By Brad Hughes
Brad Hughes is the director of the Writing Center and director of Writing Across the Curriculum at the University of Wisconsin-Madison. He is delighted to be starting his 32nd year as director of the Writing Center.
As we start a new academic year, this seems like a good time to celebrate an important anniversary for our Writing Center. This year the online portion of our Writing Center at the University of Wisconsin-Madison (writing.wisc.edu/) is celebrating its 20th anniversary–or its 21st, or 22nd, depending on how you count; I will explain in a minute. (Our Writing Center as a whole is heading toward its 50th anniversary in a few years.) Since our base-ten number system makes 20 seem like a significant number and since this story hasn’t been told, I thought it would be fun to trace the history of our center’s online presence. And I thought it would be fun to reveal some out-of-date web fashions–that’s our original website in the featured photo above:-).
Over the decades, our Online Writing Center has become an integral component of our Writing Center programs at UW-Madison. In fact, I’m a big believer in convergence—that is, I believe that those of us in the writing center profession should stop thinking of online and in-person programs as distinct, but instead as productively, even magically, intertwined. One more key reason drives my passion for what we do online: increasing student access to all that a writing center does. Just as our evening and weekend hours in residence halls, multicultural-student centers, campus libraries, and public libraries across our city make our center more accessible and more inclusive, so do all of our online offerings. (more…)
By Laura Plummer
Laura Plummer directs Indiana University’s Campus Writing Program, a WAC program that administers the writing center. She is a part of the Big Ten Writing Center/Program Directors’ group that includes UW-Madison, and which meets annually to hobnob about running writing centers at big research institutions.
The Vagaries of General Advice
“OK, Let me stop you for just a minute. The advice you just gave the writer will result in her receiving an F on that paper.”
I received that comment while interviewing for a writing center tutoring position when I was a graduate student in English literary studies.
As part of the interview, I was given an assignment and an essay draft from an undergraduate business law course, alongside the probably familiar direction to read both documents in preparation for a role-playing discussion of the paper. The essay was an analysis of a case concerning the death of an employee who died on the job. (more…)
Rachel Herzl-Betz. Photo taken by Jennifer Brindley.
By Rachel Herzl-Betz
Rachel Herzl-Betz is the T.A. Coordinator of Outreach 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 Literature, Disability Studies, and Rhetoric.
The perfect teaching collaboration is an elusive ideal, more like a dream than a lesson plan. Of course, as we all know, teaching in a Writing Center or a classroom doesn’t usually look like the ideal. It can be messy, unpredictable, and strange, particularly when we throw new variables (and new people) into the mix.
Professor Brittany Travers
As the coordinator for the Outreach Program at the UW-Madison Writing Center, I have more opportunities than most to build collaborative relationships. Every year, tutors from our Outreach program give presentations and create writing lessons for more than 150 classes, student groups, workshops, and events across campus. My work as coordinator involves training a team of tutors and providing presentations myself, when time and schedules allow. I have had the pleasure of working with instructors from a wide range of disciplines and contexts. However, a recent collaboration with Professor Brittany Travers illustrates the value that enthusiastic collaboration can bring to the classroom, even when conditions conspire against us.
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.
By Heather James and Rebecca S. Nowacek
Rebecca (left) and Heather (right) inside the Ott Memorial Writing Center
Heather is a Research & Instruction Librarian at Marquette University’s Raynor Memorial Libraries. She works to develop and promote information literacy instruction for courses and is the liaison for the departments of Biology, Biomedical Science, Chemistry, and English. She also holds an MFA in Poetry from San Diego State University.
Rebecca is the Director of Marquette University’s Ott Memorial Writing Center and an associate professor in the Department of English. She’s also a former grad tutor and Assistant Director of the L&S Program in Writing Across the Curriculum at UW-Madison.
When a writing center is located inside of a library, it can be easy to feel like a renter: an interloper in someone else’s space rather than a partner in building and inhabiting that space. And it can be a challenge to develop professional relationships that shift this feeling. Here at Marquette, we feel lucky. That “we” is both of us—Rebecca (the writing center director) and Heather (a research and instruction librarian). Our jobs are busy ones—intellectually demanding and constantly in motion—but over the years we have developed a relationship that allows us to rely on each other, share the load, make each other laugh, and be our best professional selves. People often speak colloquially of their “work spouses” and we’re happy to report that our “marriage” is three years strong.
