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?
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…)
By Deborah Brandt
Deborah Brandt is professor emerita of English at the University of Wisconsin-Madison, where she was a longtime writing teacher and writing program administrator. She is author of the award-winning Literacy in American Lives and a 2011 Guggenheim fellow. She just finished a new book about changing relationships between reading and writing, as seen through the experiences of workaday writers, and is at work on a co-authored book about writing development across the lifespan.
The first two times Writing Center director Brad Hughes invited me to contribute something to Another Word, I didn’t respond. This resistance puzzled me in some ways. My career has been dedicated to teaching and studying writing. I am a champion of all things writing – with the UW-Madison Writing Center high on the list. Some of my happiest moments in life are spent writing. Besides, aren’t blogs among the most appealing forms of expression? Breezy, easy, low stakes, anything goes—an embodiment of the best democratic potential of the Internet? So when Brad asked for the third time, I thought, okay, what’s the harm? (more…)
By Rachel Azima
Rachel Azima is the director of the Writing & Media Center at Iowa State University. While completing her Ph.D. in English, she worked for 13 semesters in the UW-Madison Writing Center. Before starting at Iowa State in Fall 2012, she served as Assistant Professor of English at a small private university in the Detroit area, where she helped start a writing center.
The past few years have brought sea changes for me and for the center I direct at Iowa State. During that time, what was the Writing and Media Help Center moved from the English Department to the Dean of Students Office, becoming a joint venture between Academic Affairs and Student Affairs in the process, and I leaped off the tenure track to take a full-time administrative position to direct this center. Since my arrival, we have adopted a new, shorter name—the Writing & Media Center (WMC)—with the “help” removed to avoid those pesky remedial connotations. Our undergraduate staff is transitioning from “peer tutors” to “communication consultants” (terminology we’re still getting used to), and our per semester usage has more than doubled, from 407 tutoring hours in Fall 2011 to 1046 hours in Fall 2013. My graduate assistants and I have thrown ourselves headfirst into outreach efforts: staff members gave 11 presentations total during the year before I arrived, while my graduate assistants and I gave 105 presentations in Fall 2013 alone, allowing us to reach over 3,500 students with information about the WMC. (more…)