“Focus on the Now,” or Embodiment in a Virtual Dissertation Writing Camp

Graduate Students, Higher Education

By Calley Marotta and Jennifer Conrad—In May of 2020, two months after the sudden jump to online-only instruction necessitated by COVID-19, our writing center held its first virtual Dissertation Writing Camp. Co-sponsored by UW-Madison’s Graduate School and facilitated by Writing Center instructors, the central goals of this camp have always been to support writing and its production during a compressed timeline and to provide dissertators with a community of fellow graduate student writers engaged in the same effort. The decision to host this long-running camp online rather than in person felt provisional, and yet necessary amid so much upheaval.

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Translingualism: An Alternative to Restrictive Monolingual Ideologies in Writing Instruction

Diversity and Inclusion, Higher Education, Multilingual Writers

By Emily Bouza, Tim Cavnar, and Keli Tucker—Multilingual students should be celebrated for what they bring to academia. In this post, we hope to share what it looks like to support multilingualism in education. Emily’s section will cover different frameworks for understanding multilingual practice, Tim’s section will discuss language ideologies as a framework for thinking and talking about language and writing, and Keli’s section will propose a translingual disposition as a possible move toward a more inclusive writing center pedagogy.

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The Craft of Science Writing: Introducing a Resource for Writers, Instructors, and Tutors

Tutor Publications, UW-Madison Writing Center Alumni Voices

By Siri Carpenter—My path to becoming a professional writer was a wayward one. Toward the end of my undergraduate career at the University of Wisconsin-Madison, where I was a psychology major in the early 1990s, I had the sudden inspiration that I wanted to be a writer. But when a friend asked me a perfectly reasonable question—“What do you want to write about?”—I was stumped. I stammered that I figured I’d write about . . . uh . . . whatever seemed interesting, and that . . . hrmmm . . . I was especially interested in science. […]

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Booked but Can’t Read: “Functional Literacy,” National Citizenship, and the New Face of Dred Scott in the Age of Mass Incarceration

Racial Justice, Social Justice, Tutor Publications, Writing Center Tutors

By Mckenna Kohlenberg—For Black men in the contemporary age of mass incarceration, the consequences of functional illiteracy are devastating. 70% of America’s adult incarcerated population and 85% of juveniles who interface with the juvenile court system are functionally illiterate, which extends beyond the ability to read and includes the development of problem-solving and critical-thinking skills one needs to access knowledge, communicate, and participate effectively in political processes, the economy, higher education, and other 21st century exercises of democratic citizenship. […]

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Introducing our New Academic Staff Members

From the Director, Staff Introductions, Writing Center Academic Staff

From Nancy Linh Karls and Emily Hall—In August, 2020, thanks to the support of English department chair Anja Wanner, associate dean for humanities Sue Zaeske, and L&S Dean Eric Wilcots (among many others), UW-Madison’s Writing Center was fortunate to welcome five new, full-time academic staff members. During the summer of 2020, our search committee reviewed over 116 applications for “outstanding and energetic administrators/teachers” […]

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Welcome to Fall 2020 at the UW-Madison Writing Center!

Community Writing Assistance, From the Director, Higher Education

From the Directors—We are happy to welcome you to the Fall 2020 at UW-Madison’s Writing Center. In doing so, we’d first like to acknowledge the unique stressors of this semester. The Spring 2020 semester called for quick transitions to virtual and physically distanced services, surrounded by uncertainty and individual-level issues for us all in a global pandemic. […]

Continue Reading

What Makes a Writing Group? Undergraduate Writers Model Compassion and Acceptance

Collaborative Learning, Higher Education, Undergraduate Students, Writing Groups

By Mia Alafaireet—As an undergraduate student at the University of Missouri, one of the things I loved most about campus was that it seemed like there were endless places to write. There was the tried-and-true Bookmark Café, where you could count on the muted din of coffee cups to keep you focused. On a sunny day, you could find a spot under one of the many Bradford pear trees that studded campus. Or, if you were a little bit weird like me, you could sit on the edge of a flowerbed and write amongst the horticulture school’s newest arrangement of ornamental cabbages. […]

Continue Reading

Undergraduate Research as Transformation: Writing Fellows Build and Share Knowledge

Big 10 Writing Centers, Collaborative Learning, Peer Tutoring, Undergraduate Students, Writing Fellows

By Brenna Swift—Hello from the UW-Madison Writing Center as the summer term begins! In this uncertain time, we have both continued to serve our students and considered the ways our work might fit into the big picture—of a transformed world, of education for social justice, and of new practices in teaching of writing. As one of the assistant directors of the undergraduate Writing Fellows program and an instructor for English 403, our peer tutor education class, I have found myself thinking […]

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How are you doing?

Uncategorized

Are you doing okay? What do your days look like right now? How’s your family? How’s your focus?

