By Andrew Kay. Andrew Kay is a Ph.D. candidate in Literary Studies at the University of Wisconsin-Madison, where he is at work on a dissertation about Romantic and Victorian poetry. He has worked at the Writing Center since Fall 2009.
Toward the end of his life, Robert Frost wrote a wonderfully mysterious poem called “Directive.” In it the speaker coaxes you to accompany him to a simple, primordial time and place removed from the clamor and chaos of modern urban life–a space of renewal and wisdom, a sanctuary. To arrive at this fantastical, trippy no-place, you have to get lost first; and, “if you’re lost enough to find yourself,” you’ll make your way, in time, to a special goblet lodged in the inside of a tree-trunk, a grail-like chalice that, when drunk from, will make you “whole again beyond confusion.” Never mind that the goblet comes from a make-believe dinner-set belonging to children long-since dead; just drink deeply from it, and don’t ask questions.
By Kim Moreland
Kim Moreland is currently the Assistant Director of the Writing Fellows Program. She is a Ph.D candidate in Composition and Rhetoric, writing her dissertation on authorship and networks.
Undergraduate research is on my mind. Undergraduate writing center tutor research was the focus of Lauren Fitzgerald’s keynote address at the International Writing Centers Association conference in San Diego in October. And undergraduate writing center tutor research has long been the focus of English 316, the honors course in writing across the curriculum that all Writing Fellows here at UW-Madison are required to take. But what drives this research? What do these projects look like? How do they help us rethink these issues central to our field?
This semester, I’ve been thinking about these questions often. I’ve been teaching a section of English 316, and I attended the National Conference on Peer Tutoring in Writing in Chicago with five undergraduate Fellows who presented their research. Before this semester, I was familiar with the research conducted by Fellows – I’d seen several Fellows present at our annual joint staff meeting in the Writing Center. But it wasn’t until I starting mentoring Fellows in 316 that I gave much thought to where the questions that sparked these projects came from: the particular interests of Fellows who are immersed in WAC as both tutors and students. Continue reading