Reflecting on Processes: Building and Tutoring

KimMarie Cole, Associate Professor of English and Coordinator of Composition at the State University of New York at Fredonia working with students.  A 2002 graduate of UW-Madison (PhD, English), she taught in the Writing Center from 1999-2001, Photo by Fredonia Marketing and Communication

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

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…)

Seeing New Connections: Tutoring Spaces and the Writing Center Commons

By Becca Tarsa

Author photo - courtesy of Matthew Collins

Author photo – courtesy of Matthew Collins

In addition to teaching both first-year and intermediate composition for the English Department, Becca Tarsa has worked in the UW-Madison Writing Center for five years, and is currently serving as TA Coordinator. She is in the final year of her PhD in UW’s Composition and Rhetoric program.

In her article “Composition’s Imagined Geographies: The Politics of Space in the Frontier, City, and Cyberspace,” Nedra Reynolds sums up in three words something nearly all writing instructors have learned keenly by experience: “Space does matter.” For better or for worse, our authority as writing instructors is often drawn from the contexts in which we’re working – as are the practices through which we enact that role. Because, as Reynolds puts it, “surroundings have an effect on learning or attitudes towards learning, and material spaces have a political edge,” our ethos and praxis are to some degree (often a significant one) determined by the location in which our work takes place: “where writing instruction takes place has everything to do with how” (20). (more…)

Instruction Across Environments: Teaching and Tutoring at UW-Madison

by Julia Dauer

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Author photo, by Rebecca Dauer

Julia Dauer has worked at the Writing Center since 2012.  She is a graduate student in literary studies at UW-Madison, where she writes about American literature and teaches literature and composition courses.  

I went to a small liberal arts college, where writing spaces were relatively uniform.  The Writing Center was housed on the fourth floor of the only library on campus, right next to the English building.  When I came to UW-Madison, navigating campus spaces was a real challenge for me.  All of a sudden there were so many!  And they were so different!

Of course, UW isn’t the biggest campus in the country, nor does it have the widest range of spaces.  But it is a large campus, serving a large student population — the University lists its enrollment at over 43,000, and nearly 30,000 of those students are undergraduates.  And to me, coming from a college of 2,400, it seemed huge. (more…)

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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What I’ve Learned from Working With Blind and Visually Impaired Writers

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Author Photo

Annika Konrad is in her third year as a Writing Center tutor at University of Wisconsin-Madison. She is also a Ph.D. Candidate in Composition and Rhetoric. She has taught undergraduate writing courses and is a TA assistant director of the first-year writing program.

I was always wary of stepping outside the classroom. As someone who moved straight from college to graduate school, I’ve felt most comfortable working with students. I had a lot of questions about what it would mean for me to bring my skills as a writing instructor to communities outside the university: Would people trust me? Would they view me as a know-it-all academic? Would my university experiences actually translate into helping community members with their writing? For a long time, questions like these prevented me from taking the leap. But when I joined a support group at the Wisconsin Council of the Blind and Visually Impaired in Madison, Wisconsin, I quickly realized I had walked into a relatively unheard community. (more…)

Two Heads Are Better: An Experiment in Paired Skype Tutoring

Picture of the author

Picture of the author in Madison, WI.

By Leah Misemer

Leah Misemer is a PhD candidate in English Literature at the University of Wisconsin-Madison where she has been working as a Writing Center instructor for three years.  She served as the TA Coordinator of the Online Writing Center at UW-Madison for the 2013-14 school year.

Usually, we think of a writing center appointment as a collaboration between two people, the tutor and the student.  If there are more than two people in an appointment, we frequently assume that there are more students working with a single tutor.  In the Spring of 2014, my Skype team, in a professional development activity modeled after a previous in-person paired tutoring experiment, discovered that there are many benefits to sharing the task of instruction, both for instructors and writers. Jessie Gurd and I had complementary skills and working together showed us not only the gaps in our knowledge, but also offered strategies to help us fill those gaps.

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Summer on the North Coast: What’s New with UW-Madison Writing Center Programs

By Brad Hughes

Brad Hughes is the director of the Writing Center and director of Writing Across the Curriculum at the University of Wisconsin-Madison. He is delighted to be starting his 31st year as director of the Writing Center.

Welcome to a new academic year at UW-Madison’s Writing Center! With contributions from my wonderful colleagues, I’d like to celebrate some of our program’s accomplishments during the late spring and the summer of 2014 and share some of our plans for the fall. Throughout the summer, our staff have been busy collaborating and venturing out—as always—to offer instruction across our campus and around the city of Madison and beyond. Here are some highlights. . . . (more…)

To Consolidate or Not to Consolidate? That Is the Question . . .

By Bryan Trabold, Suffolk University

Bryan Trabold is an associate professor of English at Suffolk University in Boston, former director of Suffolk’s Writing Center, and currently serves as a faculty mentor to writing tutors at Suffolk’s newly created Center for Learning and Academic Success (CLAS). He is in the final stages of completing his book on South African anti-apartheid journalists entitled To Write it Down: The Story of the Weekly Mail and New Nation in Apartheid South Africa.

When Brad Hughes, the director of the Writing Center and the Director of Writing Across the Curriculum at the University of Wisconsin-Madison, asked if I would be willing to write an entry for this wonderful blog, I of course accepted. I have said this to countless people so I may as well share it in this post: Working as a tutor at the University of Wisconsin-Madison’s Writing Center from 1995-2000 (except for the year I lived in South Africa) taught me more about writing – and how to teach writing – than any other experience I have had in my life. I think most people who have tutored at a writing center can probably say this. I know anyone who has had the privilege of working as a tutor with Brad Hughes at Wisconsin almost certainly will. (more…)

What Two Cultures? Helping Tutors Cross Disciplines

Mattie Burkert is the T.A. Coordinator of Outreach for the Writing Center at UW-Madison, where she has been a tutor since 2011. She is also a Ph.D. candidate in Literary Studies.

Imagine you’re a writing tutor with no background in biology. A student comes to meet with you in the Writing Center about a draft describing the process of obtaining lysates for an experiment, like the example in the image above. What do you do when faced with this material? Do you admit that you don’t know the first thing about what lysates are and why they might be useful? How can you look beyond these unfamiliar terms to identify and respond to the larger intellectual and rhetorical work the writer is doing?

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DesignLab: Shaping the Experimental Digital Studies Landscape at the University of Wisconsin-Madison

By Laini Kavaloski

Laini Kavaloski is a Ph.D. student in English and a DesignLab consultant at the University of Wisconsin-Madison.

At their best, experimental spaces within the university inspire new fields of inquiry, cultivate new pedagogies, and make cross-disciplinary connections. The innovative University of Wisconsin-Madison’s DesignLab was established in 2011 in order to improve the media literacy of students at the university and to serve as a space of inquiry and experimentation for media work. Indeed, the creative environment of DesignLab has fostered my own interest in the potential of media forms to intervene in political processes. As a graduate student in English and a TA consultant at DesignLab, much of my day is spent contemplating the affordances and constraints of media platforms with students and faculty across campus. In what follows, I give a brief introduction to DesignLab, and then I present a specific example of one of the creative media platforms that we are currently teaching. (more…)