By Angela J. Zito
Angela is a PhD Candidate in English and currently serves as the Writing Center Outreach Coordinator at the University of Wisconsin-Madison.
Last week, the Professional and Organizational Development (POD) Network held its annual conference in Montreal, Quebec, where the keynote speaker Randy Bass called upon all of us in attendance (and the programs and institutions we represented) to help steer higher education in the direction of increasingly inclusive and integrated learning by “leading from the middle.”
the author, Angela
It (leading from the middle) is a different kind of narrative for how the academic community can effectively re-situate students and their education at the center of a university’s mission—a narrative that doesn’t rely solely on classroom-level innovation (which is limited in scope and access) nor on institution-wide structural change (which is slow-moving), but rather pulls these forces together in collaborative action through the scholarship of teaching and learning and the experimental redesign of program-level instruction and assessment.
I am not a faculty developer or instructional designer, like most of the folks attending the POD Conference—I’m the current graduate Outreach Coordinator at the UW-Madison Writing Center. But leading from the middle, I realized as I listened to Bass’s address, is precisely what our Outreach and Writing Across the Curriculum (WAC) programs strive to do—and to do better—every semester at our university. Continue reading
By Nancy Linh Karls
Nancy Linh Karls
Nancy Linh Karls is a senior instructor in the UW-Madison Writing Center, where she serves as its science-writing specialist. She also coordinates and teaches the Mellon-Wisconsin Dissertation Writing Camps and directs the community-based Madison Writing Assistance program.
With 2016 soon drawing to a close, many of us have been reflecting on what we’ve been able to accomplish over the past year. For staff in the UW-Madison Writing Center, that’s a pretty significant list: meeting with thousands of student-writers in one-to-one sessions at our main location and across our many satellites; responding to hundreds of writers’ drafts via email and Skype; offering a robust series of Writing Center workshops; teaching brief units on writing in courses across the curriculum; consulting with faculty to strengthen writing instruction in their home departments; and providing our own Writing Center tutors with ongoing training and support. Continue reading
By Leah Pope
Leah Pope is the TA Coordinator of Outreach for the UW-Madison Writing Center, where she has been an instructor since 2014. She is also a PhD Candidate in English Literary Studies, working on a dissertation that examines theologies of disability and bodily difference in Anglo-Saxon England.
Every semester, the Outreach team of the UW-Madison Writing Center devotes dozens of hours to visiting classrooms, workshops, resource fairs, and student organizations to deliver brief introductions to the Writing Center’s services and teach or co-teach workshops on various genres and aspects of writing . As the TA Coordinator of Outreach this year, I have the unique pleasure of a bird’s-eye-view of Outreach teaching; each week I field requests from across campus and each week I receive reports from instructors about completed events. It is from this perspective that I want to mull over the purpose of Outreach, why we leave the comforts and resources of our Writing Center and its cozy satellites to traverse the UW-Madison campus (and it is not, I would point out, a small campus).
Just last week, I was asked to give a group of undergraduates (of whom, it turned out, not a single one had ever had a Writing Center appointment) an introduction to the Writing Center’s services. I described our core beliefs; some reasons one might want to visit the Writing Center; our availability in person, by Skype, or by email; how to make an appointment; and some workshops we offer that this particular group might find helpful. In encouraging these students to make use of the Writing Center, my immediate goals were to give the Writing Center a face (my own) and demystify the process of making an appointment and attending a writing conference. Continue reading
By John Tiedemann
John Tiedemann is a Teaching Associate Professor at the University of Denver, where he teaches in the University Writing Program and directs the Social Justice Living & Learning Community. He is a cofounder of the DU Community Writing Center, located in the Saint Francis Center and The Gathering Place, two daytime shelters for the homeless in downtown Denver. Before coming to Denver, John taught in the UW-Madison Writing Center and served as the Assistant Director of the Writing Fellows Program.
Stories without Homes
“Are you writing the real story here?” the man at the door asked.
A homeless man in Denver seeks help returning to Texas for Thanksgiving. (Photo by John Tiedemann.)
I didn’t realize at first that the question was addressed to me. I was sitting at a little plastic folding table at the entrance to the Saint Francis Center, Denver’s largest daytime homeless shelter, where each Monday and Friday the DU Community Writing Center sets up shop. Beside me sat a woman writing a letter of apology to a staff member at another shelter, a condition of her readmittance after having shouted at him the week before. Behind us sat another woman, not writing but resting, after I’d helped her apply Bactine and a Band-Aid to the cut she suffered when she fell down outside the shelter doors. Across the table sat Mairead, a graduate teaching assistant who’d started working at the Community Writing Center just that day; she listened intently as John, a homeless Navy veteran and one of our regulars, outlined the chapters of a book he’d been working on all year. Nearby stood another fellow, who intervened intermittently to explain that he was the true author of the lyrics to Pink Floyd’s The Wall.
And so, preoccupied as I was with the several simultaneous conversations at our table, and surrounded by the ambient noise of the shelter, where a hundred and fifty, maybe two hundred people filled a space of about a thousand square feet, talking in groups around long tables or sitting alone in scattered chairs, I didn’t realize that the man at the door was addressing me until he repeated his question:
“I said, are you writing the real story here?”
By Alexandra Asche
Alexandra Asche. Photo by Kari Adams.
