By Kathleen Daly
Kathleen Daly is a PhD student in Composition and Rhetoric and is currently serving as the Assistant Director of the Writing Across the Curriculum Program at UW-Madison. Her doctoral research looks at technologies that underwrite digital archive projects in order to explore questions of archival materiality, accessibility and discoverability.
Two weeks ago, I spilled water on my laptop. Despite my frantic attempts to dry it off, a few drops of water seeped in through the keyboard and into the internal components, rendering my computer entirely useless. While I wait for my computer to be repaired, I have been taking advantage of the Equipment Checkout System (ECS) available through UW InfoLabs. Through ECS, I am able to rent a laptop that is the exact same make and model as my personal computer. However, these laptops have a loan period of only three days with no options for renewal. This means that every three days, I have to check out a different machine.
By Annika Konrad
Annika Konrad is a Ph.D. Candidate in Composition and Rhetoric and an Assistant Director of the Writing Fellows Program at UW-Madison. Her doctoral research focuses on the rhetorical practices that blind and visually impaired people use to gain access. When Annika was an undergraduate at UW-Madison, she was a Writing Fellow.
Photo credit: Annika Konrad
“Why didn’t we start with access?” one student asked during a discussion near the end of the semester in English 403, an honors seminar for new UW-Madison undergraduate Writing Fellows. Writing Fellows at UW-Madison are trained undergraduates who serve as peer writing tutors in courses across disciplines. As a first time teacher of the course, I had added a day to the end of the course focused on disability, a move that I knew was not ideal for treating difference. While disability is often excluded from lists of disadvantaged groups, scholars in disability studies have long warned that access should not be approached as accommodating “problemed bodies” (Yergeau et al, 2013), but instead as an effort that requires and benefits all parties (Dolmage, 2014; Price; 2011). I was worried, then, about tacking disability onto the end of the calendar. (more…)
By Julia Meuse
Julia Meuse has been a tutor at the Writing Center since fall of 2012. She is also a PhD candidate in English literary studies writing a dissertation about office spaces and white-collar labor in nineteenth- and twentieth-century American literature.
The term “safe space” has entered the popular American lexicon in recent years, nowhere more prominently than in institutes of higher education. College campuses around the country have taken laudable steps towards creating spaces where LGBTQ students, women, students of color, and members of other marginalized communities can feel comfortable freely expressing themselves in a tolerant and welcoming environment. Writing centers are in some ways safe spaces by necessity; the very nature of our work demands it. Successful tutoring sessions are more likely to occur when the student feels at ease discussing their work. The Writing Center here at the University of Wisconsin-Madison takes seriously its commitment to ensuring all student-writers feel comfortable expressing themselves and we’re continually working to enhance our tutorial practices in a way that cultivates student empowerment.
By Ambar Meneses-Hall
Ambar Meneses-Hall has been a Writing Center tutor at the University of Wisconsin-Madison since fall of 2015. She is also a PhD candidate and dissertator in English literary studies, with a focus on American and African American Literature.
“I believe that the work that we do changes lives,” says Amy Huseby, an experienced writing tutor and Outreach Coordinator for the Writing Center at the University of Wisconsin-Madison.
As another Writing Center tutor and student I could not agree more. Amy has many good stories about the positive impact that Writing Center instruction has on UW students from all majors and walks of life, but one in particular stands out. Amy has worn many hats at the Writing Center; she has been a Skype instructor, an e-mail instructor, an Outreach instructor, and a Main Center and Satellite instructor. She is currently the Coordinator for the Writing Center Outreach program. Here is the story that will melt any cynic’s heart: (more…)
By Stephanie Dreyfürst
Stephanie Dreyfürst, founder and director of the Writing Center at Frankfurt’s Goethe-University, holds a PhD in Early Modern German Literature. She is interested in everything that has to do with (academic) writing, reading, and thinking. Her favorite areas of research include WAC/WID programs, genre, rhetorics, and the acquisition of academic writing competency. She’s an avid lover of opera and a proud member of the board of the German Skeptics.
Recently, I was on a six-week long research trip which led me to different Writing Centers in the US. My main focus was on researching the effects the local Writing Fellow programs have on faculty, students, and the writing fellows themselves. But aside from that task, I couldn’t help noticing the similarities and differences between different Writing Center “cultures” in the States and in Germany. When I came to my first stop (the über-impressive Writing Center at the University of Wisconsin-Madison), I was welcomed with incredible warmth and open arms. Three wonderful colleagues from two other German Writing Centers (Viadrina University Frankfurt (Oder) and Leibniz University Hannover) were also staying at UW Madison at the same time. The amount of work that Bradley Hughes and his team had put into the preparation of our visit was immense: We felt like members of the team immediately and were able to talk to many incredibly interesting people and learn a lot. (more…)
Samantha Stowers, Rachel Herzl-Betz, Julia Boles, Chelsea Fesik, and Samantha Lasko.
