By Alexandra Asche
Alexandra Asche. Photo by Kari Adams.
Alexandra Asche is the Student Assistant Director at the Writing Center of the University of Minnesota, Morris, a public liberal arts college. She works with Director Tisha Turk, who served as a UW-Madison Writing Center instructor and Assistant Director of the Writing Fellows Program while earning her PhD. Alexandra has been a consultant in UMM’s Writing Center since 2014 and the editor-in-chief of the campus newspaper since 2015. In her spare time, she studies English and Psychology.
When I first started planning this post, I intended to write about the UMM Writing Center’s formal outreach to faculty. However, as I looked through the previous posts on this blog, I found that others have already written about how to plan this sort of outreach. I also noticed, though, that I was in the peculiar position of being a student consultant and administrator attempting to educate professors who, to say the least, vary highly in their degrees of interest and investment in our small campus writing center.
By Rebecca Steffy
Author Photo by Carrie Castree.
Rebecca Couch Steffy is a Ph.D. candidate in Literary Studies at UW-Madison, where she also serves as a TA Coordinator for The Writing Center and Co-Director of the English 100 Tutorial Program. Her research focuses on the relationships between community formations and aesthetics in contemporary poetry and performance.
This year, I have the privilege of coordinating the UW-Madison Writing Center’s Senior Thesis Writing Groups, small peer-led writing groups that meet weekly or bi-weekly throughout the daunting semester- or year-long process of writing a senior thesis. I help spread the word that senior thesis writing groups are forming at the beginning of each term, lead orientation meetings to better inform interested students about how the groups work, and facilitate the first meeting of each group to guide them in establishing a set of shared expectations for working together. Then I keep in touch throughout the semester by email or a shared check-in document, and by dropping by another meeting later in the semester. Our model aims at maximizing the rich benefits of writing groups for senior thesis writers with a minimum of direct instructional hours from our staff. (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 Jessica Citti
Jessica Citti, Ph.D., has tutored in the writing centers at UW-Madison and the University of Iowa, where she also taught composition, rhetoric, and technical communication. She is now the Writing Skills Specialist at Humboldt State University in Arcata, California, where she provides one-on-one writing consultations for students and coordinates the HSU Writing Studio.
I remember learning the word “volition” in college. A friend used it over the phone (a phone with a cord, attached to a wall) and I was impressed. Volition. A word from the medieval Latin: volō, I wish, I will.
Later, after tutoring in writing centers at large public universities in the midwest, I came to think of this word in relation to writing center visits. While an occasional referral might be appropriate, students should come of their own volition. Stephen North sums up the problem with mandatory visits in “The Idea of a Writing Center,” suggesting that such requirements—while well-intentioned—don’t carry lasting impact: “Occasionally we manage to convert such writers from people who have to see us to people who want to, but most often they either come as if for a kind of detention, or they drift away” (440). (more…)
By Emily Hall
At a large university we are regularly exposed to the original and sometimes groundbreaking research that takes place across campus. Mostly, this research comes from the work of professors and graduate students, many of whom have grants, research funds, and laboratories to support their endeavors. Less frequently do we have the opportunity to learn about the innovative research produced by our talented undergraduates.
KimMarie Cole, Associate Professor of English and Coordinator of Composition at the State University of New York at Fredonia works with students when she’s not wielding a hammer. A 2002 graduate of UW-Madison (PhD, English), she taught in the Writing Center from 1999-2001, Photo by Fredonia Marketing and Communication
By KimMarie Cole, State University of New York at Fredonia
My thanks to Brad Hughes for the invitation and opportunity to share these ideas with you and to my colleague Heather McEntarfer who provided helpful comments and insights on early drafts of this post.
My family and I are building a house. For more than 2 years, it’s been at various times our hobby, our passion, our albatross, our marathon. The house sits a quarter mile off the nearest road at the end of a dirt driveway that may prove our undoing in winter.
Digging the Pond
A few weeks after we closed on the property, excited and eager about the possibilities and ridiculously naive about all things construction and rural, our neighbor came back and offered the insight that we needed a pond. We nodded. Seemed like a good long-term project. Two days later we arrived to find him and his tractor excavating, digging the pond.
Our initial gratitude and befuddlement in equal measure have faded as work on the house progresses. We were glad to get the pond, yet it felt weird not to have any say in its location or its timing. Today, it’s hard to imagine a time when the pond wasn’t there, first a big dirt hole and now full of water and frogs who croak loudly when it’s about to rain and in the evenings as we try to finish one more task. Certainly, though, as the photo record shows, it has changed a lot in the past two years. (more…)
By Michelle Niemann
Michelle Niemann is the assistant director of the writing center at the University of Wisconsin-Madison for 2013-2014. Her first tutoring experience was in the writing center at Indiana University-Purdue University, Fort Wayne, in 2003 and 2004. She recently defended her dissertation and will receive her PhD in English literature from UW-Madison in May.
Michelle bird-watching at Horicon Marsh in Wisconsin. Photo by Liz Vine.
Tutoring in the writing center at University of Wisconsin-Madison since 2009 has given me a great gift: it has shown me the power of being interested. In anything, or anyone. In the next student signed up to meet with me and whatever project they’re working on. At the same time, as a graduate student in English literature at UW-Madison, I’ve also learned a lot about the corresponding power of being interesting.
Being interesting is, quite rightly, the coin of the realm in advanced scholarship. And I’ve absolutely, nerdily loved the opportunity to pursue my interests in poetic form and sustainable farming by writing a dissertation about organic metaphors in both fields. But I’m also grateful that I’ve been working in the Writing Center, because tutoring constantly reminds me, and indeed requires me, to look up and notice at least some of the other interesting things going on around me. (more…)
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 Taryn Okuma, The Catholic University of America.
Taryn Okuma is Director of the Writing Center and Clinical Assistant Professor of English at The Catholic University of America (CUA) in Washington, D.C. She received her Ph.D. in Literary Studies from UW-Madison in 2008. While at Madison, she served as the Co-Director of the English 100 Tutorial Program for two years and worked at the Writing Center for four years.
I feel fortunate to be posting after Kristiane, whose thoughtful discussion of transfer with Caroline Levine provides valuable insights to the connections between the work that we do in writing centers, writing across the curriculum, and literature classrooms. I, too, have been thinking a great deal about the intersection of instruction in writing centers and in classrooms. Although we have a moderate amount of traffic at our center, I’m also very aware that we are only seeing a small percentage of the students who could benefit from visiting us. One of the questions that I come back to again and again as a WC director is, “Why aren’t more students visiting the Writing Center at CUA?” And as an English professor, I ask, “Why aren’t more of my students visiting the WC?”
By Mitch Nakaue, The University of Iowa.
As a deeply introverted person, I’ve always been interested in the power of writing center work to incite talk. As a graduate student at UW–Madison, I learned to cultivate an expressive and even outgoing classroom teaching persona, but found myself much less drained by one-to-one discussions with students. Writing center teaching, which I began in 2004, capitalized on my preferred mode of interaction: focused and detailed exchanges with one person. And to my surprise, writing center teaching wasn’t draining; in fact, it produced a buzz. I think many of us are familiar with the buzz — the euphoria we feel when the thirty or sixty minutes fly by in a whirlwind of student and tutor collaboration on the development or revision of a piece of writing. Indeed, we might even gauge the success of a tutoring session by how much was said. We talked the whole time!