By Lauren Vedal. Lauren Vedal was a tutor at the UW-Madison Writing Center from 2004-2009. She is now the Writing Specialist in the Humanities at Bates College in Lewiston, Maine, where she provides one-on-one writing consultations for students and support for faculty who want to better incorporate writing instruction into their courses.
Shame and Writing
I’ve been thinking about shame and writing. As writing tutors, we consider writers’ shame not infrequently. Writers sometimes explicitly express shame about their “bad writing,” and there is shame implicit in the vulnerability of sharing one’s writing-in-progress. But I’m interested in taking another angle on shame—shame as it relates to earnestness.
By Jenna Mertz, Undergraduate Assistant Director of the Writing Fellows Program. Jenna is a senior majoring in English, Spanish and Environmental Studies. She has been a Writing Fellow for six semesters.
Last Friday, undergraduate Writing Fellows and Writing Center instructors convened to mingle, share, and engage with each other at the annual joint staff meeting highlighting the original research of seven Writing Fellows. Attendees shuffled from room to room to listen to presentations featuring discussions about power dynamics, body language, and agenda setting during the writing conference; to explorations of identity, rhetoric, and multilingual tutors.
As my fellow Undergraduate Assistant Director, Logan, and I watched our peers present and grad students listen and scribble in what seemed to be shake-up of roles, we got a little existential. We got to thinking about ourselves. We got to thinking about undergraduates, and what it means to be us. (more…)
Leah Misemer is a PhD candidate in Literary Studies at University of Wisconsin-Madison writing her dissertation on how serial comics form communities of authors and readers. She has worked at the Writing Center since Fall of 2011 and in email instruction for two semesters.
Whenever a writing center instructor and a writer sit down for a session, a negotiation of power takes place. Sometimes, the writer begins by seeing the instructor as a storehouse of information, and thus, believes the instructor is in charge of the session. One of the important things to me as an instructor is to help the student gain confidence in his or her own writing skills, so that I become just a partner in the writing process, helping along the way. For a long time, I struggled with how to create and maintain this partner relationship when a student asked for proofreading or grammar instruction. This is the story of that exploration, which ends with my current approach to addressing grammatical concerns in email instruction. I would love to hear in the comments about other instructors’ experiences with grammar instruction and the negotiation of power in tutorials where you have discussed grammar.
Nancy Reddy is a PhD student in Composition and Rhetoric at the University of Wisconsin-Madison. Her research interests include composition pedagogy, literacy studies, and extracurricular writing groups. This is her first year with the UW-Madison Writing Center.
In one of my first shifts as a new writing instructor tutor this past fall, I found myself sitting across from a pair of graduate students from UW’s Nelson Institute for Environmental Studies. As Suzanne and Caitlin described their research – a two-year, multi-site, multi-state study, funded by the Centers for Disease Control, concerning public health initiatives ranging from tobacco cessation to obesity prevention – I had two conflicting reactions: awe at the incredible amount of expertise they brought to bear on their topic, and a creeping anxiety about what I could contribute to their work.
Rachel Herzl-Betz is a PhD student in Literary Studies at the University of Wisconsin-Madison, pursuing a minor in Rhetoric and Composition. Her research focuses on intersections between nineteenth-century British literature, rhetoric, and disability studies. This is her first year with the UW-Madison Writing Center.
I have a thing for personal statements. I realize that I’m unique in my appreciation for 500-1000 word essays required for graduate school, professional school, and most other “school” applications. The personal statement, otherwise known as the statement of purpose, has long been a sticking point for students who know what they want to do next, but not how to express their desire in two pages or less.
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.
The Chancellor's Convocation for New Undergraduate Students, UW-Madison. Photo by Jeff Miller, University Communications.
Welcome to a new academic year at the University of Wisconsin-Madison’s Writing Center! As our Writing Center re-opens on the first day of classes for the fall semester–on Tuesday, September 4–we’ll be eager to welcome undergraduate and graduate student-writers from across the University. And we’re delighted to have 26 talented new undergraduate writing fellows and 11 new doctoral-level teaching assistants and two new undergraduate receptionists join our staff of 105 wonderful colleagues. Based on suggestions from student-writers and from faculty and from our own staff, our Writing Center’s leadership team is always looking for ways to improve and innovate. Here’s a sampling of some of what’s new this semester. . . .
The Lake Mendota shoreline and UW-Madison campus looking toward the downtown Madison skyline. (Photo by Jeff Miller/UW-Madison)
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…)
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…)
The Sewell Social Sciences' Carillon Tower
During the snow storms last week, I trekked through the layers of fresh Wisconsin slush to the Social Sciences building. I made my journey upon an invitation to meet with a Sociology faculty member, prepared to discuss co-teaching a session on poster presentations. While watching flaky descents of snow through his window, we chatted for almost an hour about how we might help his students emulate the department’s prize winning posters. Of course, we didn’t actually need nearly that much time to discuss the session. We were both so eager to explore the challenge and craft of visual design and to understand one another’s approaches to teaching this genre that our conversation stretched beyond our original plan. By the end of our meeting, we both left with an enhanced understanding of how our respective fields (Sociology and Composition and Rhetoric) approach visual design in posters, and we had collaboratively developed a strong lesson plan for teaching research posters for his department’s graduate student professional development group.