By Anna T. Floch
Anna Floch is a third year PhD student in Composition & Rhetoric and an instructor of intermediate composition here at UW- Madison. Her research interests include the intersection of identity and literacy, collaboration, and examining affect and emotion in the writing process. She started as a writing center instructor at UW in the Fall of 2012.
I recently overheard a friend and colleague as he began his first shift as a writing center tutor. Before the shift began I had spoken with him about his first appointment and he mentioned he was expectant, nervous, and excited – all very valid emotions to feel when one is stepping into a new role as a consultant in the writing center. Overhearing this moment and talking with him about it beforehand offered me a chance to reflect on my own journey as a writing center instructor (note: I will use the terms “writing center instructor” and “writing center tutor” interchangeably in this post). Up until the point when I began my role as an instructor in our writing center I had tutored in community writing programs, taught my own introduction and intermediate composition classes, and worked in a number of non-traditional educational settings, but I had never stepped foot in a writing center. I came to UW-Madison from a large private university and I (sheepishly) admit that I never utilized the writing center during my undergraduate or masters experience. Though writing centers’ core tenets of talk, collaboration, and relationship building fit deeply into my own personal pedagogy and identity as a classroom teacher, I was concerned with my own ability to navigate the challenges and demands of writing center instruction.
Needless to say, when I started in the writing center last fall, I felt as though I was peering into a big deep canyon (see above): it loomed large, felt thrilling, and was a little bit terrifying. The last year has been a lesson for me in what happens when we close the gap between instructor and student, when we discuss disciplines we do not immediately understand, when we interface with new students from around the campus on a daily basis, and when we take time to really listen to the needs of the writers we work with. In short, my experience in the writing center has made me a better writer, student, and teacher. In that spirit, and as many students and tutors across the country are returning to their work in the writing center, I want to take time to reflect on the key lessons that I have learned over the last year which I hope are useful to both new and returning writing center tutors. (more…)
By Elisabeth Miller and Stephanie White
Sunday evenings at Starbucks... (photo by Bryce Richter)
On a Sunday morning in February, five students brave the icy winds howling off Lake Mendota, knock the snow and slush off their boots, and straggle into the student union toward a table near the windows looking over a snowy Memorial Union Terrace. That night, another five students wrap up their weekends by braving the same wind and snow to gather in a Starbucks near campus. And throughout the week, two other groups meet on campus, taking time from the busy schedules to gather with groups of their peers to work together on their writing. The students talk about their weeks and laugh about Facebook status updates before getting down to business, and throughout their meetings, the students’ warmth towards each other is as palpable as the snow outside. Indeed, these are no one-off study groups cramming for an impending midterm. These are groups of undergraduate honors senior-thesis writers meeting to encourage, support, productively challenge, and reinforce each other’s work as they work on projects that include discussing the idea of modernity in sculpture, analyzing data from a sleep lab dealing with parasomnia, studying rock formations in New Zealand, examining the archives of Asian-American publications on our campus, and much more.
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…)
Behind Nmachika is the beautiful Lake Mendota
By Nmachika Nwakaego Nwokeabia.When I found out that the UW-Madison’s Writing Center was offering a dissertation writing camp (or, as I fondly call it, a dissertation boot camp) during this past summer, I knew I had to apply for it. I was obsessed with my dissertation, and this was yet another way for me to shower my dissertation with love.
To prove my dedication to my dissertation I wrote every single day (often waking up at 4:00 AM and racing straight to the computer to put down my crispest, freshest thoughts), joined every virtual and real-life writing group I came across, pestered colleagues with my groundbreaking ruminations, and religiously practiced the BIC method during periods of writer’s block; yet all I had to show for my hard work was a directionless, unwieldy, unmanageable, intimidating 100-page monstrosity of a chapter that only seemed to grow by the day. I was in deep trouble, and if anything could help me, it was the Writing Center.
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 typical scene at Comm-B TA training
Every semester, our Writing Across the Curriculum program gets a head start. The week before classes have even begun, we have the privilege of spending two mornings training up to 75 new Teaching Assistants. These TAs will be teaching writing-intensive courses across the disciplines—courses that fulfill an intermediate communication requirement for undergraduates. In our UW-Madison parlance, we call these Communication-B (or Comm-B) courses. During Comm-B training, then, we get to provide TAs with skills, theories, and practices they need for teaching with writing. As the TA Assistant Director of our WAC program, I get to help plan and facilitate the training. I’m always energized by the buzz of conversation about teaching with writing and by the “aha” moments as TAs consider—some for the first time—the challenges and opportunities that come with teaching writing in the disciplines. (more…)
The Chancellor's Convocation for New Undergraduate Students, UW-Madison. Photo by Jeff Miller, University Communications.
Welcome to a new academic year at the University of Wisconsin-Madison’s Writing Center! As our Writing Center re-opens on the first day of classes for the fall semester–on Tuesday, September 4–we’ll be eager to welcome undergraduate and graduate student-writers from across the University. And we’re delighted to have 26 talented new undergraduate writing fellows and 11 new doctoral-level teaching assistants and two new undergraduate receptionists join our staff of 105 wonderful colleagues. Based on suggestions from student-writers and from faculty and from our own staff, our Writing Center’s leadership team is always looking for ways to improve and innovate. Here’s a sampling of some of what’s new this semester. . . .
It was in 2010 when a student in our writing center complained about her procrastination habits: “For me, you should open at night, because this is when I eventually get started and would need a writing center”. This student’s comment came up at our next team meeting, and suddenly an idea took shape: “A Long Night against Procrastination”. “Long Nights” are very popular in Germany. We have “Long Nights of Museums”, “Long Nights of Science” or “Long Nights of Sports”, all designed to attract attention through offering events at unusual times.
TV team in the writing center
Obviously this idea works, because shortly after we announced our Long Night, the writing center’s phone began to ring and wouldn’t stop until our event started. All of the important German newspapers suddenly wanted to report about our writing center and its Long Night. A TV team occupied our rooms, and radio reporters were everywhere, so that we had to hold a press conference. The press conference provided us the unique opportunity to talk about writing center work in detail, and several reporters stayed all night long to experience what we had claimed: that we would provide a serious work atmosphere, profound writing consulting and, nevertheless, a fun event. The newspaper “Der Spiegel” later wrote that the night was reminiscent of a pajama party but was a serious event at the same time.
I’ve long argued that writing centers at research universities should prepare interested doctoral students to lead strong, innovative writing centers and WAC programs when they move into their faculty careers. And that we should do this in systematic and sustained ways. Being a dedicated, successful, experienced writing tutor is of course a necessary part of that preparation, but that alone is not sufficient. Professional development for future writing center directors is something our Writing Center at the University of Wisconsin-Madison takes seriously—my colleagues and I are proud that this past year, in 2011 alone, seven more of our PhD alums, at various stages of their careers, were offered positions as writing center directors or assistant directors around the country, joining many other distinguished UW-Madison alums who direct writing centers.
This question—of how research universities can prepare graduate students to become writing center directors as part of their faculty careers—has been an important topic of discussion when the writing center directors from the universities in the Big 10 conference meet once a year (I’m always hoping that some athletic competition will break out during meetings of Big 10 writing center directors, but, alas, none yet). We’ve talked several times about what we can do—intentionally and systematically–to prepare our grad students to lead strong writing center and WAC programs. As an outgrowth of these discussions, at the 2010 IWCA conference in Baltimore, several members of the Big 10 group spoke about the opportunities we have and the challenges we face as we prepare graduate students to be future writing center directors.