By Melvin Hall
The author in 2008 on a mountain overlooking the small Christian town of Maaloula whose residents take pride in speaking and preserving the biblical Aramaic spoken by Christ.
In 2006, I took a leave of absence from the PhD program in Rhetoric and Composition at the University of Wisconsin-Madison to study Arabic language in Syria, 2007-2008. Upon my return, I had the privilege of managing the National Security Language Initiative for Youth at the Department of State’s Bureau of Education and Cultural Affairs, Youth Programs, where I visited families in Egypt and Jordan hosting American high school students. And from July 2010 to July 2011, as a social scientist on a Human Terrain Team, I had the privilege of deploying with the 3rd and 4th U.S. Army Infantry Divisions in Northern Iraq to conduct ethnographic research. I recently returned to UW–Madison and finished my PhD dissertation this past summer. During my leave of absence, I met, lived, and worked with many different people from different cultures and bureaucratic institutions from almost every socio-economic strata of society: diplomats, military leaders, soldiers, local political leaders, sheikhs, imams, families; Christian, Druze, Muslim; Arab, Kurdish, Yazidi, and Palestinian. Between 2006 and the present, I have spoken to and interviewed well over a thousand people in Egypt, Jordan, Iraq, Syria, and Morocco. And my cross-cultural experience and ethnographic research brought me to the following idealistic, if not utopian, conclusion: writing center training and teaching should be required for diplomats, international workers, and researchers. What makes me confident in this? (more…)
Neil Simpkins and a delightful bunny
By Neil Simpkins
Neil is a first-year writing center instructor at UW-Madison and a graduate student in Composition and Rhetoric. He previously worked at the Agnes Scott College writing center as a tutor and coordinator. He loves cats, rabbits, and tutoring personal statements.
In a rare moment of downtime during my writing center shift, I started to read Jay Sloan and Andrew Rihn’s article “Rainbows in the Past were Gay: LGBTQIA in the WC.” Early in the article, they unearth a letter to the editor of Writing Lab Newsletter congratulating the newsletter’s return to ivory paper after several issues had been released on pink and purple paper, stating, “The rainbows in the past were gay, but as the survey results pointed out, not always compatible with the old Xerox machine.” Stark and Sloan unpack the fact that this stray mention of the word “gay” actually represents the paucity of writing center work that sufficiently addresses the needs of LGBTQ tutors and clients (I’ll use this acronym designating lesbian, gay, bisexual, transgender, and queer as my adjective of choice for talking about this particular community, for which acronyms and descriptions abound); this humorously, unintentionally queer sentence is one of the few times that the word “gay” is even used in the corpus of the Writing Lab Newsletter.
By Kirsten Jamsen, Katie Levin, and Kristen Nichols-Besel, University of Minnesota–Twin Cities
Kirsten and Katie are directors and Kristen is a graduate writing consultant at the University of Minnesota’s Center for Writing. Given that Kirsten is an alumna of the UW–Madison Writing Center, where she worked as a graduate student and professional staff member from 1993 to 2001, and that all of us are active members of the Midwest Writing Centers Association, we are thrilled to join the conversation on Another Word.
By Adam Koehler, Manhattan College
When I started my position at Manhattan College, I was hired to play three roles: Assistant Professor of English, Director of Composition, and Director of the Writing Center. I was fresh out of my PhD at UW – Madison and when I got to Manhattan I was excited. Of course I knew that I was walking into a heavy administrative role (and as a junior faculty member), but – how do I say this? – I like building things. I don’t know how else to put it. And I loved that this position asked me to bring some programmatic vision. So I got to work straight away. One of the first things I did, with the help of the English department, was to externalize our Writing Center from the Academic Support Services office, where tutoring in writing was offered alongside tutoring in math, history, etc.: a one stop shop for students looking for extra help. Over the course of two years I established an independent budget, hired twice as many tutors, gained a new space on campus (far more visible and accessible to foot traffic), set up workshops, and pretty much copied everything I learned from Brad at UW – Madison. When we opened our new full-time and independent Writing Center we helped over 300 students in one semester. That was almost a three hundred percent increase.
By Chris Earle
Chris is a PhD candidate in Composition and Rhetoric at the University of Wisconsin-Madison. His research interests are in intercultural rhetoric and the political and ethical dimensions of rhetoric and writing. He was a tutor in the UW-Madison Writing Center during the 2011-12 and 2012-13 academic years.
