Which Shoes Should You Choose? A Meditation on Indecisiveness in Writing

By Zach Marshall

Zach Marshall

Zach Marshall

Zach Marshall is the 2015-16 TA Assistant Director of the Writing Center at UW-Madison, where he has been a tutor since fall 2012. He is also a PhD candidate in English literary studies writing a dissertation on American literature, slavery, and media culture.

It has recently come to my attention that I don’t know what to do when I work with writers who experience a certain kind of writing anxiety.  As a writing tutor, part of my job is to provide motivational scaffolding to the writers I work with—encouraging them when they make progress, recognizing the challenges of writing, and exhorting them to future progress.  Another part of my job is to help writers who struggle to produce writing think about the habits that create roadblocks for them, such as trying to get all of their writing done in one day.  However, there’s a kind of writing anxiety that some writers experience that has challenged me recently because I’m not sure it can be resolved by encouraging them or advising them to adopt better habits.  The type of anxiety I’m thinking of is when writers feel unable to make decisions they must make in order to write.  Let’s call it “indecisiveness in writing.” (more…)

Crossing the Barrier: Advocating for Students, Educating Faculty

By Alexandra Asche

Alexandra Asche

Alexandra Asche. Photo by Kari Adams.

Alexandra Asche is the Student Assistant Director at the Writing Center of the University of Minnesota, Morris, a public liberal arts college. She works with Director Tisha Turk, who served as a UW-Madison Writing Center instructor and Assistant Director of the Writing Fellows Program while earning her PhD. Alexandra has been a consultant in UMM’s Writing Center since 2014 and the editor-in-chief of the campus newspaper since 2015. In her spare time, she studies English and Psychology.

When I first started planning this post, I intended to write about the UMM Writing Center’s formal outreach to faculty. However, as I looked through the previous posts on this blog, I found that others have already written about how to plan this sort of outreach. I also noticed, though, that I was in the peculiar position of being a student consultant and administrator attempting to educate professors who, to say the least, vary highly in their degrees of interest and investment in our small campus writing center.

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Using Peer Writing Groups For the Senior Thesis and Beyond

By Rebecca Steffy

Author Photo by Carrie Castree.

Author Photo by Carrie Castree.

Rebecca Couch Steffy is a Ph.D. candidate in Literary Studies at UW-Madison, where she also serves as a TA Coordinator for The Writing Center and Co-Director of the English 100 Tutorial Program. Her research focuses on the relationships between community formations and aesthetics in contemporary poetry and performance. 

This year, I have the privilege of coordinating the UW-Madison Writing Center’s Senior Thesis Writing Groups, small peer-led writing groups that meet weekly or bi-weekly throughout the daunting semester- or year-long process of writing a senior thesis. I help spread the word that senior thesis writing groups are forming at the beginning of each term, lead orientation meetings to better inform interested students about how the groups work, and facilitate the first meeting of each group to guide them in establishing a set of shared expectations for working together. Then I keep in touch throughout the semester by email or a shared check-in document, and by dropping by another meeting later in the semester. Our model aims at maximizing the rich benefits of writing groups for senior thesis writers with a minimum of direct instructional hours from our staff. (more…)

Rethinking Patience

By Rachel Azima

Rachel and Cameron

Rachel and Cameron at the Lincoln Children’s Zoo

Rachel Azima is the director of the University of Nebraska-Lincoln Writing Center.  While completing her Ph.D. in English, she worked for 13 semesters in the UW-Madison Writing Center. 

When I took my first writing center director position, I inherited a set of interview questions that I have continued to tweak, semester by semester. One question I have retained is one I imagine many folks might ask prospective consultants: what are some qualities you feel a consultant should have (and, as a follow-up, how do you embody them)?

An answer I have often received—and that tends to make me wince a little—is “patience.” This probably seems like an odd response to get hung up on; “patience” is one of those words that seems pretty reliably positive. It reminds me of “community” in Joseph Harris’s “The Idea of Community in the Study of Writing,” in which he invokes Raymond Williams’ discussion of community as a term that “seems never to be used unfavourably” (13). (more…)

Peer Tutoring and the Serious Work of Undergraduate Scholarship

Samantha Stowers, Julia Boles, Chelsea Fesik, Samantha Lasko, and the author after their presentation.

Samantha Stowers, Rachel Herzl-Betz, Julia Boles, Chelsea Fesik, and Samantha Lasko.

By Rachel Herzl-Betz

Rachel Herzl-Betz is an Assistant Director of the Writing Fellows Program at the University of Wisconsin-Madison, where she has been a tutor and administrator since 2012. She is also a PhD candidate in Literary Studies, with a focus on Victorian Literature and Disability Studies. 

I’ve always been a fan of academic conferences. At their best, they offer an unprecedented chance for scholars, students, and practitioners to step out of their individual institutions and connect with the wider intellectual community. We often become so ensconced in our own contexts that we forget the possibilities being put into practice one state, one city, or even one neighborhood away.