The focus of our post is the ongoing and deeply rewarding collaboration that has emerged between the writing center and the library at Marquette University: it began as a somewhat impromptu bit of cooperation based on an idiosyncratic personal connection, but has grown into a collaboration that informs in very deep and often ambitious ways our ideas about how both of our programs can continue to grow within our university community. We recognize, of course, that there’s a fair amount of scholarship on the relationships between writing centers and libraries—both published (O’Kelly, Garrison, Meyer, & Torreano; Elmborg and Hook) and unpublished (we’ve attended panels at the International Writing Centers Association, Conference on College Composition and Communication, Association of Research Libraries, and LOEX); the common motive in these publications and presentations is to share the structures of and conditions for successful collaborations. We’re hardly the first to experience such a positive collaboration and while we won’t make the claim that what we’ve experienced is unique, we aim to share in this post the circumstances that have fostered our collaboration, the forms this collaboration has taken, and the ways in which this collaboration influences how we think about the future of both our programs. (more…)
By Jenna Mertz
Jenna Mertz served as a peer writing tutor in UW-Madison’s Writing Fellows Program for eight semesters before she, regrettably, had to graduate in May of 2014. She is currently a Fulbright English Teaching Assistant in Ås, Norway.
The author, blissful and pre-black eye
According to Jack Kerouac and pithy coffee mugs everywhere, writing and traveling are romantic endeavors. “The road is life,” have no regrets, get out of your comfort zone, write till you bleed and then keep going. These trite sayings, meant to move the lethargic and uninspired to cliff dive, pen novels, and finish dissertations, make the process of travel and writing look so productive, so self-contained, and so clean. Even if said cliff diver or dissertator breaks an arm whilst diving or dissertating, coffee mug quotations have a way of smoothing the accident into a coherent experience with a worthwhile outcome.
But what about the process? The unromantic mess of acclimating to a new culture or writing a compare and contrast essay? Sorry, Pinterest pins—you don’t cut it here.
In the author’s estimation, inspirational Post-It notes are on par with inspirational coffee mugs
As a former peer writing tutor who has spent the past eight months teaching writing in Norway, I’ve been thinking a lot about process in regards to both writing and traveling. In my transition from UW-Madison Writing Fellow to Fulbright English Teaching Assistant, I’ve been privy to writers’ struggles in a way that I hadn’t before, and in traveling out of the States for the first time, I’ve made myself vulnerable in ways I hadn’t before. In this blog post, I hope to highlight a few of the activities I’ve been involved with during my Fulbright grant, but I also want to champion the unglamorous and gritty underbellies of drafting and traveling. I want to advocate for showcasing vulnerability, as coffee mugs can hardly be entrusted with the task. (more…)
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:
By Becca Tarsa
Becca is in her final semester (she hopes!) as a dissertator in the Composition and Rhetoric program at UW-Madison. She is currently serving as TA coordinator in the UW Writing Center, and writing her dissertation conclusion – one 750-word day at a time.
By Rob McAlear
Rob McAlear is an Assistant Professor of English at The University of Tulsa, where he also directs the Writing Program. He is a former Assistant Director of the Writing Resource Center at Case Western Reserve University and UW-Madison Writing Center consultant.
“The aspects of things which are most important for us are hidden because of their simplicity and familiarity. (One is unable to notice something –because it is always before one’s eyes.)” -Ludwig Wittgenstein, Philosophical Investigations
By Sarah Groeneveld
Sarah Groeneveld is the Interim Associate Director of the UW-Madison Writing Center, a role she took on after working as an instructor at the Writing Center for four years. This year, she has enjoyed supporting graduate tutors, organizing and running workshops, meeting with student writers, and developing new programs such as the Graduate Writing Groups. She completed her PhD in English at UW-Madison this past summer.
Last week I received an email from Katie Zaman, a dissertator in the Sociology department, in which she told a delightful story:
“Today I was in Helen C White, organizing for the TAA, and I met a happy dissertator in the hallway. She was heading to get coffee because she had already met her writing goal for the day and it had only been half an hour in the dissertation writing session. She was smiling and relaxed and I asked her about the group – she told me I could find out how to join it by emailing you. I want to be happy like her and have writing goals and meet them! Is there an application process?”
Katie was referring to the Graduate Writing Groups that have been meeting this year at the Writing Center. These groups are made up of about twenty students who gather together once a week for three hours. During that time, graduate writers set goals, write, and then check back in at the end to share successes and keep each other accountable. As the organizer of the groups this year, I felt that Katie’s email encapsulated why these groups are so important. Writing can be a very lonely activity for graduate students. To combat that feeling of isolation, these groups are a way to see writing as something shared and collaborative – something that is more fun, less overwhelming, and more manageable when it’s done with others in the room. Through goal setting, brief conversations about writing, and – first and foremost – dedicated time for writing, the groups help graduate students get more words on the page in a supportive setting. Needless to say, I was more than happy to have Katie join a group.