By 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