Collaboration in Action

Author photo. Taken by Jennifer Brindley.

Rachel Herzl-Betz. Photo taken by Jennifer Brindley.

By Rachel Herzl-Betz

Rachel Herzl-Betz is the T.A. Coordinator of Outreach for the Writing Center at UW-Madison, where she has been a tutor since 2012. She is also a PhD candidate in Literary Studies, with a focus on Victorian Literature, Disability Studies, and Rhetoric.

The perfect teaching collaboration is an elusive ideal, more like a dream than a lesson plan. Of course, as we all know, teaching in a Writing Center or a classroom doesn’t usually look like the ideal. It can be messy, unpredictable, and strange, particularly when we throw new variables (and new people) into the mix.

Professor Brittany Travers

Professor Brittany Travers

As the coordinator for the Outreach Program at the UW-Madison Writing Center, I have more opportunities than most to build collaborative relationships.  Every year, tutors from our Outreach program give presentations and create writing lessons for more than 150 classes, student groups, workshops, and events across campus. My work as coordinator involves training a team of tutors and providing presentations myself, when time and schedules allow. I have had the pleasure of working with instructors from a wide range of disciplines and contexts. However, a recent collaboration with Professor Brittany Travers illustrates the value that enthusiastic collaboration can bring to the classroom, even when conditions conspire against us.

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Outreach By Design

Rachel Herzl-Betz

Author photo. Image taken by Jennifer Brindley.

By Rachel Herzl-Betz

Rachel Herzl-Betz is the T.A. Coordinator of Outreach for the Writing Center at UW-Madison, where she has been a tutor since 2012. She is also a PhD candidate in Literary Studies, with a focus on Victorian Literature, Disability Studies, and Rhetoric.

This August, when I began my work as the Outreach Coordinator for the Writing Center, I found myself fascinated with an unexpected challenge. Every year, tutors from our Writing Center have the pleasure of giving presentations and creating collaborative writing lessons for more than 150 classes, student groups, workshops, and events across campus. As the new coordinator for these efforts, I assumed that I would be caught up with new genres of writing and discovering new campus buildings. Instead, I found myself wondering at the wobbly line between creation and adaptation.

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Angels in the Writing Center

Rachel Herzl-Betz is a PhD student in Literary Studies at the University of Wisconsin-Madison, pursuing a minor in Rhetoric and Composition. Her research focuses on intersections between nineteenth-century British literature, rhetoric, and disability studies. This is her first year with the UW-Madison Writing Center.

Rachel Herzl-Betz

Rachel Herzl-Betz

I have a thing for personal statements. I realize that I’m unique in my appreciation for 500-1000 word essays required for graduate school, professional school, and most other “school” applications. The personal statement, otherwise known as the statement of purpose, has long been a sticking point for students who know what they want to do next, but not how to express their desire in two pages or less.

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