By Kristiane Stapleton
Kristiane Stapleton is the 2012-2013 TA Coordinator of Writing Center Outreach. She is also writing her dissertation in Literary Studies, working on early modern women writers and the visual rhetorics for authorship they construct.
Before I really get going, I’d like to offer a little bit of background on the Outreach program at the UW-Madison Writing Center. We work with faculty, student groups, and departments across the university, at their request, to help them to integrate writing instruction at both the graduate and undergraduate level. We also make targeted visits to classrooms and groups to provide information about the Writing Center services that are available and the ways that the Writing Center can help students with their writing.
By John Bradley. John Bradley is Assistant Director of the Writing Studio and Senior Lecturer in English at Vanderbilt University in Nashville, Tennessee. Before joining Vanderbilt’s faculty this fall, John was the 2011-2012 Interim Associate Director of the UW-Madison Writing Center, having also worked as a tutor there for many years as he finished his degree in Literary Studies in the UW-Madison English Department.
Today Nashville, Tennessee, is known the world over as Music City, USA. However, long before it was the cradle of country twang, Nashville had another moniker. The local cluster of colleges and universities led some to dub Nashville “The Athens of the South,” a reputation that sprang up far back enough to influence the city’s decision in 1897 to build a full-scale replica of the Greek Parthenon. For the moment I’m withholding judgment on its Athenian nature as I slowly learn more about this town better known for its honky tonk, but across the street from Centennial Park, where you can still visit the reproduction of the Parthenon complete with its 42-foot statue of Athena, you’ll find Vanderbilt University, which I am lucky enough to call my new academic home. It’s here as Assistant Director of Vanderbilt’s Writing Studio that I’m contributing to a vibrant campus community and applying so much of what I learned 595 miles away (but who’s counting?) in UW-Madison Writing Center on the 6th floor of Helen C. White Hall. (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.
Every instructor in our Writing Center knows the blue record sheets we stock. They provide a simple grid for marking down the date, the time of each appointment, the students’ names, and a few notes about each conference. The front side of these sheets is a study in order. I was not, however, a kid who placed my toys into neat rows; I was a finger-painting, dirt-tracking chaos-maker. This is probably why I almost exclusively use the back side of the blue sheets, which is, delightfully, completely blank. At the end of every shift I teach, the back of my blue sheet is covered in arrows, inscrutable Venn diagrams, crude drawings of staircases, circled and re-circled symbols… Basically, if our civilization crumbles and the archeologists of a future age find only my blue Writing Center sheets, they will likely conclude that we were a race of madmen.
This tendency—unsurprisingly—spills off of the blue sheet and into most aspects of my teaching. During an average shift in the Writing Center you can find me ripping the staple out of a student’s draft so that I can spread the pages on the table, drawing an idea map while the student talks, scrawling symbols next to each paragraph that correspond to topics, or bee-lining for the “highlighter” tool in the student’s word processing software. This is something for which I seem to feel the need to apologize. I hear myself say the following with alarming frequency: “I’m sorry; it’s just that I’m sort of a visual processor.”
But why do I apologize? (more…)
By Christopher J. Syrnyk, Assistant Professor of Communication, and Faculty Liaison, Advance Credit Program for Communication Courses, Oregon Tech
Christopher Syrnyk, Assistant Professor of Communication, Oregon Tech
At Oregon Tech, where I became an Assistant Professor this fall in the Communication Department, I volunteered during a recent Communication department meeting to take on the role of the department’s Web Content Manager. Volunteering for this role, of course, reminded me that I had promised Brad Hughes to write a blog post for Another Word about a project that four TAs and I undertook to revise part of the UW-Madison Writing Center’s website.
A revision addict, I mean—addicted to sharing my work with others and responding to theirs, addicted to creating a community of writing collaborators.
