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.
On Friday, February 17 the Writing Fellows Program hosted our annual Joint Staff Meeting with the Writing Center. Seven Writing Fellows gave presentations based on research they conducted for their English/Interdisciplinary Courses 316 class. Writing Center instructors served as moderators for each presentation and posed questions designed to help audience members delve more deeply into the issues. As usual, the presentations were highly engaging and the discussions were lively and enlightening. There was a genuine spirit of camaraderie as we discovered what we can learn from one another and how our experiences in the Center and in the Fellows program intersect and diverge. Our meeting was enhanced this year by the presence of several distinguished visitors: Michael Mack, professor of English and Dean of Undergraduate Studies and Taryn Okuma, Professor of English and Director of the Writing Center—both from American Catholic University in Washington, DC; and visiting scholar Dr. Katrin Girgensohn, faculty member and Director of the Writing Center at European University-Viadrina in Germany.
The presentation titles suggest the broad range of topics discussed:
Coordinator of the UW-Madison Online Writing Center, TA Christopher Syrnyk and future word-enthusiast Aubrey.
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.”
As a visiting scholar from Germany at the UW-Madison Writing Center, I sometimes feel jealous of all the things going on here. Having a writing center with 110 people working as writing fellows, writing consultants and as leadership staff, and, even more important, experiencing how the writing center is valued here at the university, seems to be paradisiac. In Germany, where I direct a writing center at European University Viadrina, writing centers are still new phenomena and far away from being well staffed and valued. And that is exactly the reason why I am here: I got a research grant from the German Research Foundation (DFG) to conduct an explorative study on successful implementation of writing centers. The writing center at UW-Madison is the ideal home base for this, since it has such a variety of programs, like a very successful WAC program, and this amazing institutional standing. Nevertheless, as I said in the beginning, sometimes it makes me feel jealous to see this. Or frustrated, because I cannot imagine that there will ever be a time when we will have a fixed and sustainable budget, sufficient staff and adequate acknowledgement from our institution. To deal with these feelings it helps me to remember that the UW-Madison writing center has not only its current hard working staff, but it has been built up by 43 years of people working here. And so do writing centers in the US generally: several decades have passed since most universities established writing centers, and the first writing-center-like institutions date even back to the 1930s. Comparing my own writing center with this one here in Madison, or comparing writing centers in the US with writing centers in Germany, is like comparing the achievements of a small child with those of an experienced, grown-up person. All these achievements needed their time and today’s writing centers profit from history. (more…)