By Neil Simpkins
Neil is a Ph.D. candidate in Composition and Rhetoric at UW-Madison. He works at the UW-Madison Writing Center and teaches English 201.
During my sophomore year of college, I was starting my gender transition, coming out to my friends and family about my disability, and taking a class about disability studies and personal memoir. In that class, we read Eli Clare’s Exile and Pride, Harriet McBryde Johnson’s Too Late to Die Young, and Meri Nana-Ama Danquah’s Willow Weep for Me (among others), and I drank it all in. I had already started reading every book I could get my hands on to help me understand what I was going through, to help me put to words knowledges about myself that I’d never been able to articulate. I wasn’t ready to come out as trans or to switch pronouns–it was way too early for that. I was simply seeking the words that would help me move through my feelings. Continue reading
By Neil Simpkins
Neil is the current TA Assistant Director at the UW-Madison Writing Center. He previously worked at the Agnes Scott College writing center as a tutor and coordinator. He is in the Composition and Rhetoric Ph.D. program at UW-Madison.
Prior to attending UW-Madison, I tutored at the Agnes Scott College Center for Writing and Speaking. At Agnes, tutors generally read and annotated drafts of the paper quietly while the student read to herself, got a cup of tea, or relaxed in the center. When I moved to UW-Madison, one of the biggest changes in practice that I adapted to was asking students to read drafts out loud. It felt like such a big question to ask, especially for students new to the Writing Center! As a practice I had never used, having the student read aloud also felt strange to me. But reading aloud also externalized the piece, gave the writer a fresh perspective, and fit well with the constraints of our business-like space of separated cubicles. Ever since that shift I have had a lot of questions about this practice. How does reading out loud—or not reading out loud—shape the space of the writing center, student experiences of tutorials, and the learning that happens in our sessions? Continue reading
By Neil Simpkins and Virginia Schwarz
Neil and Virginia are in the Composition and Rhetoric PhD program at UW-Madison and tutor in the university writing center. Neil is working on a dissertation proposal exploring how disabled students experience writing-intensive classrooms. Virginia studies program and classroom assessment and is designing a dissertation study on contract grading.
In the Spirit of Inquiry…
At the 2015 IWCA Collaborative in Tampa, FL, we set out to have a roundtable discussion about the current push for RAD research in the writing center community. Many writing center scholars have called for more RAD research (empirical inquiry that has replicable methods, aggregative results, and data-driven conclusions) as a response to “lore-driven” conclusions about writing center theory and practice. In other words, writing center scholars are making a deliberate effort to design more and more studies that ask how we know that our “best practices” are actually serving student writers. Continue reading
Neil Simpkins and a delightful bunny
By Neil Simpkins
Neil is a first-year writing center instructor at UW-Madison and a graduate student in Composition and Rhetoric. He previously worked at the Agnes Scott College writing center as a tutor and coordinator. He loves cats, rabbits, and tutoring personal statements.
In a rare moment of downtime during my writing center shift, I started to read Jay Sloan and Andrew Rihn’s article “Rainbows in the Past were Gay: LGBTQIA in the WC.” Early in the article, they unearth a letter to the editor of Writing Lab Newsletter congratulating the newsletter’s return to ivory paper after several issues had been released on pink and purple paper, stating, “The rainbows in the past were gay, but as the survey results pointed out, not always compatible with the old Xerox machine.” Stark and Sloan unpack the fact that this stray mention of the word “gay” actually represents the paucity of writing center work that sufficiently addresses the needs of LGBTQ tutors and clients (I’ll use this acronym designating lesbian, gay, bisexual, transgender, and queer as my adjective of choice for talking about this particular community, for which acronyms and descriptions abound); this humorously, unintentionally queer sentence is one of the few times that the word “gay” is even used in the corpus of the Writing Lab Newsletter.