By Kevin Mullen. Kevin Mullen is a dissertator in Literary Studies, with a minor in Composition and Rhetoric, at the University of Wisconsin-Madison. This is his third year working at the Writing Center.
There is a particular kind of shame that forms when you come face-to-face with the fact that you are not practicing what you preach. It usually surfaces when you are alone, probably at night, thinking back on all you did and said during the day. Suddenly, it’s there, looking back at you—the fact that the very thing you encourage in others is not something you yourself do.
The importance of collaboration in writing: it’s one of those core beliefs that I feel evangelical about, that I imagine at the heart of what I do, and of who I am, as a teacher. When I was a fellow in Turkey and had 180 students a semester I still managed to meet with each one individually in order to work on their writing; I think I broke the record for conferences in the Intermediate Writing course here at UW-Madison (every other week, all semester long); I convinced a very skeptical board of directors, as well as a group of reluctant teachers, at a local college to require two conferences a semester for their composition course; and, this last August, I led a workshop for almost 70 TA’s teaching writing-intensive courses all over campus that explored how, and why, to include conferences.
The author points out something else you’re doing wrong. Photo by Writing Center alumna Catherine A. Price.
By Mike A. Shapiro
This is Mike’s sixth year at the Writing Center. He is the 2012–13 TA coordinator of our Online Writing Center. Since 2010, he has worked as a tutor for the Pearson Tutor Services Online Writing Lab.
Writing centers use the phrase asynchronous online writing instruction to describe this sequence:
- A student sends a draft to the writing center.
- A tutor reads the draft and types a response to guide the student’s revision.
- That response goes back to the student.
I’ve gotten hung up on the word asynchronous: I’d like writing centers to stop using it, and I would like them to stop believing the things they must believe if they take the label “asynchronous” seriously. Continue reading
Behind Nmachika is the beautiful Lake Mendota
By Nmachika Nwakaego Nwokeabia.When I found out that the UW-Madison’s Writing Center was offering a dissertation writing camp (or, as I fondly call it, a dissertation boot camp) during this past summer, I knew I had to apply for it. I was obsessed with my dissertation, and this was yet another way for me to shower my dissertation with love.
To prove my dedication to my dissertation I wrote every single day (often waking up at 4:00 AM and racing straight to the computer to put down my crispest, freshest thoughts), joined every virtual and real-life writing group I came across, pestered colleagues with my groundbreaking ruminations, and religiously practiced the BIC method during periods of writer’s block; yet all I had to show for my hard work was a directionless, unwieldy, unmanageable, intimidating 100-page monstrosity of a chapter that only seemed to grow by the day. I was in deep trouble, and if anything could help me, it was the Writing Center.
John Duffy, Director of the University Writing Program, University of Notre Dame
By John Duffy. John Duffy is the Francis O’Malley Director of the University Writing Program, an Associate Professor of English at the University of Notre Dame, and a proud former tutor in the University of Wisconsin-Madison Writing Center.
Most people who have taught in a writing center, or who have given the work any serious thought, are usually skilled in explaining what a writing center is not. That is, those of us charged with helping students, faculty, or the occasional inquiring dean understand writing center teaching often begin with negative definitions, listing the various things that a writing center isn’t and specifying those actions that writing center tutors don’t undertake. And so, we may say, that while a writing center is many things, it assuredly is not:
- a grammatical chop-shop, a place for quick fixes of broken, bruised, and badly battered sentences
- an editorial dry cleaners, a site for dropping off papers that will be prepped, pressed, starched, and readied for the busy writer
- a House of Miracles, the linguistic equivalent of Lourdes, a shrine at which writers will be miraculously cured of their perceived faults, futilities, and failures
By Christopher J. Syrnyk, Assistant Professor of Communication, and Faculty Liaison, Advance Credit Program for Communication Courses, Oregon Tech
Christopher Syrnyk, Assistant Professor of Communication, Oregon Tech
At Oregon Tech, where I became an Assistant Professor this fall in the Communication Department, I volunteered during a recent Communication department meeting to take on the role of the department’s Web Content Manager. Volunteering for this role, of course, reminded me that I had promised Brad Hughes to write a blog post for Another Word about a project that four TAs and I undertook to revise part of the UW-Madison Writing Center’s website.