By Matthew Pearson and Lauri Dietz, DePaul University.
Matthew Pearson, a UW-Madison Writing Center alum, is the director of the Writing Fellow Program and Faculty Development at the University Center for Writing-based Learning (UCWbL) at DePaul University in Chicago, IL. Lauri Dietz directs the UCWbL and is part of the UW-Madison coaching tree thanks to the invaluable mentoring Stuart Greene and John Duffy provided her while a graduate student at Notre Dame.
By Matthew Pearson and Lauri Dietz, DePaul University.
By Jessie Reeder.
Jessie was an instructor in the UW-Madison Writing Center from 2010-2013. Last year (2012-2013) she served as TA Assistant Director. She can’t wait to return to work in the Writing Center soon, but this semester she’s fortunate to be on a research fellowship as she finishes her dissertation (!!!).
This is not what our staff meetings typically look like.
In this photo our Writing Center tutors (all Ph.D. students, mostly in English) are huddled over their own writing projects, faces taut with expressions of deep concentration. It’s a Friday afternoon in April. Light pours in from (more…)
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 30th year directing the Writing Center.
Welcome to a new academic year at UW-Madison’s Writing Center! With contributions from my wonderful colleagues, I’d like to celebrate some of our program’s accomplishments during the summer of 2013 and share some of our plans for the fall.
Summer in Madison always means construction on campus. The historic Memorial Union—one of two student unions on campus, right next door to our Writing Center’s home in Helen C. White Hall on the shore of Lake Mendota—is in the midst of an exciting (but seemingly endless) multi-year remodeling and reconstruction project. Because of that construction, Helen C. White Hall looks as if it’s under siege, encircled by road detours and fenced-off sidewalks. But student-writers have still been finding their way to us all summer long. And our staff have been busy collaborating and venturing out—as always—to offer instruction across our campus and around the city of Madison. Here are a few highlights of what we were up to during the summer and what we’re looking forward to this fall . . . (more…)
By Mike Shapiro, a graduate student and the online coordinator of the University of Wisconsin–Madison Writing Center.
At its best, Twitter looks like the perfect tool for promoting any writing center’s goals: it privileges writing, supports lively conversations, and develops long-term relationships between writers and readers. Twitter can remind students, faculty, and administrators, every day, of the center’s services. At the same time, Twitter can help writing centers around the world stay in touch, sharing new programming and approaches.
huge shout out to the @uwwritingcenter, thank you for being amazing!
— courtney sawatzke (@_c0urtn3y) March 21, 2013
For our Writing Center at UW–Madison, the reality of how we use Twitter falls short of this ideal. This spring, I got the chance to work with a team of instructors who turned their critical eyes on our Twitter feed. We compared our tweets to those coming from other centers, and to tweets coming from campus programs that use Twitter to build strong relationships with students. This exploration confirmed for us that Twitter is not merely a powerful vehicle but a necessary one for our Writing Center, a tool that gives us one more way to work directly with our students and to help them see themselves as writers. (more…)
Taryn Okuma is Director of the Writing Center and Clinical Assistant Professor of English at The Catholic University of America (CUA) in Washington, D.C. She received her Ph.D. in Literary Studies from UW-Madison in 2008. While at Madison, she served as the Co-Director of the English 100 Tutorial Program for two years and worked at the Writing Center for four years.
I feel fortunate to be posting after Kristiane, whose thoughtful discussion of transfer with Caroline Levine provides valuable insights to the connections between the work that we do in writing centers, writing across the curriculum, and literature classrooms. I, too, have been thinking a great deal about the intersection of instruction in writing centers and in classrooms. Although we have a moderate amount of traffic at our center, I’m also very aware that we are only seeing a small percentage of the students who could benefit from visiting us. One of the questions that I come back to again and again as a WC director is, “Why aren’t more students visiting the Writing Center at CUA?” And as an English professor, I ask, “Why aren’t more of my students visiting the WC?”
Kristiane Stapleton is the 2012-2013 TA Coordinator of Writing Center Outreach. She is also writing her dissertation in Literary Studies, working on early modern women writers and the visual rhetorics for authorship they construct.
