Unfortunately, the photograph with which I would have preferred to begin this post doesn’t exist. Instead I’ll have to help you reach the right place to recreate the picture for yourself mentally. I’m John Bradley, interim associate director of the Writing Center; thanks for following my lead. I’ll get to the point along the way, I promise. (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.
All Graduate Teaching Assistants (TAs) who are beyond their first semester of tutoring in UW-Madison’s Writing Center participate in professional development opportunities, known as Ongoing Education opportunities, affectionately, as an “OGE.” At the start of a semester, Teaching Assistants will often see a description at the top of an OGE selection form that reads as follows:
“Ongoing Education activities are opportunities to challenge ourselves as teachers, think critically about our work, reach our personal goals, and collectively build a broad base of diverse knowledge, skills, and practices from which we all can draw.”
By Elisabeth Miller and Anne Wheeler, Graduate Co-Coordinators of Madison Writing Assistance.
As of the Fall 2011 semester, Madison Writing Assistance (MWA) was active at 7 Madison area libraries and community centers, conducted nearly 200 sessions, employed a staff of 10 people from several different disciplines and programs within the UW-Madison Graduate School of Letters & Science, and involved multiple community volunteers and partners. In any given week, a Madison resident might receive help with his or her resume, learn to use Facebook, get feedback and assistance on a letter to a landlord, or compose a recipe for MWA’s weekly cookbook workshop. In the same week, as MWA’s consultants testify, we also have the opportunity to meet and interact with people and work on writing in a way that augments our graduate school experience and contributes massively to our teaching and research. (more…)
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.
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…)
By 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.
By John Stafford Anderson. Saturday, at a party we had celebrating her upcoming dissertation defense, a friend of mine tearfully took me aside. She wanted to know if I would be available next week to help her with some writing points on her dissertation. Of course, I agreed to help, but I wanted to know why she was so tearful at this amazing South African-themed braai being held in her honor. My friend is not prone to drama or gossip; she is quite practical. Since she arrived in Madison, she has maintained course in some particularly ugly storms without needing tissues. The tears were definitely out of place. She pulled me aside, away from the music, out of earshot from others, and dropped the bomb: “my advisor,” she said, “said my writing is awful: he said I write like a foreigner.” Well, my friend is a foreigner who is fluent in three languages besides English. How else should she write, I wondered? “He said I should write like an American,” she explained.
This week my shift at the writing center will be bitter sweet. I’m finishing
my work on two dissertations and a master’s thesis. In my work at the
writing center, I’m a bit of a graduate student junkie. In fact I probably
spend way too much writing center time with graduate students and not nearly
enough slogging away in the trenches of business school applications and
literary analysis papers. However, when I started working at the writing
center the last thing that I wanted was to work with a graduate student. I
didn’t want to constantly deal with my intellectual insecurities and risk
highlighting all of the things that I didn’t know that I thought I should.
How was I supposed to help someone finish a dissertation when I was so far
from the thinker and writer I wanted to be?
In my mind working with graduate
students, particularly ones finishing their dissertations, could only result
in them not getting the help they wanted and me getting a bruised or
battered ego in the process. I was pretty certain that I made it as far as
I did in graduate school on my fast-talking, wily distraction tactics, and
lots of nodding, so I was ill equipped to help others. By avoiding
dissertators and hiding myself in conferences with the comfortable security
of several kinds of power disparities on my side I could protect myself, and
those I was helping, from facing all the things I didn’t know. That is until
Melissa found out. (more…)
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.