Professor Joyce S. Steward (1917-2004), founder of the Writing Laboratory at the University of Wisconsin-Madison
By Brad Hughes, Director, The Writing Center, Director, Writing Across the Curriculum, UW-Madison.
In this blog post, I would like to honor the legendary founder of the Writing Center (originally called the Writing Laboratory) at the University of Wisconsin-Madison and one of the most influential pioneers in the modern writing center profession—Professor Joyce Stribling Steward. Professor Steward founded the Writing Laboratory at the University of Wisconsin-Madison in 1969 and directed it until her retirement in 1982. Among her many accomplishments, she—
- pioneered writing center methods that emphasized respect for individual student-writers and that tailored instruction to individual students, starting where students are and working collaboratively with them
- conceptualized and designed a writing laboratory for writers at all undergraduate and graduate levels, writing in all disciplines
- expanded writing center programs beyond individual tutoring to incorporate workshops in the center as well as outreach in courses across the curriculum, at the graduate and undergraduate level
- published, in 1977, an article about writing laboratories in an MLA journal for English Department chairs, The ADE Journal
- co-developed and led a week-long summer institute about developing writing laboratories, held at UW-Madison in 1981
- co-authored, in 1982, one of the first books about writing centers, The Writing Laboratory: Organization, Management, and Methods
- influenced the development of many other writing centers around the United States through her publications, by hosting visitors from many colleges and universities, and through her invited lectures and consulting around the US
- developed and taught the first course on women’s literature at the University of Wisconsin-Madison
The Chancellor's Convocation for New Undergraduate Students, UW-Madison. Photo by Jeff Miller, University Communications.
Welcome to a new academic year at the University of Wisconsin-Madison’s Writing Center! As our Writing Center re-opens on the first day of classes for the fall semester–on Tuesday, September 4–we’ll be eager to welcome undergraduate and graduate student-writers from across the University. And we’re delighted to have 26 talented new undergraduate writing fellows and 11 new doctoral-level teaching assistants and two new undergraduate receptionists join our staff of 105 wonderful colleagues. Based on suggestions from student-writers and from faculty and from our own staff, our Writing Center’s leadership team is always looking for ways to improve and innovate. Here’s a sampling of some of what’s new this semester. . . .
Compass plants, UW-Madison Arboretum, July 2012 (photo by Jeff Miller, University Communications)
During the searing heat and drought that the summer of 2012 has brought to the upper midwest, our Writing-Across-the-Curriculum (WAC) program has been busy (inside comfortably air-conditioned buildings) partnering with faculty and other instructors across our campus in exciting new collaborations. At the same time, our summer writing center has been hopping with lots of individual consultations and workshops and three different dissertation camps, and undergraduate writing fellows have been helping incoming first-year students with their first college writing assignments. (More about the dissertation camps will be coming in a future blog post.)
Katrin Girgensohn, European University Viadrina
All of us at the Writing Center at the University of Wisconsin-Madison are delighted to share two new podcasts from our theory and research series, featuring Katrin Girgensohn, a faculty member and Director of the Writing Center at European University Viadrina in Germany and one of the leading writing center scholars in Europe. During 2011-12, Dr. Girgensohn is a visiting scholar at the Writing Center at the University of Wisconsin-Madison. This presentation was taped during a meeting of the Madison Area Writing Center Colloquium on November 16, 2011.
The Lake Mendota shoreline and UW-Madison campus looking toward the downtown Madison skyline. (Photo by Jeff Miller/UW-Madison)
Unfortunately, the photograph with which I would have preferred to begin this post doesn’t exist. Instead I’ll have to help you reach the right place to recreate the picture for yourself mentally. I’m John Bradley, interim associate director of the Writing Center; thanks for following my lead. I’ll get to the point along the way, I promise. Continue reading
By Amanda Detry and Molly Rentscher.
Each new semester in the Writing Fellows Program presents a range of exciting opportunities and challenges. Having served as Writing Fellows for the past few semesters, we have collaborated with many faculty members and worked with students of all writing levels and abilities. Amid such diversity, however, every writing appointment is shaped by two core values. First, Writing Fellows help students see revision as an essential part of the writing process. Second, Writing Fellows believe in producing good writers—not necessarily good writing—by offering students tools and examples for improving their work. Continue reading
The Sewell Social Sciences' Carillon Tower
During the snow storms last week, I trekked through the layers of fresh Wisconsin slush to the Social Sciences building. I made my journey upon an invitation to meet with a Sociology faculty member, prepared to discuss co-teaching a session on poster presentations. While watching flaky descents of snow through his window, we chatted for almost an hour about how we might help his students emulate the department’s prize winning posters. Of course, we didn’t actually need nearly that much time to discuss the session. We were both so eager to explore the challenge and craft of visual design and to understand one another’s approaches to teaching this genre that our conversation stretched beyond our original plan. By the end of our meeting, we both left with an enhanced understanding of how our respective fields (Sociology and Composition and Rhetoric) approach visual design in posters, and we had collaboratively developed a strong lesson plan for teaching research posters for his department’s graduate student professional development group.
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.
As a visiting scholar from Germany at the UW-Madison Writing Center, I sometimes feel jealous of all the things going on here. Having a writing center with 110 people working as writing fellows, writing consultants and as leadership staff, and, even more important, experiencing how the writing center is valued here at the university, seems to be paradisiac. In Germany, where I direct a writing center at European University Viadrina, writing centers are still new phenomena and far away from being well staffed and valued. And that is exactly the reason why I am here: I got a research grant from the German Research Foundation (DFG) to conduct an explorative study on successful implementation of writing centers. The writing center at UW-Madison is the ideal home base for this, since it has such a variety of programs, like a very successful WAC program, and this amazing institutional standing. Nevertheless, as I said in the beginning, sometimes it makes me feel jealous to see this. Or frustrated, because I cannot imagine that there will ever be a time when we will have a fixed and sustainable budget, sufficient staff and adequate acknowledgement from our institution. To deal with these feelings it helps me to remember that the UW-Madison writing center has not only its current hard working staff, but it has been built up by 43 years of people working here. And so do writing centers in the US generally: several decades have passed since most universities established writing centers, and the first writing-center-like institutions date even back to the 1930s. Comparing my own writing center with this one here in Madison, or comparing writing centers in the US with writing centers in Germany, is like comparing the achievements of a small child with those of an experienced, grown-up person. All these achievements needed their time and today’s writing centers profit from history. Continue reading
Danielle Warthen, TA Coordinator of Writing Center Multicultural Initiatives
By Danielle Warthen. As a writing instructor who’s also been a writing tutor in the UW-Madison Writing Center for the past five years, I’d say that, hands down, the most common comment I hear from students new to the Writing Center when we begin our sessions is: “I’m a bad writer.” It’s often said in an apologetic tone, as if the student has already decided that this session will be yet another disappointing illustration of being “bad at writing,” and I should prepare myself for some sort of intellectual letdown. These words are often meant as a benevolent warning to me, I suppose as a way to help me manage my expectations. The student is telling me not to expect a “good writer” who’s going to be a breeze to collaborate with–this is going to be hard work for both of us, with questionable returns, because . . . well, they’re bad at it.