Becca is in her final semester (she hopes!) as a dissertator in the Composition and Rhetoric program at UW-Madison. She is currently serving as TA coordinator in the UW Writing Center, and writing her dissertation conclusion – one 750-word day at a time.
During a workshop I led recently for dissertators entering the proposal stage, a student raised her hand and asked “I feel like I hear a lot about daily writing lately, but can you talk about how it actually works?” Her question stayed with me, because I suspect a lot of academic writers feel this way. Daily writing gets a lot of good press, and for good reason: it works. There’s strong evidence that daily writers are productive writers. Brian Martin uses the metaphor of athletic training to make the case for daily writing: athletes don’t work themselves to the point of collapse once every few weeks – they achieve their best results by training moderately every day. We would never encourage a new TA to binge-grade an entire set of papers in one weekend, or tell them not to do any planning unless they have time to finish three or more lessons at once. That would be a crazy way to approach the work of teaching. But as Martin points out, this is an extremely common attitude towards the work of writing.
By Sarah Groeneveld
Sarah Groeneveld is the Interim Associate Director of the UW-Madison Writing Center, a role she took on after working as an instructor at the Writing Center for four years. This year, she has enjoyed supporting graduate tutors, organizing and running workshops, meeting with student writers, and developing new programs such as the Graduate Writing Groups. She completed her PhD in English at UW-Madison this past summer.
Last week I received an email from Katie Zaman, a dissertator in the Sociology department, in which she told a delightful story:
“Today I was in Helen C White, organizing for the TAA, and I met a happy dissertator in the hallway. She was heading to get coffee because she had already met her writing goal for the day and it had only been half an hour in the dissertation writing session. She was smiling and relaxed and I asked her about the group – she told me I could find out how to join it by emailing you. I want to be happy like her and have writing goals and meet them! Is there an application process?”
Katie was referring to the Graduate Writing Groups that have been meeting this year at the Writing Center. These groups are made up of about twenty students who gather together once a week for three hours. During that time, graduate writers set goals, write, and then check back in at the end to share successes and keep each other accountable. As the organizer of the groups this year, I felt that Katie’s email encapsulated why these groups are so important. Writing can be a very lonely activity for graduate students. To combat that feeling of isolation, these groups are a way to see writing as something shared and collaborative – something that is more fun, less overwhelming, and more manageable when it’s done with others in the room. Through goal setting, brief conversations about writing, and – first and foremost – dedicated time for writing, the groups help graduate students get more words on the page in a supportive setting. Needless to say, I was more than happy to have Katie join a group.
By Chris Earle, Kevin Mullen, Rebecca Couch Steffy, and Nancy Linh Karls
Chris Earle is a Ph.D. candidate in Composition and Rhetoric at UW-Madison, where he also serves as the Assistant Director of the Writing Center. Kevin Mullen completed his doctorate in Literary Studies at UW-Madison and currently teaches writing with the UW Odyssey Project. Rebecca Couch Steffy is a Ph.D. candidate in Literary Studies at UW-Madison and has been a Writing Center instructor since 2011. Nancy Linh Karls is a member of the UW-Madison Writing Center’s permanent staff and its Science Writing Specialist; she also coordinates the Mellon-Wisconsin Dissertation Writing Camps and directs the community-based Madison Writing Assistance program. Together, Chris, Kevin, Rebecca, and Nancy have co-taught the Mellon-Wisconsin Dissertation Writing Camps several times, including the most recent camp in January 2015.
During the first week of the new year, and one of the coldest weeks of this winter so far, 19 graduate students at the University of Wisconsin-Madison huddled together on the upper floors of the Helen C. White building around a common purpose—to escape both the isolation and the constant distractions that come with writing a dissertation so that they could dedicate an entire week to making significant progress on their work. By moving the solitary act of writing into a space shared by other people going through the same process, these students began to bond and find inspiration through their shared goals and the collective sounds of fingertips striking keyboards.
By Greg Smith
Greg Smith, assistant dean emeritus, had been the director of the First-Year Interest Groups (FIGs) program at the University of Wisconsin-Madison from 2002 until his recent retirement at the end of December 2014. Prior to coming to UW-Madison, his work at other institutions included being an assistant professor of English, a registrar, a TRIO program director, and a director of student services.
