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
by Antonio A. Byrd
Antonio is a PhD Candidate in Composition and Rhetoric and currently serves as the 2017-2018 Writing Center Assistant Director at the University of Wisconsin-Madison.
As this academic year’s assistant director for the UW-Madison Writing Center, I teach a few sections out of more than 70 sections of free non-credit workshops in academic writing for undergraduate and graduate students. The Writing Center has offered these workshops since its inception in 1969, and I’m proud to have contributed to this stellar history by creating a new workshop this year simply called “Writing Diversity Statements for the Academic Job Market.” More and more universities are asking for diversity statements to hire academic staff who are willing to contribute to universities’ commitment to equality, equity, and inclusiveness. Many UW-Madison graduate students themselves have encountered prompts asking for such statements.
By Leah Pope Parker
Leah Pope Parker
Leah Pope Parker has been a tutor in the UW-Madison Writing Center since 2014, where she also served as the Coordinator of Writing Center Outreach during the 2016–17 school year. Leah is also PhD candidate in English Literary Studies.
Conversations about evidence in writing center pedagogy traditionally focus on the genre of the research paper, where evidence includes the ideas, data, and quotations located through research that must be incorporated effectively into the prose of the paper. However, if we think about evidence more broadly within writing center teaching, as any aspect of writing that claims the authority of truth or expertise in order to achieve the objectives of the written document, then nearly every conference presents an opportunity to talk about evidence. Traditional forms of evidence (such as facts, figures, and the citation of authoritative perspectives) turn up not only in thesis-driven research papers, but also in literature reviews, scientific reports, and resumes. Forms of anecdotal or narrative evidence are also deployed in application essays, cover letters, and personal reflections. Even choices made around primary sources in class assignments that specifically do not call for secondary research can be considered a practice of writing with evidence. Thinking about evidence in all of these modes means that nearly every writing center conference presents us with the opportunity to encourage our students to think critically about their sources and the assumptions that writers and readers make around evidence and truth. 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 Nancy Linh Karls and Barbara Sisolak
Nancy Linh Karls is a senior instructor in the UW-Madison Writing Center, where she serves as its science-writing specialist. She also leads and teaches the Mellon-Wisconsin Dissertation Writing Camps and coordinates the community-based Madison Writing Assistance program. Barbara Sisolak is a senior academic librarian with Steenbock Library, where she provides reference and instruction to library patrons. As Instruction Coordinator, she manages Steenbock Library’s information literacy instruction program in alignment with the UW Libraries Teaching and Learning Programs office.
By Zach Marshall
Zach Marshall is the 2015-16 TA Assistant Director of the Writing Center at UW-Madison, where he has been a tutor since fall 2012. He is also a PhD candidate in English literary studies writing a dissertation on American literature, slavery, and media culture.
Here at the UW-Madison Writing Center, we offer a broad range of short-term, no-credit writing workshops that teach student-writers about specific academic genres and writing tasks. The first Writing Center workshop I helped teach in the spring of 2014 taught 120 students how to write more successfully on the undergraduate application essay for the Wisconsin School of Business. My wonderful colleague Michelle Neiman (then the TA Assistant Director of the Writing Center) invited me to join her at a session with a representative from School of Business Admissions to plan this particular workshop. As a second-year instructor at the Writing Center, I was flattered by the offer of more responsibility and decided to join her.
Although I went to the workshop planning meeting feeling interested, I also felt apprehensive. I had taught in the classroom as a teaching assistant and in the writing center as a tutor, but I felt like I was in the way since I had never planned a workshop before. In our meeting, our thoughtful colleague from the School of Business explained her goals for the workshop—helping students write in more detail about their experiences and personal goals. It was a great goal, but I didn’t have a specific plan for what to do to achieve it. Continue reading
By Heather James and Rebecca S. Nowacek
Rebecca (left) and Heather (right) inside the Ott Memorial Writing Center
Heather is a Research & Instruction Librarian at Marquette University’s Raynor Memorial Libraries. She works to develop and promote information literacy instruction for courses and is the liaison for the departments of Biology, Biomedical Science, Chemistry, and English. She also holds an MFA in Poetry from San Diego State University.
