By Kevin Mullen. Kevin Mullen is a dissertator in Literary Studies, with a minor in Composition and Rhetoric, at the University of Wisconsin-Madison. This is his third year working at the Writing Center.
There is a particular kind of shame that forms when you come face-to-face with the fact that you are not practicing what you preach. It usually surfaces when you are alone, probably at night, thinking back on all you did and said during the day. Suddenly, it’s there, looking back at you—the fact that the very thing you encourage in others is not something you yourself do.
The importance of collaboration in writing: it’s one of those core beliefs that I feel evangelical about, that I imagine at the heart of what I do, and of who I am, as a teacher. When I was a fellow in Turkey and had 180 students a semester I still managed to meet with each one individually in order to work on their writing; I think I broke the record for conferences in the Intermediate Writing course here at UW-Madison (every other week, all semester long); I convinced a very skeptical board of directors, as well as a group of reluctant teachers, at a local college to require two conferences a semester for their composition course; and, this last August, I led a workshop for almost 70 TA’s teaching writing-intensive courses all over campus that explored how, and why, to include conferences.
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 Amanda Detry and Molly Rentscher.
Each new semester in the Writing Fellows Program presents a range of exciting opportunities and challenges. Having served as Writing Fellows for the past few semesters, we have collaborated with many faculty members and worked with students of all writing levels and abilities. Amid such diversity, however, every writing appointment is shaped by two core values. First, Writing Fellows help students see revision as an essential part of the writing process. Second, Writing Fellows believe in producing good writers—not necessarily good writing—by offering students tools and examples for improving their work. (more…)
Matthew Capdevielle, Director of the Writing Center, University of Notre Dame
By Matthew Capdevielle, Director of the Writing Center, University of Notre Dame
“So, what are you working on today?”
“When is your paper due?”
“Are you concerned about anything in particular in this draft?”
In the writing center that I direct at the University of Notre Dame, we spend a good deal of time asking questions. We pose questions about practical parameters of assignments—length, due date, assignment requirements, etc. We pose questions about writers’ goals, their concerns, and their hopes for their work. Most importantly, we pose questions with writers to help them discover and articulate their own ideas. (more…)
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.
Sarah Groeneveld is an instructor at the UW-Madison Writing Center
By Sarah Groeneveld. The day I met Laura (a pseudonym) was a memorable one. It was a slow day at the Writing Center last January, and I had a free hour in the middle of my shift. Laura was scheduled to meet with me later, but had mistaken the time of our appointment and had shown up early. Therefore, we were able to spend a wonderful two hours talking about three things that we both share a passion for: teaching, animals and questions about difference. But what is memorable to me about meeting Laura is that about five seconds after sitting down next to her, I suddenly noticed a gigantic head and deep brown eyes staring at me from underneath the desk. Laura introduced me to Monty (another pseudonym), a German Shepard who helps Laura navigate the world – not only physically, but in ways that Laura explained to me in the following weeks and months.
Danielle Warthen, TA Coordinator of Writing Center Multicultural Initiatives
By Danielle Warthen. As a writing instructor who’s also been a writing tutor in the UW-Madison Writing Center for the past five years, I’d say that, hands down, the most common comment I hear from students new to the Writing Center when we begin our sessions is: “I’m a bad writer.” It’s often said in an apologetic tone, as if the student has already decided that this session will be yet another disappointing illustration of being “bad at writing,” and I should prepare myself for some sort of intellectual letdown. These words are often meant as a benevolent warning to me, I suppose as a way to help me manage my expectations. The student is telling me not to expect a “good writer” who’s going to be a breeze to collaborate with–this is going to be hard work for both of us, with questionable returns, because . . . well, they’re bad at it.
Kevin Boettcher, Instructor, UW-Madison Writing Center
If you’ve ever staffed a writing center or tutoring center in an evening, you’ve probably seen your fill of pure, visceral panic. I’m in my third semester as a Writing Center instructor now, and I’ve been in the trenches. Most times, you can see the warning signs a long way off: the wide, intense eyes; the shallow breathing; the kung-fu grip on a partial draft or outline of an assignment; even the hunched, tense shoulders typically found in fugitives and air traffic controllers. The assignment is due tomorrow, and so much hinges on it: a passing grade in the course, a place in a competitive program, the respect of a professor. It’s just too much. And, dear god, it’s already 6:00 PM. If I was a bartender, I’d pour the student a stiff drink; if I was a doctor, I’d prescribe a mild sedative; but since I’m a Writing Center instructor, I go with a different tool. “Oh, yeah,” I say, nodding knowingly. “I’ve been there before. So let’s see what we can do.” (more…)
Mary Lou Odom is the Director of the Writing Center at Kennesaw State University and a 2004 UW-Madison graduate (Ph.D., English - Rhetoric and Composition.) She was the first Lead TA in the UW-Madison Writing Center.
Madison residents and UW students know that Halloween can be a big deal. In fact, as a Wisconsin alum, some of my fondest memories of my time in Madison are of Halloween-related activities. So perhaps it is only natural that my love of this funny, freakish holiday followed me to my new home in suburban Atlanta and Kennesaw State University. And while today my writing center at KSU hosts its biggest and most successful student event on Halloween, I can’t take much credit for it. Why, you ask? That, like the lesson of the Great Pumpkin, is the story about what Halloween taught me about the value of trust and a little blind faith – writing center style.
By Rachel Carrales.
Writing Center TA Rachel Carrales
The summer before last, I spent a month traveling through France, Italy, and Spain. It was a whirlwind trip, and I was only able to spend a day or two in each city I visited. It was so fast, in fact, that I find myself remembering only snippets of things: the fat, cuddly pigeons in Florence, the combination of 14th century architecture and graffiti in Toledo, and the palm trees in Rome. One of the things that stands out in particular, though, is my trip to the Louvre. I was finally able to see all of those paintings that I’d studied on slides in dark, crowded lecture halls as an undergrad, and while there was something thrilling about that, seeing brush strokes and colors up close, feeling intimately connected to a painting, my favorite moment was seeing a statue of the Goddess of writing.