By Chris Earle, Elisabeth Miller, and Bradley Hughes
Chris Earle is currently a co-Coordinator in the Writing Center at UW-Madison where he is completing a dissertation on the writing and activism of imprisoned individuals. In the fall, Chris will be joining the faculty in English, Rhetoric and Composition at the University of Nevada, Reno. Elisabeth Miller has been a Writing Center instructor at UW-Madison for the past five years and is currently co-coordinator of the Madison Writing Assistance community literacy program. She is currently completing her dissertation on literacy and disability, and in fall 2016 she will be joining the faculty in English, Rhetoric and Composition at the University of Nevada, Reno. Brad Hughes is the director of the Writing Center and director of Writing Across the Curriculum at UW-Madison.
Every week this spring semester, roughly 90 graduate students keep coming back to Helen C. White Hall on the UW-Madison campus. They slog through ice and snow on winter mornings; they eschew sunny spring afternoons and evenings all to participate in the Writing Center’s Graduate Writing Groups. Modelled after UW-Madison Writing Center’s Mellon-Wisconsin Dissertation Writing Camps and Writing Retreats, these groups began in Summer 2014. As Sarah Groeneveld previously detailed, the Graduate Writing Groups are designed to provide space, time, and support for graduate student writers throughout the semester.
Each group, enrolling anywhere between 20 and 30 graduate students, meets for three hours every week. These students come from a wide range of disciplines: Electrical Engineering, Psychology, Neuroscience, French and Italian, Educational Policy Studies, Art History, Environmental Studies, Spanish and Portuguese, East Asian Studies, Geography, Sociology, Political Science, English, Forestry, History, Library and Information Studies, Curriculum and Instruction, German, and many, many more. An experienced member of the Writing Center’s staff serves as a facilitator (this semester, the authors of this post).
We open each week with a focused goal-setting activity and small- or large-group discussion about the writing process, about challenges they’re facing in their projects, or about whatever else writing related is on people’s minds. At the close of each session, the facilitator brings the group back together for the last few minutes to share progress and to set goals for the week. But the majority of the time–about two-and-a-half of the three hours–is dedicated to writing time during which writers can make substantial progress on their dissertations, article drafts, grant proposals, fellowship applications, and more. In this way, the groups follow what Sohui Lee and Chris Golde in their recent article in The Writing Lab Newsletter term the “Just Write” model. Continue reading