course, I felt very unsure of my writing. While there were many areas for improvement, I had the most difficulty with getting started. Many times my writing omitted some of my best ideas. Figuring out a way to begin and learning how to organize and include all of my main thoughts were my primary objectives. Writing in a way my audience could understand was another important goal.
Four Weeks into Workshop
My writing got stronger directly after the first few classes. These sessions taught me how to get started using speed-writing and "brainpictures." The first few sessions introduced me to a new a concept where I ask questions from the reader's point of view. I was instructed to think about what I wanted to write by changing my perspective entirely (i.e. becoming the reader). I have applied this extremely helpful advice to almost every business correspondence I write.
Eight Weeks into Workshop
After learning where to start and what to write, we learned how to write using a fantastic method called "lunchrooming." The idea is to express complicated ideas in simplified sentences using everyday terms. Now, after every sentence I write, I step back and ask "can this sentence be shorter or simplified?" In most cases, the answer is yes.
K. T. Maclay, the class instructor, has built a syllabus filled with relevant information. While it provides a useful guideline for week to week discussions, K. T. has tailored the class to meet the group's needs collectively. She understands how I need to write at work because she has vast experience writing in business settings.
I would recommend this class to anyone.
Report #2: Brian
K. T. Maclay's NYU writing class has been a wise investment of time and money. I, as well as others, have seen dramatic changes in the quality of writing when comparing my work prior to the course to that of now, mid-course.
Prior to the course my writing included:
• run-on sentences
• passive voice
• unclear, unnecessarily long text
• poor sentence structure
Currently, my writing includes:
• improved clarity and brevity
• practiced professional tone
• better use of the active voice
• improved organization/sentence structure