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An Approach to Understanding and Designing an Inclusivity Statement

Collaborative Learning, Diversity and Inclusion, Graduate Students, Social Justice Committee

By Chris Castillo—The inclusivity statement is an increasingly prevalent genre in academic and nonacademic spaces. Inclusivity statements have become staples in most academic institutions—and even within specific departments in those institutions. The individual departments that take the initiative to develop inclusivity statements make it a point to […]

Continue Reading

“Focus on the Now,” or Embodiment in a Virtual Dissertation Writing Camp


Graduate Students, Higher Education

By Calley Marotta and Jennifer Conrad—In May of 2020, two months after the sudden jump to online-only instruction necessitated by COVID-19, our writing center held its first virtual Dissertation Writing Camp. Co-sponsored by UW-Madison’s Graduate School and facilitated by Writing Center instructors, the central goals of this camp have always been to support writing and its production during a compressed timeline and to provide dissertators with a community of fellow graduate student writers engaged in the same effort. The decision to host this long-running camp online rather than in person felt provisional, and yet necessary amid so much upheaval.

November 10, 2020

Translingualism: An Alternative to Restrictive Monolingual Ideologies in Writing Instruction


Diversity and Inclusion, Higher Education, Multilingual Writers

By Emily Bouza, Tim Cavnar, and Keli Tucker—Multilingual students should be celebrated for what they bring to academia. In this post, we hope to share what it looks like to support multilingualism in education. Emily’s section will cover different frameworks for understanding multilingual practice, Tim’s section will discuss language ideologies as a framework for thinking and talking about language and writing, and Keli’s section will propose a translingual disposition as a possible move toward a more inclusive writing center pedagogy.

October 27, 2020

The Craft of Science Writing: Introducing a Resource for Writers, Instructors, and Tutors


Tutor Publications, UW-Madison Writing Center Alumni Voices

By Siri Carpenter—My path to becoming a professional writer was a wayward one. Toward the end of my undergraduate career at the University of Wisconsin-Madison, where I was a psychology major in the early 1990s, I had the sudden inspiration that I wanted to be a writer. But when a friend asked me a perfectly reasonable question—“What do you want to write about?”—I was stumped. I stammered that I figured I’d write about . . . uh . . . whatever seemed interesting, and that . . . hrmmm . . . I was especially interested in science. […]

October 13, 2020

Booked but Can’t Read: “Functional Literacy,” National Citizenship, and the New Face of Dred Scott in the Age of Mass Incarceration


Racial Justice, Social Justice, Tutor Publications, Writing Center Tutors

By Mckenna Kohlenberg—For Black men in the contemporary age of mass incarceration, the consequences of functional illiteracy are devastating. 70% of America’s adult incarcerated population and 85% of juveniles who interface with the juvenile court system are functionally illiterate, which extends beyond the ability to read and includes the development of problem-solving and critical-thinking skills one needs to access knowledge, communicate, and participate effectively in political processes, the economy, higher education, and other 21st century exercises of democratic citizenship. […]

September 29, 2020

Introducing our New Academic Staff Members


From the Director, Staff Introductions, Writing Center Academic Staff

From Nancy Linh Karls and Emily Hall—In August, 2020, thanks to the support of English department chair Anja Wanner, associate dean for humanities Sue Zaeske, and L&S Dean Eric Wilcots (among many others), UW-Madison’s Writing Center was fortunate to welcome five new, full-time academic staff members. During the summer of 2020, our search committee reviewed over 116 applications for “outstanding and energetic administrators/teachers” […]

September 22, 2020

Welcome to Fall 2020 at the UW-Madison Writing Center!


Community Writing Assistance, From the Director, Higher Education

From the Directors—We are happy to welcome you to the Fall 2020 at UW-Madison’s Writing Center. In doing so, we’d first like to acknowledge the unique stressors of this semester. The Spring 2020 semester called for quick transitions to virtual and physically distanced services, surrounded by uncertainty and individual-level issues for us all in a global pandemic. […]

September 8, 2020

What Makes a Writing Group? Undergraduate Writers Model Compassion and Acceptance


Collaborative Learning, Higher Education, Undergraduate Students, Writing Groups

By Mia Alafaireet—As an undergraduate student at the University of Missouri, one of the things I loved most about campus was that it seemed like there were endless places to write. There was the tried-and-true Bookmark Café, where you could count on the muted din of coffee cups to keep you focused. On a sunny day, you could find a spot under one of the many Bradford pear trees that studded campus. Or, if you were a little bit weird like me, you could sit on the edge of a flowerbed and write amongst the horticulture school’s newest arrangement of ornamental cabbages. […]

August 3, 2020

Undergraduate Research as Transformation: Writing Fellows Build and Share Knowledge


Big 10 Writing Centers, Collaborative Learning, Peer Tutoring, Undergraduate Students, Writing Fellows

By Brenna Swift—Hello from the UW-Madison Writing Center as the summer term begins! In this uncertain time, we have both continued to serve our students and considered the ways our work might fit into the big picture—of a transformed world, of education for social justice, and of new practices in teaching of writing. As one of the assistant directors of the undergraduate Writing Fellows program and an instructor for English 403, our peer tutor education class, I have found myself thinking […]

May 18, 2020

An Approach to Understanding and Designing an Inclusivity Statement


Collaborative Learning, Diversity and Inclusion, Graduate Students, Social Justice Committee

By Chris Castillo—The inclusivity statement is an increasingly prevalent genre in academic and nonacademic spaces. Inclusivity statements have become staples in most academic institutions—and even within specific departments in those institutions. The individual departments that take the initiative to develop inclusivity statements make it a point to […]

April 6, 2020