The students in Professor Rebekah Willett’s first-year course on the Internet and Society are crouched over their desks and laptops, some scribbling, some typing, some doing so fervently, some reluctantly. All are working to formulate a couple of sentences that synthesize two paragraphs of text they have in front of them. I’ve just walked with them through the idea of putting texts into relationship with one another when writing a synthesis-driven assignment, and I’ve suggested thinking of this synthesis as giving a bird’s-eye view of the lay of the land, of describing how one text relates to the texts around it. I’ve explained that, with synthesis, we’re telling readers where multiple texts overlap, in what ways they connect, or how they are on completely opposite sides of the map. I’ve also emphasized the importance of using specific examples from the text to talk about these relationships. I’ve given the students these directions as a guest in their classroom, as an expert from the Writing Center come to bestow my great wisdom about writing upon them (if you’re skimming this post, please note the sarcasm in this sentence). Yet, as a number of students finish their sentences a little too quickly, their professor doesn’t hesitate to jump in.
The University of Wisconsin-Madison has a long and distinguished history of public service. The guiding philosophy of this commitment to public service, called the “Wisconsin Idea,” is often described as “the boundaries of the university are the boundaries of the state.” Since I have a scholarly interest in the Wisconsin Idea, I’ve been thinking about the relationship between the Wisconsin Idea and writing centers. I’ve only begun to explore the connections, but I’m excited about the possibilities.
The Wisconsin Idea has been receiving renewed attention on our campus in light of the University’s designation of this academic year as “The Year of the Wisconsin Idea.” If you’re unfamiliar with the Wisconsin Idea, you can browse a redesigned website, which provides information about the Idea, its history and a timeline of its development, along with stories from current faculty, staff, and students about how their service to the state, nation, and world correspond with the Wisconsin Idea.
By Rebecca Lorimer. A course coordinator in Biology was explaining to me that her students were having trouble in their discussion sections. I nodded as I mentally sifted through my grab bag of discussion-leading strategies. When she asked, “do you have any ideas for our TAs?” I was ready.
From all of us in the UW-Madison Writing Center programs, welcome to a new academic year! We’re off and running on an exciting new year.
Hi everyone. In this post I wanted to give a brief overview of Outreach for instructors, students, and teachings assistants working in the Writing Center (WC) as well as others interested in Writing Center teaching. My hope is that my post will interest all these audiences, be it by helping an instructor learn more about us and how to contact us to arrange an outreach or to inspire TAs in our own writing center to become a member of our Outreach staff.
In a nutshell, Outreach plays a small, but important, role in Writing Center’s mission to help undergraduate and graduate students in all disciplines become more effective, more confident writers by visiting classes and organizations across campus. Below I’ll list the fundamental ideas about writing we discuss during an outreach visit (no matter the topic) and then give an overview of our different Outreach options. But, I first want to list a few of our “co-teaches” from this semester—quite a variety and the most exciting part of our work in my mind!