Veronica, a dissertator from the Spanish Department, and I worked in the UW-Madison Writing Center weekly during the Spring 2013 semester on her dissertation proposal and related writing. One of the things that was so interesting about our work together was that she wrote her drafts in English but she’d ultimately translate them into Spanish for her advisor. I often found myself wondering how much of the work we did carried over to the Spanish product, or if much of it was lost in translation. Recently, I met up with Veronica to find out more about her writing process and we had a conversation about writing between and across languages and about how every writer needs a reader. (more…)
By Jessie Gurd
Jessie Gurd is a fourth-year PhD student in Literary Studies and has been an instructor at the Writing Center since the Fall of 2012. Jessie studies early modern English drama; her work focuses on ecocriticism, geography, and spatial theory.
A run, whether on a lakeside path or a treadmill, is not an obvious time for writing. There’s the sweat, the awkwardness of carrying a computer or notebook, and the small problem of all the jostling that running entails. Even so, when I tie on my running shoes and fill my water bottle, I am often anticipating a writing session. Occasionally I go home with some actual words set down—sometimes I send myself a typo-riddled email from my phone—but more often all my writing is invisible. This invisible writing is critical to my future drafting and work on the current project. (more…)
By Jessie Reeder.
Jessie was an instructor in the UW-Madison Writing Center from 2010-2013. Last year (2012-2013) she served as TA Assistant Director. She can’t wait to return to work in the Writing Center soon, but this semester she’s fortunate to be on a research fellowship as she finishes her dissertation (!!!).
This is not what our staff meetings typically look like.
Andrew Kay, Dominique Bourg Hacker, and other Writing Center TAs huddle over their writing projects at our April 2013 staff meeting.
In this photo our Writing Center tutors (all Ph.D. students, mostly in English) are huddled over their own writing projects, faces taut with expressions of deep concentration. It’s a Friday afternoon in April. Light pours in from (more…)
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 30th year directing the Writing Center.
Alumni Park and Memorial Union Terrace construction, with Helen C. White Hall in the background. Photo by Jeff Miller, University Communications.
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 summer of 2013 and share some of our plans for the fall.
Summer in Madison always means construction on campus. The historic Memorial Union—one of two student unions on campus, right next door to our Writing Center’s home in Helen C. White Hall on the shore of Lake Mendota—is in the midst of an exciting (but seemingly endless) multi-year remodeling and reconstruction project. Because of that construction, Helen C. White Hall looks as if it’s under siege, encircled by road detours and fenced-off sidewalks. But student-writers have still been finding their way to us all summer long. And our staff have been busy collaborating and venturing out—as always—to offer instruction across our campus and around the city of Madison. Here are a few highlights of what we were up to during the summer and what we’re looking forward to this fall . . . (more…)
By Jessie Reeder. Jessie is the TA Assistant Director of the Writing Center at the University of Wisconsin-Madison. She is also a dissertator in literary studies, focusing on 19th century British Literature and Latin American revolution.
Have you ever studied a foreign language? If you’re like most American students, you took a few years in high school, and maybe a few more in college. It was probably French or Spanish, maybe German. That’s a pretty typical exposure in the United States. A few of us, spurred on by interest, will have studied abroad and continued our studies to an advanced-intermediate level. But rarely are we required to inhabit this second tongue. To subsist on it.
Imagine going on to graduate study in your chosen field—perhaps it is philosophy, engineering, or anthropology. Many of us have done this, and we know the challenges it brings. Immersion in a new level of discourse, brand new expectations and genres for writing, and an environment filled with high-powered thinkers and producers. It’s enough to make anyone sweat. Now imagine you’re pursuing this rigorous work abroad, and doing it all in your second language.
Nancy Reddy is a PhD student in Composition and Rhetoric at the University of Wisconsin-Madison. Her research interests include composition pedagogy, literacy studies, and extracurricular writing groups. This is her first year with the UW-Madison Writing Center.
In one of my first shifts as a new writing instructor tutor this past fall, I found myself sitting across from a pair of graduate students from UW’s Nelson Institute for Environmental Studies. As Suzanne and Caitlin described their research – a two-year, multi-site, multi-state study, funded by the Centers for Disease Control, concerning public health initiatives ranging from tobacco cessation to obesity prevention – I had two conflicting reactions: awe at the incredible amount of expertise they brought to bear on their topic, and a creeping anxiety about what I could contribute to their work.