In this blog post, I’m going to explore the ways that my Writing Center and Writing Across the Curriculum training has enhanced the way I think and talk about my own teaching.In a move my students will recognize, I’m going to try to push that conclusion further and ask how and why my Writing Center training has and will continue to improve my classroom teaching.
By Katrin Girgensohn. This is kind of a birthday post. Six years ago, we opened the doors to our nice spacious room after I, as a PhD student, brought the idea of a writing center to my university and convinced the president that we really should have one. At this point we only had a handful of writing centers all over Germany, so it was not at all normal for a university to open a writing center. Although I had very good arguments, what might have been most convincing was that I was able to get a starting grant from the Hans Böckler Foundation.
In Germany we say that after six years life gets serious, because this is the age when children start school. However, our writing center’s life got quite serious after only three and a half years, when a huge part of our funding was suddenly not available any more. Until then, our writing center had been more or less dependent on funding that came from outside the university. The cancellation of our funding was nothing personal and had nothing to do with the writing center itself – it was a complete governmental program that was canceled. The notification was a shock for me and seemed to be quite unfair because the writing center was very successful and had grown incredibly in only three years of existence. We not only offered writing consulting and writing groups, but also worked with high schools, had already earned a national and international reputation and were even quite famous due to our first “long night against procrastination”.
By Mitch Nakaue, The University of Iowa.
As a deeply introverted person, I’ve always been interested in the power of writing center work to incite talk. As a graduate student at UW–Madison, I learned to cultivate an expressive and even outgoing classroom teaching persona, but found myself much less drained by one-to-one discussions with students. Writing center teaching, which I began in 2004, capitalized on my preferred mode of interaction: focused and detailed exchanges with one person. And to my surprise, writing center teaching wasn’t draining; in fact, it produced a buzz. I think many of us are familiar with the buzz — the euphoria we feel when the thirty or sixty minutes fly by in a whirlwind of student and tutor collaboration on the development or revision of a piece of writing. Indeed, we might even gauge the success of a tutoring session by how much was said. We talked the whole time!
By Eli Goldlbatt, Temple University.
Eli Goldblatt graduated from the University of Wisconsin-Madison in 1990 and taught at Villanova University from that year until he moved to Temple University in 1996. He is currently professor of English and Director of First Year Writing at Temple. He was faculty co-director of the Writing Center at Temple from 1999 until 2005. Through New City Writing, the outreach arm of the writing program, he has helped to support Tree House Books, Temple Writing Academy, and other projects in collaboration with community partners in North Philadelphia. Among other scholarly publications, he is the author of Because We Live Here: Sponsoring Literacy Beyond the College Curriculum (Hampton P 2007), and Writing Home: A Literacy Autobiography (S. Illinois UP, 2012). His books of poetry include Journeyman’s Song (Coffee House, 1990), Sessions 1-62 (Chax Press, 1991), Speech Acts (Chax Press, 1999), and Without a Trace (Singing Horse Press, 2001). In addition, Goldblatt published two children’s books, Leo Loves Round and Lissa and the Moon’s Sheep, both from Harbinger House in 1990.
My wife, Wendy Osterweil, is a printmaker, often screen printing on fabric in multiple layers and then quilting back into the shapes and colors. She also teaches art education in a fine arts college, where she prepares young artists for a variety of urban and suburban K-12 classrooms. In our many, many talks about teaching and the arts over the years, she links the art she most admires with the teaching she seeks to foster: work that shows the human hand. Together, we have come to think about teaching as an art done “by hand,” and I’d like to share with you some thoughts about this conception for writing instruction. (more…)
By Lauren Vedal. Lauren Vedal was a tutor at the UW-Madison Writing Center from 2004-2009. She is now the Writing Specialist in the Humanities at Bates College in Lewiston, Maine, where she provides one-on-one writing consultations for students and support for faculty who want to better incorporate writing instruction into their courses.
Shame and Writing
I’ve been thinking about shame and writing. As writing tutors, we consider writers’ shame not infrequently. Writers sometimes explicitly express shame about their “bad writing,” and there is shame implicit in the vulnerability of sharing one’s writing-in-progress. But I’m interested in taking another angle on shame—shame as it relates to earnestness.