Alexandra Asche is the Student Assistant Director at the Writing Center of the University of Minnesota, Morris, a public liberal arts college. She works with Director Tisha Turk, who served as a UW-Madison Writing Center instructor and Assistant Director of the Writing Fellows Program while earning her PhD. Alexandra has been a consultant in UMM’s Writing Center since 2014 and the editor-in-chief of the campus newspaper since 2015. In her spare time, she studies English and Psychology.
When I first started planning this post, I intended to write about the UMM Writing Center’s formal outreach to faculty. However, as I looked through the previous posts on this blog, I found that others have already written about how to plan this sort of outreach. I also noticed, though, that I was in the peculiar position of being a student consultant and administrator attempting to educate professors who, to say the least, vary highly in their degrees of interest and investment in our small campus writing center.
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.
Mattie Burkert is the T.A. Coordinator of Outreach for the Writing Center at UW-Madison, where she has been a tutor since 2011. She is also a Ph.D. candidate in Literary Studies.
Imagine you’re a writing tutor with no background in biology. A student comes to meet with you in the Writing Center about a draft describing the process of obtaining lysates for an experiment, like the example in the image above. What do you do when faced with this material? Do you admit that you don’t know the first thing about what lysates are and why they might be useful? How can you look beyond these unfamiliar terms to identify and respond to the larger intellectual and rhetorical work the writer is doing?
By Michelle Niemann
Michelle Niemann is the assistant director of the writing center at the University of Wisconsin-Madison for 2013-2014. Her first tutoring experience was in the writing center at Indiana University-Purdue University, Fort Wayne, in 2003 and 2004. She recently defended her dissertation and will receive her PhD in English literature from UW-Madison in May.
Michelle bird-watching at Horicon Marsh in Wisconsin. Photo by Liz Vine.
Tutoring in the writing center at University of Wisconsin-Madison since 2009 has given me a great gift: it has shown me the power of being interested. In anything, or anyone. In the next student signed up to meet with me and whatever project they’re working on. At the same time, as a graduate student in English literature at UW-Madison, I’ve also learned a lot about the corresponding power of being interesting.
Being interesting is, quite rightly, the coin of the realm in advanced scholarship. And I’ve absolutely, nerdily loved the opportunity to pursue my interests in poetic form and sustainable farming by writing a dissertation about organic metaphors in both fields. But I’m also grateful that I’ve been working in the Writing Center, because tutoring constantly reminds me, and indeed requires me, to look up and notice at least some of the other interesting things going on around me. Continue reading
By Anna T. Floch
Anna Floch is a third year PhD student in Composition & Rhetoric and an instructor of intermediate composition here at UW- Madison. Her research interests include the intersection of identity and literacy, collaboration, and examining affect and emotion in the writing process. She started as a writing center instructor at UW in the Fall of 2012.
I recently overheard a friend and colleague as he began his first shift as a writing center tutor. Before the shift began I had spoken with him about his first appointment and he mentioned he was expectant, nervous, and excited – all very valid emotions to feel when one is stepping into a new role as a consultant in the writing center. Overhearing this moment and talking with him about it beforehand offered me a chance to reflect on my own journey as a writing center instructor (note: I will use the terms “writing center instructor” and “writing center tutor” interchangeably in this post). Up until the point when I began my role as an instructor in our writing center I had tutored in community writing programs, taught my own introduction and intermediate composition classes, and worked in a number of non-traditional educational settings, but I had never stepped foot in a writing center. I came to UW-Madison from a large private university and I (sheepishly) admit that I never utilized the writing center during my undergraduate or masters experience. Though writing centers’ core tenets of talk, collaboration, and relationship building fit deeply into my own personal pedagogy and identity as a classroom teacher, I was concerned with my own ability to navigate the challenges and demands of writing center instruction.
Needless to say, when I started in the writing center last fall, I felt as though I was peering into a big deep canyon (see above): it loomed large, felt thrilling, and was a little bit terrifying. The last year has been a lesson for me in what happens when we close the gap between instructor and student, when we discuss disciplines we do not immediately understand, when we interface with new students from around the campus on a daily basis, and when we take time to really listen to the needs of the writers we work with. In short, my experience in the writing center has made me a better writer, student, and teacher. In that spirit, and as many students and tutors across the country are returning to their work in the writing center, I want to take time to reflect on the key lessons that I have learned over the last year which I hope are useful to both new and returning writing center tutors. Continue reading
By Taryn Okuma, The Catholic University of America.
Taryn Okuma is Director of the Writing Center and Clinical Assistant Professor of English at The Catholic University of America (CUA) in Washington, D.C. She received her Ph.D. in Literary Studies from UW-Madison in 2008. While at Madison, she served as the Co-Director of the English 100 Tutorial Program for two years and worked at the Writing Center for four years.
I feel fortunate to be posting after Kristiane, whose thoughtful discussion of transfer with Caroline Levine provides valuable insights to the connections between the work that we do in writing centers, writing across the curriculum, and literature classrooms. I, too, have been thinking a great deal about the intersection of instruction in writing centers and in classrooms. Although we have a moderate amount of traffic at our center, I’m also very aware that we are only seeing a small percentage of the students who could benefit from visiting us. One of the questions that I come back to again and again as a WC director is, “Why aren’t more students visiting the Writing Center at CUA?” And as an English professor, I ask, “Why aren’t more of my students visiting the WC?”