FIGs: UW-Madison’s Interdisciplinary Learning Communities
The idea of reforming education is a hot topic, and for the most part the public focus has largely been on K-12 classrooms. By now we are all familiar with phrases like “no child left behind,” “common core,” charter schools, teacher accountability, and achievement gap, just to name a few. However, many institutions of higher education have also been involved in creating exciting innovations that focus on improving teaching and learning environments. UW-Madison has long been a leader in reforming undergraduate education, with Alexander Meikeljohn’s Experimental College being a prime example. Its goal was to create a unique learning community that brought students and faculty together as they studies a core curriculum based on “the great books.” While Meikeljohn’s experiment was short-lived–it was established in 1927 and closed in 1932–some of the fundamental ideas behind it did not disappear but emerged many years later. (more…)
Rebecca Lorimer Leonard and her handsome cat, Jon Snow.
By Rebecca Lorimer Leonard
Rebecca Lorimer Leonard is an assistant professor of English and Director of the Writing Center at University of Massachusetts Amherst. She is a former UW-Madison Writing Center tutor and Assistant Director of the Writing Across the Curriculum Program. You can read about her work at http://blogs.umass.edu/rlorimer/.
In late November, CNN aired Ivory Tower, a feature-length documentary that asks if college is “worth it” given the rising costs of higher education in the U.S. The film, which premiered at Sundance, is an accounting of dated and disruptive trends in college financing, teaching, and managing. As do many books and documentaries that investigate crises in U.S. education, Ivory Tower uses several campus cases—Harvard, Spelman, Bunker Hill Community College, San Jose State, Deep Springs College, and Cooper Union—to fill out something like a higher ed. balance sheet, weighing “spiraling” costs against “entrenched” practices. (more…)
By Elisabeth Miller
Elisabeth Miller is currently serving as Assistant Director of the Writing Across the Curriculum Program at UW-Madison. In this role, she’s had the wonderful opportunity to work with several TA Fellows to facilitate Comm-B training. She is also a PhD Candidate in Composition and Rhetoric.
Each semester during Welcome Week, the Writing Across the Curriculum program at UW-Madison runs a two-day training for new teaching assistants in Communication-B (Comm-B) courses. Comm-B courses are writing-intensive, exposing students to conventions of writing in disciplines from anthropology to biology to journalism to psychology. The training, with 70 TAs every fall and 40 every spring, is energetic and packed with advice preparing TAs to conference with student writers, run effective student peer review sessions, support students in developing strong thesis statements, and much more.
What makes our Comm-B training most effective, though, is not just the efforts of WAC director Brad Hughes and the TA Assistant Director of WAC (a role that transitions to new TAs every two years). Our interdisciplinary training greatly benefits from thoroughly cross-disciplinary expertise: specifically, the participation of TA Fellows, experienced Comm-B teaching assistants who design and facilitate breakout sessions and act as positive peer role models.
By Mackenzie McDermit and Kevin Mullen
Mackenzie McDermit is a recent alumna of the University of Wisconsin-Madison, where she participated in the university’s Writing Fellows program. She spent a humbling and inspiring semester researching writing pedagogy in the Odyssey Project and has been hooked ever since. This is her first year as a tutor for the program.
Kevin Mullen recently completed his doctorate in English at the University of Wisconsin-Madison. During his time as a graduate student, Kevin was fortunate to work for several years with the Writing Center and the Writing Fellows program. He is currently applying all of the skills and insights he absorbed there to his current position as a Literacy Faculty Associate for the UW Odyssey Project.
