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.
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.
John Duffy, Director of the University Writing Program, University of Notre Dame
By John Duffy. John Duffy is the Francis O’Malley Director of the University Writing Program, an Associate Professor of English at the University of Notre Dame, and a proud former tutor in the University of Wisconsin-Madison Writing Center.
Most people who have taught in a writing center, or who have given the work any serious thought, are usually skilled in explaining what a writing center is not. That is, those of us charged with helping students, faculty, or the occasional inquiring dean understand writing center teaching often begin with negative definitions, listing the various things that a writing center isn’t and specifying those actions that writing center tutors don’t undertake. And so, we may say, that while a writing center is many things, it assuredly is not:
- a grammatical chop-shop, a place for quick fixes of broken, bruised, and badly battered sentences
- an editorial dry cleaners, a site for dropping off papers that will be prepped, pressed, starched, and readied for the busy writer
- a House of Miracles, the linguistic equivalent of Lourdes, a shrine at which writers will be miraculously cured of their perceived faults, futilities, and failures
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…)
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…)
By Dennis Paoli, Coordinator of the Reading/Writing Center and Co-coordinator of the Writing Across the Curriculum Program at Hunter College, City University of New York. He also writes plays and films and is Donor/Adviser of The Heidi Paoli Fund for cancer patients. He met Heidi in Madison.
The author today
The author in 1967, outside Union Theater
Hi. Dennis Paoli, University of Wisconsin Class of ’69. You know, the golden age. “Bliss it was in that dawn to be alive/But to be young was very heaven!” Wordsworth was writing about the French Revolution, but he must have gone to Madison in the 60’s. In my four years, the football team won one game (that was a party). The band could barely make a W (we didn’t jump around so much as hop from foot to foot to keep warm). And the defining moment of my college experience was walking out of class into a cloud of tear gas. Good times. (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…)
As we launched a new semester in our writing center at the University of Wisconsin-Madison this past week, I loved listening to the lively buzz in our center emanating from conversations about writing projects. And as I eavesdropped, I was reminded of how much I value slow, detailed, substantial conversations about writing in progress.
Our writing center burst back into conversation last week, despite the arctic conditions of January in Wisconsin—through the first four days of the semester, 170 students already came in for consultations or scheduled ones. These student-writers were, as writing center students always are, wonderfully varied: sophomores writing personal statements to meet a February 1st deadline for applying to our school of nursing, seniors sprinting to finish applications to some graduate schools that have later deadlines, grad students and senior-thesis students resuming regular weekly sessions as they work through long writing projects, students with incompletes from last semester anxiously trying to finish a project they wish they had finished already.