By Rachel Herzl-Betz
Rachel Herzl-Betz is an Assistant Director of the Writing Fellows Program at the University of Wisconsin-Madison, where she has been a tutor and administrator since 2012. She is also a PhD candidate in Literary Studies, with a focus on Victorian Literature and Disability Studies.
I’ve always been a fan of academic conferences. At their best, they offer an unprecedented chance for scholars, students, and practitioners to step out of their individual institutions and connect with the wider intellectual community. We often become so ensconced in our own contexts that we forget the possibilities being put into practice one state, one city, or even one neighborhood away.
By Neil Simpkins and Virginia Schwarz
Neil and Virginia are in the Composition and Rhetoric PhD program at UW-Madison and tutor in the university writing center. Neil is working on a dissertation proposal exploring how disabled students experience writing-intensive classrooms. Virginia studies program and classroom assessment and is designing a dissertation study on contract grading.
In the Spirit of Inquiry…
At the 2015 IWCA Collaborative in Tampa, FL, we set out to have a roundtable discussion about the current push for RAD research in the writing center community. Many writing center scholars have called for more RAD research (empirical inquiry that has replicable methods, aggregative results, and data-driven conclusions) as a response to “lore-driven” conclusions about writing center theory and practice. In other words, writing center scholars are making a deliberate effort to design more and more studies that ask how we know that our “best practices” are actually serving student writers. (more…)
By Amy Kahrmann Huseby
Amy Kahrmann Huseby is the Outreach Coordinator 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 poetry, new formalism, and the history of science.
Amy Kahrmann Huseby.
Photo by Danielle Schulke Kirkwood
Willkommen! Wie geht es Ihnen? (Translation: Welcome! How are you?) During the past week, our Writing Center at the University of Wisconsin-Madison hosted several colleagues from writing centers at German universities. These visitors were in town to learn from our practices and to collaborate with us, and it was delightful to get to know them and to learn about the spread of writing center programs in Germany. At one point, I even braved speaking the only German sentence I know to one of these kind colleagues, who encouraged me to give it a try. I said, sheepishly, “Jetz ich kann Deutsch sprechen, aber nicht gut” (Translation: Now I can speak German, but not well). My German colleague smiled broadly and said, “Nicht nicht?” with a gentle shake of her head. Nope, not at all, I thought. (more…)
By Molly Rentscher, Arizona State University
Molly Rentscher, a University of Wisconsin-Madison Writing Fellows Program alum, is the coordinator of the Writing Center at Arizona State University’s West campus in Glendale, Arizona. In June of 2015, she received an MA in Writing, Rhetoric, and Discourse from DePaul University.
On May 26, 2015, I was a graduate student at DePaul University, anxiously awaiting graduation and frantically applying for jobs. On this particular day, I was also preparing a professional development workshop for DePaul University Center for Writing-based Learning (UCWbL) staff when Natalie Smith’s Wcenter listserv post popped into my inbox:
In the past, I was fortunate to have the funds to offer both CRLA training as well as weekly writing specific tutor training—tutors, by the way, are paid to attend training. I know that luxury won’t be possible in the fall. I need some creative ideas for training writing tutors and providing on-going support when the weekly, hour-long meetings the tutors want and need simply aren’t possible.
I found Natalie’s post astonishing, and admittedly, perplexing. (more…)
By Emily Hall
Emily Hall is the director of the Writing Fellows Program at UW-Madison.
In his influential essay “Only Connect,” Bill Cronon explores the goals of a liberal education, arguing that “being an educated person means being able to see connections that allow one to make sense of the world and act within it in creative ways. . . . A liberal education is about gaining the power and the wisdom, the generosity and the freedom to connect.”
Forging connections (between different fields of study, between teacher and student, between reader and writer) is one of the goals of UW-Madison’s Writing Fellows Program. And one of the primary strengths of the students who serve as Fellows is their impressive ability to travel across disciplinary boundaries and to make connections with students whose writing may differ significantly from their own. Fellows excel at visiting new fields of knowledge and engaging with them in critical and meaningful ways. Indeed, as Jean Lutes (who along with Brad Hughes and Bill Cronon founded the Writing Fellows program at UW-Madison in 1997) has written, “A primary goal of the Writing Fellows Program is to foster an interdisciplinary community of undergraduates who can explore writing as an object of intellectual inquiry while helping their peers achieve success as writers.” As disciplinary boundary crossers, Writing Fellows approach writing as a way to deepen knowledge both within and across different fields of study. (more…)