If you’ve braved the humidity early this past week and found a way through the dust balls of construction lining Park and University to Helen C White, you may have noticed that YES! The Writing Center IS open for the summer. Actually, we have already finished our first, and surprisingly busy, week of appointments. Personal statements, cover letters and resumes have been filling up our half hours, while new and returning ongoing dissertators and thesis writers have been establishing relationships with instructors they will be spending a quality hour with for the next eleven weeks (or more…).
After a week of swiveling around in my chair at the desk, I’ve already started to notice a couple of things that I really enjoy about working in the summer. First, escaping the humidity for a couple glorious hours of air conditioning has been nice – as a reminder, our computer lab is open whenever we are open this summer if you need a cool and quiet place to get some work done.
It’s been busy for the Writing Fellows Program, and I’m pleased that our annual recruiting of new Fellows has come to a satisfying end. We received 70 applications and at the end of last week—after a round of face-to-face interviews—our director, Emily Hall, sent congratulatory emails to the 28 undergraduates who will join the program in the fall.
The process of reading applications and interviewing candidates has been bittersweet for me, since I’m graduating and leaving the program this semester. I’m very excited for the new Fellows and the adventures that await them, but disappointed that I won’t get to know them. Since I can’t resist offering a few last gems of Assistant Director didacticism, the letter that follows is meant to caution, but uplift. I hope it’s useful to its intended audience. (more…)
Hi everyone. In this post I wanted to give a brief overview of Outreach for instructors, students, and teachings assistants working in the Writing Center (WC) as well as others interested in Writing Center teaching. My hope is that my post will interest all these audiences, be it by helping an instructor learn more about us and how to contact us to arrange an outreach or to inspire TAs in our own writing center to become a member of our Outreach staff.
In a nutshell, Outreach plays a small, but important, role in Writing Center’s mission to help undergraduate and graduate students in all disciplines become more effective, more confident writers by visiting classes and organizations across campus. Below I’ll list the fundamental ideas about writing we discuss during an outreach visit (no matter the topic) and then give an overview of our different Outreach options. But, I first want to list a few of our “co-teaches” from this semester—quite a variety and the most exciting part of our work in my mind!
Each semester, instructors at the UW-Madison Writing Center sign up to participate in one of several “ongoing education” meetings on a topic they find interesting or pertinent to their professional development. As an extension of Katie’s ongoing education last semester on the history of writing centers, Melissa and I recently co-facilitated an ongoing education on (cue scary music) the future of writing centers (cue menacing laughter). The topic—and parenthetical remarks—were inspired by Terrance Riley’s (1994) “The Unpromising Future of Writing Centers,” which we read along with Christina Murphy’s (2006) “On Not ‘Bowling Alone’ in the Writing Center, or Why Peer Tutoring Is an Essential Community for Writers and for Higher Education.”
On February 12, the Writing Fellows Program hosted its annual Joint Writing Center/Writing Fellows Staff Meeting. The meeting focused on grammar and how Writing Center instructors and Writing Fellows can and should address students’ concerns about grammar in their sessions. This year, our staff of 50 undergraduate Writing Fellows, close to 50 graduate WC instructors, and numerous academic staff was joined by writing center tutors from Edgewood College and UW-Waukesha. The addition of tutors from other institutions created wonderful opportunities for exchanges of experience and knowledge.
The Community Writing Assistance Program—the branch of the Writing Center that offers free help with writing of all kinds to local community members—is expanding its services! In the next few months, thanks to a generous grant from the Wisconsin Department of Public Instruction Division for Libraries, Technology and Community Learning, CWA will start offering instruction at two new locations: the Hawthorne Branch Library and the Meadowridge Branch Library (dates and times to be determined). Assistance at these branch libraries—and at the central branch of the Madison Public Library, where drop-in appointments currently are available on Mondays from 1:00-4:00—will focus on back-to-work writing: resumes, cover letters, and more.
Meanwhile, thanks to a grant from the Evjue Foundation, CWA instructors Michael Dimmick and Rob McAlear continue to help with all kinds of writing—job-related, academic, personal, and practical—at the bustling South Madison Branch Library on Monday evenings from 5:00-7:30 and on Saturday afternoons from 1:30-4:00.
Last October the Writing Center held an open house to celebrate the Center’s 40th birthday. Well over 100 students and colleagues came from across campus to—
- chat with our staff
- peruse posters about our programs
- sample our podcasts and our online consultations and videos of in-person consultations
- nibble on birthday cake from Lane’s Bakery
- and hear short presentations reflecting on the Writing Center’s history and its impact across campus and beyond
Happy New Year from the UW-Madison Writing Center! Our semester has gotten off to a busy start—already, we’ve added extra shifts to our regular schedule. And last Friday, we kicked off 2010 with our first staff meeting. The topic of the meeting was social justice and Writing Center work, which will be the subject of this week’s blog.
Mount Holyoke College
From the 6th through the 8th of November, four of the University Writing Fellows—Nick, Rebecca, Eamon and Jennifer—attended the National Conference on Peer Tutoring in Writing, held this year on the beautiful Mount Holyoke College campus. This year’s theme was “Leadership and Peer Tutoring: Hope, Vision, Collaboration, Action.” Nick, Rebecca and Eamon presented original research that they conducted last year in English 316, the course on writing theory and practice taken by all new Fellows. Their panel, “Questioning Authority: Exploring Traditional Institutional Boundaries in Peer Tutoring,” dealt with power dynamics and how institutions, predetermined ideas about student writers, and the doctrines of Composition and Rhetoric pedagogy are complicated, productively, by the sometimes unpredictable outcomes of the tutoring situation. Jennifer had modified her research into a workshop presentation titled “Collaborating with Campus Communities: Peer Revision in Students’ Social Settings”; in it, she asked session participants to consider the ways Writing Center resources could be mobilized in service of bringing peer revision strategies to students in the residential, social, extra-curricular, or non-curricular environments they inhabit.