By Angela J. Zito
the author, Angela
Angela is a PhD Candidate in English and currently serves as the Writing Center Outreach Coordinator at the University of Wisconsin-Madison.
With recent publications like the NCTE’s Deep Reading: Teaching Reading in the Writing Classroom (2018), What is College Reading? of the WAC Clearing House (2017), and Indiana UP’s Critical Reading in Higher Education (2015), it seems that reading in colleges and universities is gaining a good deal of new critical attention.
Good thing. While each of these publications takes a slightly different approach to investigating the teaching and learning of reading in higher education, they all sound the alarm: The teaching and learning of critical reading is not happening very effectively across North American institutions, and there is little scholarship out there to help address that problem.
In her chapter in Deep Reading, “Writing Centers Are Also Reading Centers: How Could They Not Be?”, Muriel Harris sounds off from the realm of writing centers and writing center research, calling for more attention to reading instruction “in the form of scholarship and tutor training methods” to help tutors and student writers better realize the depth of the reading-writing connection (228). “If tutors focus on discussing students’ writing skills without being aware of underlying reading problems,” Harris writes, “tutors are tending to only part of what the students need to learn” (229).
In this post, I want to reflect on a few of Harris’s observations about the kinds of reading instruction that can and should be taking place in our writing centers, and I hope to do so in a way that extends her observations into sites of instruction beyond the one-on-one session and that raises some questions about the challenges of tutoring reading in the writing center. Continue reading
Samantha Stowers, Rachel Herzl-Betz, Julia Boles, Chelsea Fesik, and Samantha Lasko.
By Rachel Herzl-Betz
Rachel Herzl-Betz is an Assistant Director of the Writing Fellows Program at the University of Wisconsin-Madison, where she has been a tutor and administrator since 2012. She is also a PhD candidate in Literary Studies, with a focus on Victorian Literature and Disability Studies.
I’ve always been a fan of academic conferences. At their best, they offer an unprecedented chance for scholars, students, and practitioners to step out of their individual institutions and connect with the wider intellectual community. We often become so ensconced in our own contexts that we forget the possibilities being put into practice one state, one city, or even one neighborhood away.
By Emily Hall
At a large university we are regularly exposed to the original and sometimes groundbreaking research that takes place across campus. Mostly, this research comes from the work of professors and graduate students, many of whom have grants, research funds, and laboratories to support their endeavors. Less frequently do we have the opportunity to learn about the innovative research produced by our talented undergraduates.
By Katrin Girgensohn, European University Viadrina, Frankfurt, Oder, Germany
Two weeks ago, a newspaper notice has caught my interest: The National Library in Berlin has received the original logbooks of Alexander von Humboldt’s expedition to South America. All his notes, drawings, thoughts – every word he had scribbled down every evening during his journeys, are now in Berlin. I was thrilled. I often seek a quiet place in this library to write. And now I will share the roof with the original papers of Alexander from Humboldt!
Thinking further, I have wondered why this notice has made me feel so excited. Why do notes about a research journey to America that happened more than 100 years ago please me so much? Probably because this notice made me think about my own research journey to (North) America that happened two years ago. My research journey has been an expedition I started as a writing center director from Germany, where writing centers are currently starting at many universities, but still are a new phenomenon. My goal was to find out more about the successful leadership of writing centers, so that the implementation of writing centers in Europe might be promoted better. Continue reading
By Rubén Casas
Rubén Casas is a Ph.D. Candidate in the English Department’s Program in Composition and Rhetoric. In addition to his Writing Center teaching, he teaches for the English 201 Program.
Two weeks into the spring 2014 semester I worked with a student in the Main Center who, upon asking her what she was working on, identified herself as a foreign student and asked, quite directly, “How do you write in the U.S.?” She explained that she knew what writing was “supposed to do” in Korea, “but not here, in America.” This must have been one of the clearest questions I’ve gotten as a Writing Center instructor, but it also caught me off-guard. Most students come to the Writing Center to get help with some specific element of their writing—often they talk about “flow,” or “development,” or “cites,” terms that somewhere along the way they’ve learned to use in relation to writing, and that I take for granted as evidence of their knowledge of the writing process and their own issues with writing—but it this actually the case? Continue reading
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
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?”
By Jenna Mertz, Undergraduate Assistant Director of the Writing Fellows Program. Jenna is a senior majoring in English, Spanish and Environmental Studies. She has been a Writing Fellow for six semesters.
Last Friday, undergraduate Writing Fellows and Writing Center instructors convened to mingle, share, and engage with each other at the annual joint staff meeting highlighting the original research of seven Writing Fellows. Attendees shuffled from room to room to listen to presentations featuring discussions about power dynamics, body language, and agenda setting during the writing conference; to explorations of identity, rhetoric, and multilingual tutors.
As my fellow Undergraduate Assistant Director, Logan, and I watched our peers present and grad students listen and scribble in what seemed to be shake-up of roles, we got a little existential. We got to thinking about ourselves. We got to thinking about undergraduates, and what it means to be us. Continue reading
“Flexibility.” Photo by Jakob Breivik Grimstveit (Creative Commons License).
By Brad Hughes, Director of the Writing Center and Director of Writing Across the Curriculum at the University of Wisconsin-Madison.
At many universities, writing centers have now earned significant respect for the work they do with student-writers. Within that respect, though, almost never do I hear writing centers valued for what I like to call their flex appeal: for the flexible ways in which they meet not just the needs of student-writers who have drafts in hand, but the needs of faculty and of curricula and of institutions and of student groups and of campus communities and of the communities around and beyond a university. It’s important to note that these fascinating needs and opportunities often surface a week or a month into the semester, so they require a flexible organization–one with talented staff whose time is not already entirely consumed–to respond. Continue reading
By Kim Moreland
Kim Moreland is currently the Assistant Director of the Writing Fellows Program. She is a Ph.D candidate in Composition and Rhetoric, writing her dissertation on authorship and networks.
Undergraduate research is on my mind. Undergraduate writing center tutor research was the focus of Lauren Fitzgerald’s keynote address at the International Writing Centers Association conference in San Diego in October. And undergraduate writing center tutor research has long been the focus of English 316, the honors course in writing across the curriculum that all Writing Fellows here at UW-Madison are required to take. But what drives this research? What do these projects look like? How do they help us rethink these issues central to our field?
This semester, I’ve been thinking about these questions often. I’ve been teaching a section of English 316, and I attended the National Conference on Peer Tutoring in Writing in Chicago with five undergraduate Fellows who presented their research. Before this semester, I was familiar with the research conducted by Fellows – I’d seen several Fellows present at our annual joint staff meeting in the Writing Center. But it wasn’t until I starting mentoring Fellows in 316 that I gave much thought to where the questions that sparked these projects came from: the particular interests of Fellows who are immersed in WAC as both tutors and students. Continue reading