Author photo. Image 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.
This August, when I began my work as the Outreach Coordinator for the Writing Center, I found myself fascinated with an unexpected challenge. Every year, tutors from our Writing Center have the pleasure of giving presentations and creating collaborative writing lessons for more than 150 classes, student groups, workshops, and events across campus. As the new coordinator for these efforts, I assumed that I would be caught up with new genres of writing and discovering new campus buildings. Instead, I found myself wondering at the wobbly line between creation and adaptation.
Rob Emmett at the Kohler Dunes, Wisconsin with Elisabeth, 2010.
By Rob Emmett
Writing centers can launch lives in new directions, across continents and oceans. The years I spent working at the Writing Center while in graduate school in Madison certainly set me on a path to my current work at the Rachel Carson Center for Environment and Society (RCC) in Munich, Germany. The RCC is an interdisciplinary, international center for research in environmental history and allied fields that aims to raise the profile of this work in public discussions of environmental issues, in the spirit of our namesake, the influential author of Silent Spring. The project is exceptional in many ways–one being that its directors, Christof Mauch and Helmuth Trischler, represent Munich’s oldest public university (LMU Munich) and the research division of the Deutsches Museum, respectively. For the last year I have served as Director of Academic Programs; I support the center’s research fellows, develop collaborations in environmental humanities with other centers, and teach in our international environmental studies program, among other things. (more…)
By Michelle Niemann
Michelle Niemann is the assistant director of the writing center at the University of Wisconsin-Madison for 2013-2014. Her first tutoring experience was in the writing center at Indiana University-Purdue University, Fort Wayne, in 2003 and 2004. She recently defended her dissertation and will receive her PhD in English literature from UW-Madison in May.
Michelle bird-watching at Horicon Marsh in Wisconsin. Photo by Liz Vine.
Tutoring in the writing center at University of Wisconsin-Madison since 2009 has given me a great gift: it has shown me the power of being interested. In anything, or anyone. In the next student signed up to meet with me and whatever project they’re working on. At the same time, as a graduate student in English literature at UW-Madison, I’ve also learned a lot about the corresponding power of being interesting.
Being interesting is, quite rightly, the coin of the realm in advanced scholarship. And I’ve absolutely, nerdily loved the opportunity to pursue my interests in poetic form and sustainable farming by writing a dissertation about organic metaphors in both fields. But I’m also grateful that I’ve been working in the Writing Center, because tutoring constantly reminds me, and indeed requires me, to look up and notice at least some of the other interesting things going on around me. (more…)
The Sewell Social Sciences' Carillon Tower
During the snow storms last week, I trekked through the layers of fresh Wisconsin slush to the Social Sciences building. I made my journey upon an invitation to meet with a Sociology faculty member, prepared to discuss co-teaching a session on poster presentations. While watching flaky descents of snow through his window, we chatted for almost an hour about how we might help his students emulate the department’s prize winning posters. Of course, we didn’t actually need nearly that much time to discuss the session. We were both so eager to explore the challenge and craft of visual design and to understand one another’s approaches to teaching this genre that our conversation stretched beyond our original plan. By the end of our meeting, we both left with an enhanced understanding of how our respective fields (Sociology and Composition and Rhetoric) approach visual design in posters, and we had collaboratively developed a strong lesson plan for teaching research posters for his department’s graduate student professional development group.
The University of Wisconsin-Madison has a long and distinguished history of public service. The guiding philosophy of this commitment to public service, called the “Wisconsin Idea,” is often described as “the boundaries of the university are the boundaries of the state.” Since I have a scholarly interest in the Wisconsin Idea, I’ve been thinking about the relationship between the Wisconsin Idea and writing centers. I’ve only begun to explore the connections, but I’m excited about the possibilities.
The Wisconsin Idea has been receiving renewed attention on our campus in light of the University’s designation of this academic year as “The Year of the Wisconsin Idea.” If you’re unfamiliar with the Wisconsin Idea, you can browse a redesigned website, which provides information about the Idea, its history and a timeline of its development, along with stories from current faculty, staff, and students about how their service to the state, nation, and world correspond with the Wisconsin Idea.
Hi everyone. In this post I wanted to give a brief overview of Outreach for instructors, students, and teachings assistants working in the Writing Center (WC) as well as others interested in Writing Center teaching. My hope is that my post will interest all these audiences, be it by helping an instructor learn more about us and how to contact us to arrange an outreach or to inspire TAs in our own writing center to become a member of our Outreach staff.
In a nutshell, Outreach plays a small, but important, role in Writing Center’s mission to help undergraduate and graduate students in all disciplines become more effective, more confident writers by visiting classes and organizations across campus. Below I’ll list the fundamental ideas about writing we discuss during an outreach visit (no matter the topic) and then give an overview of our different Outreach options. But, I first want to list a few of our “co-teaches” from this semester—quite a variety and the most exciting part of our work in my mind!