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A Case for Compulsion? On Requiring Whole-Class Writing Center Visits

By Jessica Citti

Jessica Citti, Ph.D., has tutored in the writing centers at UW-Madison and the University of Iowa, where she also taught composition, rhetoric, and technical communication. She is now the Writing Skills Specialist at Humboldt State University in Arcata, California, where she provides one-on-one writing consultations for students and coordinates the HSU Writing Studio.

I remember learning the word “volition” in college. A friend used it over the phone (a phone with a cord, attached to a wall) and I was impressed. Volition. A word from the medieval Latin: volō, I wish, I will.

Jessica Citti

Jessica Citti

Later, after tutoring in writing centers at large public universities in the midwest, I came to think of this word in relation to writing center visits. While an occasional referral might be appropriate, students should come of their own volition. Stephen North sums up the problem with mandatory visits in “The Idea of a Writing Center,” suggesting that such requirements—while well-intentioned—don’t carry lasting impact: “Occasionally we manage to convert such writers from people who have to see us to people who want to, but most often they either come as if for a kind of detention, or they drift away” (440). (more…)

Showcasing Undergraduate Research

By Emily Hall

At a large university we are regularly exposed to the original and sometimes groundbreaking research that takes place across campus. Mostly, this research comes from the work of professors and graduate students, many of whom have grants, research funds, and laboratories to support their endeavors. Less frequently do we have the opportunity to learn about the innovative research produced by our talented undergraduates.

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Filling in the Gaps: Storytelling and Close Looking

By Samantha Timm and Chelsea Fesik

Have you ever wondered what it might be like to teach a class as an undergraduate?  In this post, Samantha Timm and Chelsea Fesik will explore what it has been like to fall down the writerly rabbit hole and into the strange and wonderful world of peer mentoring and peer teaching.  With one foot in the realm of the student, and the other in the realm of the teacher, we have had to think deeply about our positionality as peer writers, tutors, and instructors.  How do these different identities shape the ways that we connect with our students?  How have our academic backgrounds shaped our styles of teaching?  This post will explore a myriad of questions, partially for your entertainment, dear reader, but also in order to make sense of what these experiences mean in our own lives.  Buckle up, and enjoy the ride!

What we do: 

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Reflecting on Processes: Building and Tutoring

KimMarie Cole, Associate Professor of English and Coordinator of Composition at the State University of New York at Fredonia working with students.  A 2002 graduate of UW-Madison (PhD, English), she taught in the Writing Center from 1999-2001, Photo by Fredonia Marketing and Communication

KimMarie Cole, Associate Professor of English and Coordinator of Composition at the State University of New York at Fredonia works with students when she’s not wielding a hammer. A 2002 graduate of UW-Madison (PhD, English), she taught in the Writing Center from 1999-2001, Photo by Fredonia Marketing and Communication

By KimMarie Cole, State University of New York at Fredonia

My thanks to Brad Hughes for the invitation and opportunity to share these ideas with you and to my colleague Heather McEntarfer  who provided helpful comments and insights on early drafts of this post.

My family and I are building a house.  For more than 2 years, it’s been at various times our hobby, our passion, our albatross, our marathon.  The house sits a quarter mile off the nearest road at the end of a dirt driveway that may prove our undoing in winter.

Digging the Pond

Digging the Pond

A few weeks after we closed on the property, excited and eager about the possibilities and ridiculously naive about all things construction and rural, our neighbor came back and offered the insight that we needed a pond.  We nodded. Seemed like a good long-term project.  Two days later we arrived to find him and his tractor excavating, digging the pond.

Our initial gratitude and befuddlement in equal measure have faded as work on the house progresses.  We were glad to get the pond, yet it felt weird not to have any say in its location or its timing.  Today, it’s hard to imagine a time when the pond wasn’t there, first a big dirt hole and now full of water and frogs who croak loudly when it’s about to rain and in the evenings as we try to finish one more task.   Certainly, though, as the photo record shows, it has changed a lot in the past two years. (more…)

Instruction Across Environments: Teaching and Tutoring at UW-Madison

by Julia Dauer

dauer_authorphoto_sept14

Author photo, by Rebecca Dauer

Julia Dauer has worked at the Writing Center since 2012.  She is a graduate student in literary studies at UW-Madison, where she writes about American literature and teaches literature and composition courses.  

I went to a small liberal arts college, where writing spaces were relatively uniform.  The Writing Center was housed on the fourth floor of the only library on campus, right next to the English building.  When I came to UW-Madison, navigating campus spaces was a real challenge for me.  All of a sudden there were so many!  And they were so different!

Of course, UW isn’t the biggest campus in the country, nor does it have the widest range of spaces.  But it is a large campus, serving a large student population — the University lists its enrollment at over 43,000, and nearly 30,000 of those students are undergraduates.  And to me, coming from a college of 2,400, it seemed huge. (more…)