It’s been loud in Madison these past two weeks. Tens of thousands of people have gathered each day in our city, collectively and individually giving voice to their concerns about a piece of legislation which impacts every member of our state and beyond. Demonstrators on both sides of the debate have shouted, sung and discussed themselves hoarse. The Capitol building, day and night, has been filled with bodies, but also writing—signs, notes, posters, fliers. Whatever positions the throngs of visitors to our Capitol hold, they’ve come to exercise their voices, and the impact of these weeks has been to demonstrate that a voice of the people exists.
“Voice” is one of those concepts in writing that can mean any number of things, so many that it often dissolves into something so vague it may cease to seem useful. But like the concept of “rights” which has been occupying Madison in particular these past two weeks, the weakness of the concept—and by “weakness” I mean the difficulty in fixing its definition—is one of its strengths. It can be variably invested with meaning, mapped onto or found to underlie so many other aspects of writing: it plays a part in every point of the rhetorical triangle and acts as a sort of cognate for tone, style, point of view, personality, purpose. In creative and critical writing a long-term goal is to “find your voice.” In red-pen in the margins of one of your essays you may see its various incarnations—at one moment in that more figurative sense, “you have developed a compelling voice here,” and at another its more practical, grammatical cousin, “avoid the passive voice!”
I have absolutely no idea how satellites work. The most technical guess I can give is that they are some kind of spacebird that knows how to speak fluent Google. But that doesn’t seem right. “Scientists” allege that they are a complex network of machines that beam invisible information around the world all while balancing between the force of their own implicit energy and the gravity of a planet. Frankly, that also seems improbable because, well, I can’t stand on one foot and tie my shoe. However, satellites do work, and every day they maintain their improbable balance to make my life easier. Some put the world in bigger contexts (The Hubble Telescope). Others give a new perspective on how the world around me is arranged (GoogleMaps). Some help me to get where I need to go (GPS). And one satellite does all of these things…the Writing Center Satellite Location (insert sighs).
As I head into my second semester tutoring at Memorial Library here at the University of Wisconsin, I am no less dumbfounded by what a miraculous concept the satellite location is. To give a little background, in addition to our main location, the UW-Madison writing center has seven other satellite locations around campus (in libraries, multicultural student centers, and in residence halls), as well as one in a branch of the Madison public library. My typical shift begins at 7:00 PM in one of the main corridors of UW-Madison’s largest library. I am greeted there by anywhere from a handful to a small army of well—caffeinated students waiting to sign up for one of the six 30 minute slots. Availability is on a first come first served basis, though the excess students often manage to find a place to get help at one of the other 7 satellite locations on campus. Sessions vary greatly. In a night I might have a sophomore looking for help on a business school application essay due in several hours followed by a doctoral candidate in paleo-entomology wanting to outline the earliest stages of a research proposal.
Professor Alberta Gloria, flanked by the Writing Center's John Anderson and Rachel Carrales
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.
Artists Molly Rentscher (left) and Meghan Johnson (right).
Although I’m not a coffee drinker, I l – o – v – e coffee shops! The misty aroma of coffee hanging in the air (so much better than the actual taste), newspapers flung about, a chance to eavesdrop on some really fascinating conversations (oh come on, you do it too). Ah, but what I love most about coffee shops is the art. Stroll into any coffee shop worth its artificial sweetener and you’ll find an eclectic, continually rotating collection of locally-produced pieces — pieces that, to my untrained but appreciative eye, are every bit as good as the stuff hanging in fancy museums. More affordable too, if they happen to be for sale.
By Debjit Roy. What does the UW-Madison Writing Center have to offer a doctoral student in engineering? Actually, quite a bit!
Did you know that approximately a third of the UW-Madison Writing Center’s visitors are graduate students? These writers come to the Center for assistance with course assignments, Master’s projects and theses, prelims, proposals, presentations, dissertations, publications, job application materials, and more! This week we’re turning the spotlight on two graduate students and asking them to tell us about their Writing Center experiences.
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?