by Stephanie White
Stephanie White just completed her two-year term as Assistant Director of the program in Writing Across the Curriculum at the University of Wisconsin–Madison.
Stephanie White, former Assistant Director of Writing Across the Curriculum
Last semester, the Writing Across the Curriculum (WAC) program here at UW–Madison was thrilled to continue building our partnership with the university’s Delta program. Delta’s mission is to encourage and support graduate students’ and faculty’s development as teachers in STEM and Social and Behavioral Science fields, and so, this past spring, the WAC program offered a new semester-long class on teaching with writing in a range of disciplines. As the Assistant Director of our WAC program at the time, I had the privilege of designing and teaching this non-credit course. And as I got to know the smart, critical, thoughtful graduate students who enrolled, I was thrilled to watch these future faculty members make deep connections between teaching and writing.
By Elisabeth Miller and Stephanie White
Sunday evenings at Starbucks... (photo by Bryce Richter)
On a Sunday morning in February, five students brave the icy winds howling off Lake Mendota, knock the snow and slush off their boots, and straggle into the student union toward a table near the windows looking over a snowy Memorial Union Terrace. That night, another five students wrap up their weekends by braving the same wind and snow to gather in a Starbucks near campus. And throughout the week, two other groups meet on campus, taking time from the busy schedules to gather with groups of their peers to work together on their writing. The students talk about their weeks and laugh about Facebook status updates before getting down to business, and throughout their meetings, the students’ warmth towards each other is as palpable as the snow outside. Indeed, these are no one-off study groups cramming for an impending midterm. These are groups of undergraduate honors senior-thesis writers meeting to encourage, support, productively challenge, and reinforce each other’s work as they work on projects that include discussing the idea of modernity in sculpture, analyzing data from a sleep lab dealing with parasomnia, studying rock formations in New Zealand, examining the archives of Asian-American publications on our campus, and much more.
A typical scene at Comm-B TA training
Every semester, our Writing Across the Curriculum program gets a head start. The week before classes have even begun, we have the privilege of spending two mornings training up to 75 new Teaching Assistants. These TAs will be teaching writing-intensive courses across the disciplines—courses that fulfill an intermediate communication requirement for undergraduates. In our UW-Madison parlance, we call these Communication-B (or Comm-B) courses. During Comm-B training, then, we get to provide TAs with skills, theories, and practices they need for teaching with writing. As the TA Assistant Director of our WAC program, I get to help plan and facilitate the training. I’m always energized by the buzz of conversation about teaching with writing and by the “aha” moments as TAs consider—some for the first time—the challenges and opportunities that come with teaching writing in the disciplines. (more…)
Katrin and Stephanie hanging out at the UW-Madison Writing Center
Here at the UW-Madison Writing Center, we have been thrilled to have Katrin Girgensohn spend the year with us as our visiting scholar from the Writing Center at European University Viadrina in Frankfurt (Oder), Germany. And here on this blog you’ve gotten to see a little of her, too. I’m privileged to get to share an office with Katrin, and we’ve spent a lot of time talking about writing centers and about her work. We wanted you to have a chance to sit in on a conversation with us about what it means to be a visiting scholar at a writing center, what Katrin has learned this year, and what she plans to do with the research she’s completed. Katrin’s kindness, enthusiasm, and straightforwardness shine through when you talk with her, and her intelligence about the work she does make her a pleasure to talk to about writing center work. Thanks for joining our conversation!
Rebekah Willett (left), Assistant Professor of Library and Information Studies, and Stephanie White (right), TA Assistant Director of Writing Across the Curriculum, leading Rebekah's class
The students in Professor Rebekah Willett’s first-year course on the Internet and Society are crouched over their desks and laptops, some scribbling, some typing, some doing so fervently, some reluctantly. All are working to formulate a couple of sentences that synthesize two paragraphs of text they have in front of them. I’ve just walked with them through the idea of putting texts into relationship with one another when writing a synthesis-driven assignment, and I’ve suggested thinking of this synthesis as giving a bird’s-eye view of the lay of the land, of describing how one text relates to the texts around it. I’ve explained that, with synthesis, we’re telling readers where multiple texts overlap, in what ways they connect, or how they are on completely opposite sides of the map. I’ve also emphasized the importance of using specific examples from the text to talk about these relationships. I’ve given the students these directions as a guest in their classroom, as an expert from the Writing Center come to bestow my great wisdom about writing upon them (if you’re skimming this post, please note the sarcasm in this sentence). Yet, as a number of students finish their sentences a little too quickly, their professor doesn’t hesitate to jump in.