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…)
By Becca Tarsa
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…)
by Julia Dauer
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…)
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.
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…)
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.
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…)
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…)
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?