Rebecca is the Director of Marquette University’s Ott Memorial Writing Center and an associate professor in the Department of English. She’s also a former grad tutor and Assistant Director of the L&S Program in Writing Across the Curriculum at UW-Madison.
When a writing center is located inside of a library, it can be easy to feel like a renter: an interloper in someone else’s space rather than a partner in building and inhabiting that space. And it can be a challenge to develop professional relationships that shift this feeling. Here at Marquette, we feel lucky. That “we” is both of us—Rebecca (the writing center director) and Heather (a research and instruction librarian). Our jobs are busy ones—intellectually demanding and constantly in motion—but over the years we have developed a relationship that allows us to rely on each other, share the load, make each other laugh, and be our best professional selves. People often speak colloquially of their “work spouses” and we’re happy to report that our “marriage” is three years strong.
The focus of our post is the ongoing and deeply rewarding collaboration that has emerged between the writing center and the library at Marquette University: it began as a somewhat impromptu bit of cooperation based on an idiosyncratic personal connection, but has grown into a collaboration that informs in very deep and often ambitious ways our ideas about how both of our programs can continue to grow within our university community. We recognize, of course, that there’s a fair amount of scholarship on the relationships between writing centers and libraries—both published (O’Kelly, Garrison, Meyer, & Torreano; Elmborg and Hook) and unpublished (we’ve attended panels at the International Writing Centers Association, Conference on College Composition and Communication, Association of Research Libraries, and LOEX); the common motive in these publications and presentations is to share the structures of and conditions for successful collaborations. We’re hardly the first to experience such a positive collaboration and while we won’t make the claim that what we’ve experienced is unique, we aim to share in this post the circumstances that have fostered our collaboration, the forms this collaboration has taken, and the ways in which this collaboration influences how we think about the future of both our programs. Continue reading
By Elisabeth Miller and Stephanie White
Sunday evenings at Starbucks… (photo by Bryce Richter)
On a Sunday morning in February, five students brave the icy winds howling off Lake Mendota, knock the snow and slush off their boots, and straggle into the student union toward a table near the windows looking over a snowy Memorial Union Terrace. That night, another five students wrap up their weekends by braving the same wind and snow to gather in a Starbucks near campus. And throughout the week, two other groups meet on campus, taking time from the busy schedules to gather with groups of their peers to work together on their writing. The students talk about their weeks and laugh about Facebook status updates before getting down to business, and throughout their meetings, the students’ warmth towards each other is as palpable as the snow outside. Indeed, these are no one-off study groups cramming for an impending midterm. These are groups of undergraduate honors senior-thesis writers meeting to encourage, support, productively challenge, and reinforce each other’s work as they work on projects that include discussing the idea of modernity in sculpture, analyzing data from a sleep lab dealing with parasomnia, studying rock formations in New Zealand, examining the archives of Asian-American publications on our campus, and much more.
Behind Nmachika is the beautiful Lake Mendota
By Nmachika Nwakaego Nwokeabia.When I found out that the UW-Madison’s Writing Center was offering a dissertation writing camp (or, as I fondly call it, a dissertation boot camp) during this past summer, I knew I had to apply for it. I was obsessed with my dissertation, and this was yet another way for me to shower my dissertation with love.
To prove my dedication to my dissertation I wrote every single day (often waking up at 4:00 AM and racing straight to the computer to put down my crispest, freshest thoughts), joined every virtual and real-life writing group I came across, pestered colleagues with my groundbreaking ruminations, and religiously practiced the BIC method during periods of writer’s block; yet all I had to show for my hard work was a directionless, unwieldy, unmanageable, intimidating 100-page monstrosity of a chapter that only seemed to grow by the day. I was in deep trouble, and if anything could help me, it was the Writing Center.
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