By Rachel Azima
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…)
By Julia Meuse
Julia Meuse has been a tutor at the Writing Center since fall of 2012. She is also a PhD candidate in English literary studies writing a dissertation about office spaces and white-collar labor in nineteenth- and twentieth-century American literature.
The term “safe space” has entered the popular American lexicon in recent years, nowhere more prominently than in institutes of higher education. College campuses around the country have taken laudable steps towards creating spaces where LGBTQ students, women, students of color, and members of other marginalized communities can feel comfortable freely expressing themselves in a tolerant and welcoming environment. Writing centers are in some ways safe spaces by necessity; the very nature of our work demands it. Successful tutoring sessions are more likely to occur when the student feels at ease discussing their work. The Writing Center here at the University of Wisconsin-Madison takes seriously its commitment to ensuring all student-writers feel comfortable expressing themselves and we’re continually working to enhance our tutorial practices in a way that cultivates student empowerment.
By Ambar Meneses-Hall
Ambar Meneses-Hall has been a Writing Center tutor at the University of Wisconsin-Madison since fall of 2015. She is also a PhD candidate and dissertator in English literary studies, with a focus on American and African American Literature.
“I believe that the work that we do changes lives,” says Amy Huseby, an experienced writing tutor and Outreach Coordinator for the Writing Center at the University of Wisconsin-Madison.
As another Writing Center tutor and student I could not agree more. Amy has many good stories about the positive impact that Writing Center instruction has on UW students from all majors and walks of life, but one in particular stands out. Amy has worn many hats at the Writing Center; she has been a Skype instructor, an e-mail instructor, an Outreach instructor, and a Main Center and Satellite instructor. She is currently the Coordinator for the Writing Center Outreach program. Here is the story that will melt any cynic’s heart: (more…)
By Leah Pope
Leah Pope has been a Writing Center tutor at the University of Wisconsin-Madison since fall of 2014. She is also a PhD candidate in English literary studies, writing a dissertation that explores representations of disability and bodily difference in Anglo-Saxon England.
Alexandra Gillespie opens her essay in How We Write: Thirteen Ways of Looking at a Blank Page by confessing that she only writes when she has to . “Because reasons” (19). She writes this casually, as if she’s not breaking my mind by using Internet diction. But it’s not just her delightful, playful writing style — shared by many of the essays in this collection — that is revealing. Gillespie describes anxious and determined binge writing, fueled by deadlines ranging from a DPhil advisor’s note asking to have coffee — how terrifying! — to a paper promised to a friend/colleague for review. She describes writing 6,000 words in one day to meet a deadline — not drivel, mind you, but a conference paper and later the core of a book chapter. (more…)
By Nancy Linh Karls and Barbara Sisolak
Nancy Linh Karls is a senior instructor in the UW-Madison Writing Center, where she serves as its science-writing specialist. She also leads and teaches the Mellon-Wisconsin Dissertation Writing Camps and coordinates the community-based Madison Writing Assistance program. Barbara Sisolak is a senior academic librarian with Steenbock Library, where she provides reference and instruction to library patrons. As Instruction Coordinator, she manages Steenbock Library’s information literacy instruction program in alignment with the UW Libraries Teaching and Learning Programs office.
By Stephanie Dreyfürst
Stephanie Dreyfürst, founder and director of the Writing Center at Frankfurt’s Goethe-University, holds a PhD in Early Modern German Literature. She is interested in everything that has to do with (academic) writing, reading, and thinking. Her favorite areas of research include WAC/WID programs, genre, rhetorics, and the acquisition of academic writing competency. She’s an avid lover of opera and a proud member of the board of the German Skeptics.
Recently, I was on a six-week long research trip which led me to different Writing Centers in the US. My main focus was on researching the effects the local Writing Fellow programs have on faculty, students, and the writing fellows themselves. But aside from that task, I couldn’t help noticing the similarities and differences between different Writing Center “cultures” in the States and in Germany. When I came to my first stop (the über-impressive Writing Center at the University of Wisconsin-Madison), I was welcomed with incredible warmth and open arms. Three wonderful colleagues from two other German Writing Centers (Viadrina University Frankfurt (Oder) and Leibniz University Hannover) were also staying at UW Madison at the same time. The amount of work that Bradley Hughes and his team had put into the preparation of our visit was immense: We felt like members of the team immediately and were able to talk to many incredibly interesting people and learn a lot. (more…)
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.
By Neil Simpkins and Virginia Schwarz
Neil and Virginia are in the Composition and Rhetoric PhD program at UW-Madison and tutor in the university writing center. Neil is working on a dissertation proposal exploring how disabled students experience writing-intensive classrooms. Virginia studies program and classroom assessment and is designing a dissertation study on contract grading.
In the Spirit of Inquiry…
At the 2015 IWCA Collaborative in Tampa, FL, we set out to have a roundtable discussion about the current push for RAD research in the writing center community. Many writing center scholars have called for more RAD research (empirical inquiry that has replicable methods, aggregative results, and data-driven conclusions) as a response to “lore-driven” conclusions about writing center theory and practice. In other words, writing center scholars are making a deliberate effort to design more and more studies that ask how we know that our “best practices” are actually serving student writers. (more…)
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.
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…)
By Amy Kahrmann Huseby
Amy Kahrmann Huseby is the Outreach Coordinator for the Writing Center at UW-Madison, where she has been a tutor since 2012. She is also a PhD candidate in Literary Studies, with a focus on Victorian poetry, new formalism, and the history of science.
Amy Kahrmann Huseby.
Photo by Danielle Schulke Kirkwood
Willkommen! Wie geht es Ihnen? (Translation: Welcome! How are you?) During the past week, our Writing Center at the University of Wisconsin-Madison hosted several colleagues from writing centers at German universities. These visitors were in town to learn from our practices and to collaborate with us, and it was delightful to get to know them and to learn about the spread of writing center programs in Germany. At one point, I even braved speaking the only German sentence I know to one of these kind colleagues, who encouraged me to give it a try. I said, sheepishly, “Jetz ich kann Deutsch sprechen, aber nicht gut” (Translation: Now I can speak German, but not well). My German colleague smiled broadly and said, “Nicht nicht?” with a gentle shake of her head. Nope, not at all, I thought. (more…)