The Rest is Silence

silence2I find my work as the T.A. Assistant Director immensely satisfying in no small part due to how much I love listening to myself talk. With great power comes the need to constantly explain things to other people, to run or participate in meetings, and to offer my wisdom to all those who seek it (and to those who don’t, as well).

Therefore, as someone in love with the sound of his own voice, I am well aware of the irony involved in a training meeting I led last week, entitled “Less of Me, More of You: Productive Silence as Student Development.”

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Tools of the Trade

As a dissertator and the Coordinator of the Online Writing Center, when I’m not untangling late 16th-century poetry, updating the Writing Center’s website, or making sure our synchronous and asynchronous instruction runs smoothly I like to poke around the web to try and figure out how to make the many hours I spend in front of my computer more productive. Over the past few years I’ve run across a number of programs that have made my life a lot easier, and I’ve frequently wished I knew about many of them sooner. I thought I would take a few minutes and share some of the free tools that have saved me hours of frustration.

Easy automatic backups. I am often rather forgetful; if my dissertation doesn’t automagically back itself up without me having to do anything, then it doesn’t get backed up nearly as often as it should. Additionally, I do significant amounts of work from four different computers and hate having to make sure that I have the current working version on each one. Dropbox is a life saver. It’s a web-based application that synchronizes files across different computers automatically and almost simultaneously. A free account includes 2 gigs of server space so your files are always on all of your computers and on the Dropbox servers. All you have to do is sign up for an account, download the Dropbox application on each of your computers, and enter your sign-in information. It just works.

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Spotlight on graduate student writers

Did you know that approximately a third of the UW-Madison Writing Center’s visitors are graduate students? These writers come to the Center for assistance with course assignments, Master’s projects and theses, prelims, proposals, presentations, dissertations, publications, job application materials, and more! This week we’re turning the spotlight on two graduate students and asking them to tell us about their Writing Center experiences.


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A Glimpse into Our Community Writing Assistance Program

Stephanie White has been teaching in CWA since spring 2010.

Stephanie White has been teaching in CWA since spring 2010.

Community Writing Assistance (CWA) is the community outreach branch of the UW-Madison Writing Center. Teaching at seven different locations around Madison, from public libraries to our local Urban League Building to neighborhood community centers, CWA instructors provide free, drop-in help with writing of all kinds to writers from all walks of life. In this post, CWA instructor Stephanie White reflects on what she finds most meaningful about teaching in this program.

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What We Talk About When We Talk About Seaweed

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Rebecca Lorimer

By Rebecca Lorimer. A course coordinator in Biology was explaining to me that her students were having trouble in their discussion sections. I nodded as I mentally sifted through my grab bag of discussion-leading strategies. When she asked, “do you have any ideas for our TAs?” I was ready.

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On Being a New Writing Fellow in a First-Year Interest Group

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By Molly Rentscher.  As my first semester in the Writing Fellows program reaches a half-way point, I find myself reflecting on the rewards and challenges of being a Writing Fellow. I am thrilled by the overwhelmingly positive experiences the program has provided me and quite frankly, how much fun I am having. The course for which I fellow is a First-Year Interest group (FIG): a “learning community” of about 20 students who are enrolled in a cluster of three classes that are linked by a common theme. As a new Writing Fellow in a Literature in Translation FIG course, I feel as though I have not only been initiated into a peer mentoring program, but a unique writing community of first-year students.

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Writing and Teaching in the Residential College: The Chadbourne Identity

FOUR YEARS AGO: The [Writing Center tutor] plunged into the angry swells of the dark, furious [Rheta’s] like an awkward animal trying desperately to break out of an impenetrable swamp. No. Wait. That’s Jason Bourne’s story. My story is tamer. I was walking through the beautiful campus of the University of Wisconsin-Madison to my first Writing Center shift at Chadbourne Residential College (CRC). I confess, though, that I was not familiar with the idea of a residential college. As a newly minted Writing Center tutor, I was somewhat skeptical, and in fear, of the whole idea of the residential college. I thought I was simply working at a Writing Center satellite location in a residential hall where we offer one-to-one instruction from 6:30PM to 9:30PM, Sunday through Wednesday, in the chic dining facility known as Rheta’s.

Rheta’s

Rheta’s

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Writing Center Tutors: What Kind of Students Are We?

Recently, I conducted a quick poll of our 53 graduate student tutors. Of the 36 who responded to my informal e-mail, 25 said they visit the Writing Center as students. 23 of those come sporadically, while two visit regularly. Of the 11 who said they don’t use the Center, three expressed shame at this fact (as they should).

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Into the semester we go . . .

It’s week four of the semester in the Writing Center, the week in which I usually exhale a sigh of relief. There are so many moving pieces in this large and busy place, so much to do to “get the show up and running,” to quote our wonderful program assistant Terry Maggio. By week four, the foundations have started to settle: the TA schedules are set, our many satellites and Online Writing Center are up and running, our first classes have come and gone. This is the time I allow myself to look around and ask where we are now, to see who or what needs a little extra attention. This is also the time when I feel extra proud of the work I’m privileged to do: along with Brad, Nancy, Terry, Emily and over 100 talented undergrad and graduate student instructors, I’m part of a unit whose mission is to support a strong culture of writing at UW-Madison. Together we help make this university a better place, one student writer at a time.

May your fall 2010 be filled with rewarding work, frequent moments of joy, and words on the page!

Melissa Tedrowe
Associate Director
The UW-Madison Writing Center