By Neil Simpkins
Neil is the current TA Assistant Director at the UW-Madison Writing Center. He previously worked at the Agnes Scott College writing center as a tutor and coordinator. He is in the Composition and Rhetoric Ph.D. program at UW-Madison.
Prior to attending UW-Madison, I tutored at the Agnes Scott College Center for Writing and Speaking. At Agnes, tutors generally read and annotated drafts of the paper quietly while the student read to herself, got a cup of tea, or relaxed in the center. When I moved to UW-Madison, one of the biggest changes in practice that I adapted to was asking students to read drafts out loud. It felt like such a big question to ask, especially for students new to the Writing Center! As a practice I had never used, having the student read aloud also felt strange to me. But reading aloud also externalized the piece, gave the writer a fresh perspective, and fit well with the constraints of our business-like space of separated cubicles. Ever since that shift I have had a lot of questions about this practice. How does reading out loud—or not reading out loud—shape the space of the writing center, student experiences of tutorials, and the learning that happens in our sessions? Continue reading