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.
By Sarah Iovan
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.
As we launched a new semester in our writing center at the University of Wisconsin-Madison this past week, I loved listening to the lively buzz in our center emanating from conversations about writing projects. And as I eavesdropped, I was reminded of how much I value slow, detailed, substantial conversations about writing in progress.
Our writing center burst back into conversation last week, despite the arctic conditions of January in Wisconsin—through the first four days of the semester, 170 students already came in for consultations or scheduled ones. These student-writers were, as writing center students always are, wonderfully varied: sophomores writing personal statements to meet a February 1st deadline for applying to our school of nursing, seniors sprinting to finish applications to some graduate schools that have later deadlines, grad students and senior-thesis students resuming regular weekly sessions as they work through long writing projects, students with incompletes from last semester anxiously trying to finish a project they wish they had finished already.
I find my work as the T.A. Assistant Director immensely satisfying in no small part due to how much I love listening to myself talk. With great power comes the need to constantly explain things to other people, to run or participate in meetings, and to offer my wisdom to all those who seek it (and to those who don’t, as well).
Therefore, as someone in love with the sound of his own voice, I am well aware of the irony involved in a training meeting I led last week, entitled “Less of Me, More of You: Productive Silence as Student Development.”
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.
This past Friday, the Writing Fellows program held its first Ongoing Education (OGE) session of the semester, on the topic of “professional writing and writing professions.”
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.
We’re delighted to share three new podcasts from our research and professional series, featuring Neal Lerner, who is the director of training in communication instruction for the program in writing and humanistic studies at MIT. Neal is a long-time writing center director and tutor, a former co-editor of The Writing Center Journal, an award-winning scholar and researcher, and the author of The Idea of a Writing Laboratory (Southern Illinois University Press, 2009). These interviews were recorded during the March 2010 Conference on College Composition and Communication in Louisville, KY.
If you’re interested in writing center history, in the history of science education, in the history of educational reform, or in archival research, you’ll really enjoy hearing Neal Lerner talk about his research.
Last October the Writing Center held an open house to celebrate the Center’s 40th birthday. Well over 100 students and colleagues came from across campus to—
- chat with our staff
- peruse posters about our programs
- sample our podcasts and our online consultations and videos of in-person consultations
- nibble on birthday cake from Lane’s Bakery
- and hear short presentations reflecting on the Writing Center’s history and its impact across campus and beyond
By Melissa Tedrowe
Hello! And welcome to our blog. I’m delighted to offer our second-ever post, which features the words of five fabulous undergraduates who run our reception desk. Theirs are the voices you hear when you call to schedule an appointment or ask a question; theirs are the faces you see when you walk into our main location in 6171 Helen C. White Hall.
As both dedicated members of our staff and students with lots of writing to do, they are in an ideal position to answer the following: What’s the best thing about coming to the Writing Center?