Now in its twelfth year, the UW Odyssey Project is an intensive, two-semester humanities course that seeks to remove economic barriers to education for 30 adult learners a year by providing tuition, books, childcare, and dinner before class. While earning six credits from the University of Wisconsin-Madison, Odyssey students explore a wide range of foundational thinkers in literature, history, music, art, and philosophy. As they discuss the ideas of Socrates and Frederick Douglass, analyze the poetry of Langston Hughes and Emily Dickinson, engage with original historical documents like the Declaration of Independence and The Federalist essays, and read aloud scenes from Macbeth and A Raisin in the Sun, students gain skills in critical thinking, persuasive writing, and communication. Many students in this program are struggling with issues such as homelessness, depression, substance abuse, domestic abuse, and teen pregnancy and have been made to feel in the past that they are “not college material.” Under the direction of Prof. Emily Auerbach, who recently won a national award for her work, and a team of dedicated UW faculty members, over 300 students have graduated from the Odyssey Project and two-thirds have continued their education by taking more college courses. (more…)
By Chris Earle
Jackie Grutsch McKinney is an associate professor of English at Ball State University, where she teaches undergraduate and graduate courses in rhetoric and composition. Over the last eighteen years, she has worked at three different writing centers as a tutor, assistant director, and then as a director. Her book, Peripheral Visions for Writing Centers, has been awarded the 2014 International Writing Centers Association’s Outstanding Book Award.
Chris Earle is the TA Assistant Director of the Writing Center at the University of Wisconsin-Madison, where he is currently working on his dissertation in UW’s Composition and Rhetoric program. He would like to thank Professor McKinney for generously sharing her time to talk about her work.
Last October, Professor Jackie Grutsch McKinney joined the Madison Area Writing Area Colloquium to lead a lively discussion centering on her recently published book, Peripheral Visions for Writing Centers (2013 Utah State Press), which has since been awarded the 2014 IWCA Outstanding Book Award. The project, the talk, and Professor McKinney’s argument has stuck with me. On more than one occasion, I have been given pause as I find myself retelling, maybe too uncritically, what McKinney aptly names the Writing Center grand narrative. Demonstrating the persuasiveness of Mckinney’s account, in these moments I find myself asking—and not always answering—what work gets accomplished in this (re)telling and, more importantly, what aspects of our work it leaves out?
By Rachel Carrales
Rachel Carrales has worked in the writing center at UW-Madison since 2010. She is a PhD candidate in Composition and Rhetoric at UW-Madison, where she studies how middle-class mothers use their literacy practices to respond to the ideology of domesticity.
In addition to working as a tutor in the writing center at UW-Madison, I also teach a class on literacy practices and identity, an intermediate composition course that fulfills students’ comm B requirement. About a week before the start of the semester, Mary Fiorenza, the writing program administrator of English 201, handed out a list of lessons that Deborah Brandt, a literacy scholar and longtime teacher, had “learned the hard way.” One of the lessons she had learned was that it was important to “honestly confront the politics of language diversity,” a phrase which struck me as beautifully capturing what it is that I try to do with all of my students in the writing center, but a goal that I have in mind with my multilingual graduate students in particular. (more…)
KimMarie Cole, Associate Professor of English and Coordinator of Composition at the State University of New York at Fredonia works with students when she’s not wielding a hammer. A 2002 graduate of UW-Madison (PhD, English), she taught in the Writing Center from 1999-2001, Photo by Fredonia Marketing and Communication
By KimMarie Cole, State University of New York at Fredonia
My thanks to Brad Hughes for the invitation and opportunity to share these ideas with you and to my colleague Heather McEntarfer who provided helpful comments and insights on early drafts of this post.
My family and I are building a house. For more than 2 years, it’s been at various times our hobby, our passion, our albatross, our marathon. The house sits a quarter mile off the nearest road at the end of a dirt driveway that may prove our undoing in winter.
Digging the Pond
A few weeks after we closed on the property, excited and eager about the possibilities and ridiculously naive about all things construction and rural, our neighbor came back and offered the insight that we needed a pond. We nodded. Seemed like a good long-term project. Two days later we arrived to find him and his tractor excavating, digging the pond.
Our initial gratitude and befuddlement in equal measure have faded as work on the house progresses. We were glad to get the pond, yet it felt weird not to have any say in its location or its timing. Today, it’s hard to imagine a time when the pond wasn’t there, first a big dirt hole and now full of water and frogs who croak loudly when it’s about to rain and in the evenings as we try to finish one more task. Certainly, though, as the photo record shows, it has changed a lot in the past two years. (more…)