Cydney Alexis, Ph.D. candidate in composition and rhetoric, assistant director of the Writing Fellows program, and former Writing Center instructor
Katrin and Stephanie hanging out at the UW-Madison Writing Center
Here at the UW-Madison Writing Center, we have been thrilled to have Katrin Girgensohn spend the year with us as our visiting scholar from the Writing Center at European University Viadrina in Frankfurt (Oder), Germany. And here on this blog you’ve gotten to see a little of her, too. I’m privileged to get to share an office with Katrin, and we’ve spent a lot of time talking about writing centers and about her work. We wanted you to have a chance to sit in on a conversation with us about what it means to be a visiting scholar at a writing center, what Katrin has learned this year, and what she plans to do with the research she’s completed. Katrin’s kindness, enthusiasm, and straightforwardness shine through when you talk with her, and her intelligence about the work she does make her a pleasure to talk to about writing center work. Thanks for joining our conversation!
Nancy Linh Karls, the Writing Center's Science Writing Specialist and Co-Leader of Dissertation Boot Camp, Summer 2011
Jointly offered as a partnership between the Graduate School and the Writing Center, UW-Madison’s Dissertation Boot Camp is based on dissertation camps offered at such institutions as Columbia University, Stanford University, the University of Illinois, the University of Minnesota, and Florida International University. (A special thanks to colleagues at the University of North Carolina-Chapel Hill and at the University of Michigan for helping us plan our first camp!) UW-Madison’s Dissertation Boot Camp seeks to help participants accomplish their writing goals, accelerate their time to degree completion, and enable them to learn strategies that will help them with future writing projects.
This past Friday, April 8, I attended a UW system-wide conference about supporting the academic success of “at-risk” students — most commonly, students who are the first in their families to attend college; students returning to college at a “non-traditional” age; students from low-income backgrounds; and students from groups historically underrepresented in higher education. As I listened to the sessions, many of which were packed with quantitative and qualitative data about what places a student “at risk,” I heard a stunning refrain. The single most powerful predictor of whether a student will succeed or slip through the cracks comes down to one word: connection. You can teach the best curriculum, adhere to the most sophisticated educational models, give students access to the fanciest computer labs, etc., etc., but at the end of the day what matters is that students know that someone cares about them. “I felt invisible,” “My professors didn’t have time for me,” “Everyone was too busy”: These are the words of students who, after lingering on academic probation, decided college wasn’t for them. The difference between success and failure in one student’s case? She found an advisor willing to give her twenty minutes of undivided attention twice a semester. That’s forty minutes total of the advisor’s time. Amazing.
No one suggests that reaching out is the only piece of the academic success puzzle. But everything I heard on Friday tells me that without it, little else matters. So I’m reminded that as busy as I may get heading into the end-of-semester (a time of overwhelm for many students), I need to keep reaching out. Even the small gestures matter: making eye contact and smiling warmly to the students who pass in the hall, offering a simple “You ok?” to a student who seems upset. Such gestures say, I see you. I’m glad you’re here. And I want you to stay.
Professor Alberta Gloria, flanked by the Writing Center's John Anderson and Rachel Carrales
On Friday, February 11 we had our monthly staff meeting, which, as we usually do in the spring semester, addressed social justice in Writing Center work. UW-Madison Professor Alberta Gloria, an award-winning researcher, teacher and mentor from the department of Counseling Psychology, spoke with us at length. Her presentation was entitled “Research and Practice Implications of a Psychosociocultural Perspective: Latin@s in Higher Education.” The title may seem somewhat daunting; Prof. Gloria’s impassioned lecture was anything but. She spoke eloquently about a holistic process of mentoring, and while her talk was directly about our goals as teachers, her ideas resonate strongly with larger questions of writing and writing center practice.
One of the things we at the UW Madison Writing Center constantly strive for is to be welcoming and accessible to everyone. Our primary service is to University of Wisconsin-Madison students, but we also try to reach out beyond the campus through the Community Writing Assistance Program, our Writing Center Colloquia, and our online presence. Our writer’s handbook, which offers advice about academic writing, forms the core of our online offerings, and I am delighted to say that this morning an extensive remodel of our handbook went live.**
We decided to update the handbook for many reasons: to match the updated look of our workshop listings, to make navigation more transparent, and to increase our visibility on search engines such as Google and Bing. While changes to the overall look of the material are dramatic and helping people find more of our content is important, the changes that I personally take the most satisfaction in are the improvements to standards-compliance and accessibility.