Picture of the author in Madison, WI.
By Leah Misemer
Leah Misemer is a PhD candidate in English Literature at the University of Wisconsin-Madison where she has been working as a Writing Center instructor for three years. She served as the TA Coordinator of the Online Writing Center at UW-Madison for the 2013-14 school year.
Usually, we think of a writing center appointment as a collaboration between two people, the tutor and the student. If there are more than two people in an appointment, we frequently assume that there are more students working with a single tutor. In the Spring of 2014, my Skype team, in a professional development activity modeled after a previous in-person paired tutoring experiment, discovered that there are many benefits to sharing the task of instruction, both for instructors and writers. Jessie Gurd and I had complementary skills and working together showed us not only the gaps in our knowledge, but also offered strategies to help us fill those gaps.
By Leah Misemer @lsmisemer
Leah Misemer is a graduate student in English Literature at the University of Wisconsin-Madison and the TA Coordinator of the Online Writing Center there. While her dissertation is on serial commercial comics, she is also interested in media specificity and technology in writing centers. This is her sixth semester working as an instructor at the UW-Madison Writing Center.
Photo of the author taken by Nicole Relyea
When I first trained as a peer tutor at Washington University in St. Louis, I was trained to look at paper drafts. During my first shift as a Writing Center instructor at University of Wisconsin-Madison, a student brought in a draft on a laptop. I was a bit flummoxed about what to do. While it was great for the writer to be able to make changes to the draft during the session, it felt less collaborative than sessions with paper drafts. I had to ask the student to scroll down and up because I didn’t want to touch her expensive electronic equipment, and this felt awkward, like I was shut out of the draft in some way.
This is my sixth semester on staff at UW-Madison and I continue to have a moment of irrational anxiety every time I see a student pull out a laptop during an appointment. This is not to say I don’t have productive appointments with students toting laptops; when I can get students to cut and paste large sections of a draft, the computer facilitates actual draft work the student can take home. But appointments with laptops aren’t all like that. Continue reading
Leah Misemer is a PhD candidate in Literary Studies at University of Wisconsin-Madison writing her dissertation on how serial comics form communities of authors and readers. She has worked at the Writing Center since Fall of 2011 and in email instruction for two semesters.
Whenever a writing center instructor and a writer sit down for a session, a negotiation of power takes place. Sometimes, the writer begins by seeing the instructor as a storehouse of information, and thus, believes the instructor is in charge of the session. One of the important things to me as an instructor is to help the student gain confidence in his or her own writing skills, so that I become just a partner in the writing process, helping along the way. For a long time, I struggled with how to create and maintain this partner relationship when a student asked for proofreading or grammar instruction. This is the story of that exploration, which ends with my current approach to addressing grammatical concerns in email instruction. I would love to hear in the comments about other instructors’ experiences with grammar instruction and the negotiation of power in tutorials where you have discussed grammar.