By Leah Pope
Leah Pope has been a Writing Center tutor at the University of Wisconsin-Madison since fall of 2014. She is also a PhD candidate in English literary studies, writing a dissertation that explores representations of disability and bodily difference in Anglo-Saxon England.
Alexandra Gillespie opens her essay in How We Write: Thirteen Ways of Looking at a Blank Page by confessing that she only writes when she has to . “Because reasons” (19). She writes this casually, as if she’s not breaking my mind by using Internet diction. But it’s not just her delightful, playful writing style — shared by many of the essays in this collection — that is revealing. Gillespie describes anxious and determined binge writing, fueled by deadlines ranging from a DPhil advisor’s note asking to have coffee — how terrifying! — to a paper promised to a friend/colleague for review. She describes writing 6,000 words in one day to meet a deadline — not drivel, mind you, but a conference paper and later the core of a book chapter. Continue reading
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.
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.
On Friday, February 17 the Writing Fellows Program hosted our annual Joint Staff Meeting with the Writing Center. Seven Writing Fellows gave presentations based on research they conducted for their English/Interdisciplinary Courses 316 class. Writing Center instructors served as moderators for each presentation and posed questions designed to help audience members delve more deeply into the issues. As usual, the presentations were highly engaging and the discussions were lively and enlightening. There was a genuine spirit of camaraderie as we discovered what we can learn from one another and how our experiences in the Center and in the Fellows program intersect and diverge. Our meeting was enhanced this year by the presence of several distinguished visitors: Michael Mack, professor of English and Dean of Undergraduate Studies and Taryn Okuma, Professor of English and Director of the Writing Center—both from American Catholic University in Washington, DC; and visiting scholar Dr. Katrin Girgensohn, faculty member and Director of the Writing Center at European University-Viadrina in Germany.
The presentation titles suggest the broad range of topics discussed:
I’ve long argued that writing centers at research universities should prepare interested doctoral students to lead strong, innovative writing centers and WAC programs when they move into their faculty careers. And that we should do this in systematic and sustained ways. Being a dedicated, successful, experienced writing tutor is of course a necessary part of that preparation, but that alone is not sufficient. Professional development for future writing center directors is something our Writing Center at the University of Wisconsin-Madison takes seriously—my colleagues and I are proud that this past year, in 2011 alone, seven more of our PhD alums, at various stages of their careers, were offered positions as writing center directors or assistant directors around the country, joining many other distinguished UW-Madison alums who direct writing centers.
This question—of how research universities can prepare graduate students to become writing center directors as part of their faculty careers—has been an important topic of discussion when the writing center directors from the universities in the Big 10 conference meet once a year (I’m always hoping that some athletic competition will break out during meetings of Big 10 writing center directors, but, alas, none yet). We’ve talked several times about what we can do—intentionally and systematically–to prepare our grad students to lead strong writing center and WAC programs. As an outgrowth of these discussions, at the 2010 IWCA conference in Baltimore, several members of the Big 10 group spoke about the opportunities we have and the challenges we face as we prepare graduate students to be future writing center directors.
Sarah Groeneveld is an instructor at the UW-Madison Writing Center
By Sarah Groeneveld. The day I met Laura (a pseudonym) was a memorable one. It was a slow day at the Writing Center last January, and I had a free hour in the middle of my shift. Laura was scheduled to meet with me later, but had mistaken the time of our appointment and had shown up early. Therefore, we were able to spend a wonderful two hours talking about three things that we both share a passion for: teaching, animals and questions about difference. But what is memorable to me about meeting Laura is that about five seconds after sitting down next to her, I suddenly noticed a gigantic head and deep brown eyes staring at me from underneath the desk. Laura introduced me to Monty (another pseudonym), a German Shepard who helps Laura navigate the world – not only physically, but in ways that Laura explained to me in the following weeks and months.