Queering RAD Research in Writing Center Studies

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…)

Meeting the Needs of LGBTQ Students in the Writing Center

photo of the author holding a grey angora rabbit

Neil Simpkins and a delightful bunny

By Neil Simpkins

Neil is a first-year writing center instructor at UW-Madison and a graduate student in Composition and Rhetoric. He previously worked at the Agnes Scott College writing center as a tutor and coordinator. He loves cats, rabbits, and tutoring personal statements.

In a rare moment of downtime during my writing center shift, I started to read Jay Sloan and Andrew Rihn’s article “Rainbows in the Past were Gay: LGBTQIA in the WC.” Early in the article, they unearth a letter to the editor of Writing Lab Newsletter congratulating the newsletter’s return to ivory paper after several issues had been released on pink and purple paper, stating, “The rainbows in the past were gay, but as the survey results pointed out, not always compatible with the old Xerox machine.” Stark and Sloan unpack the fact that this stray mention of the word “gay” actually represents the paucity of writing center work that sufficiently addresses the needs of LGBTQ tutors and clients (I’ll use this acronym designating lesbian, gay, bisexual, transgender, and queer as my adjective of choice for talking about this particular community, for which acronyms and descriptions abound); this humorously, unintentionally queer sentence is one of the few times that the word “gay” is even used in the corpus of the Writing Lab Newsletter.