On Friday, February 11 we had our monthly staff meeting, which, as we usually do in the spring semester, addressed social justice in Writing Center work. UW-Madison Professor Alberta Gloria, an award-winning researcher, teacher and mentor from the department of Counseling Psychology, spoke with us at length. Her presentation was entitled “Research and Practice Implications of a Psychosociocultural Perspective: Latin@s in Higher Education.” The title may seem somewhat daunting; Prof. Gloria’s impassioned lecture was anything but. She spoke eloquently about a holistic process of mentoring, and while her talk was directly about our goals as teachers, her ideas resonate strongly with larger questions of writing and writing center practice.
By Sarah Iovan
One of the things we at the UW Madison Writing Center constantly strive for is to be welcoming and accessible to everyone. Our primary service is to University of Wisconsin-Madison students, but we also try to reach out beyond the campus through the Community Writing Assistance Program, our Writing Center Colloquia, and our online presence. Our writer’s handbook, which offers advice about academic writing, forms the core of our online offerings, and I am delighted to say that this morning an extensive remodel of our handbook went live.**
We decided to update the handbook for many reasons: to match the updated look of our workshop listings, to make navigation more transparent, and to increase our visibility on search engines such as Google and Bing. While changes to the overall look of the material are dramatic and helping people find more of our content is important, the changes that I personally take the most satisfaction in are the improvements to standards-compliance and accessibility.
Although I’m not a coffee drinker, I l – o – v – e coffee shops! The misty aroma of coffee hanging in the air (so much better than the actual taste), newspapers flung about, a chance to eavesdrop on some really fascinating conversations (oh come on, you do it too). Ah, but what I love most about coffee shops is the art. Stroll into any coffee shop worth its artificial sweetener and you’ll find an eclectic, continually rotating collection of locally-produced pieces — pieces that, to my untrained but appreciative eye, are every bit as good as the stuff hanging in fancy museums. More affordable too, if they happen to be for sale.
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.
By Debjit Roy. What does the UW-Madison Writing Center have to offer a doctoral student in engineering? Actually, quite a bit!
I 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.”
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.
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.
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.
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.