Category: Writing Consultants

Reviving the “Cotter Cup” as a Student Poetry Contest with Western Branch Library

Bronwyn T. Williams, Director

One of our goals in our ongoing community partnership with the Western Branch of the Louisville Free Public Library, is to create programming and tutoring that not only engages young people in writing and reading, but also connects to and supports the distinctive and important history of this library. The Western Branch library, built in 1908, and the first library in the nation to serve and be fully operated by African Americans has a history of significant contributions to the city’s West End. One of those important contributions was the founding in 1913, by Louisville educator and poet Joseph Cotter, of an annual storytelling contest. The “Cotter Cup” was a ‘storytelling bee,’ intended to encourage children to read and learn through the art of storytelling.

A couple of years ago, Natalie Woods, branch manager of the library, raised the idea of reviving the Cotter Cup as a writing contest. Her vision was of a Cotter Cup in which Louisville K-12 students would produce creative writing and be supported in that work through consultations of University Writing Center staff. The goal of the contest would be to encourage creative writing in the community and to connect K-12 students with writing support and conversations with our university writing consultants. We were excited at the possibility and have been delighted to work with Natalie and her staff on planning and implementing the contest. On our end, Edward English, our Assistant Director for the University Writing Center, organized and facilitated scheduling and supporting the consultations.

It has been a great experience to take part in the inaugural Cotter Cup poetry contest. Although the pandemic necessitated that the contest and consultations take place online this year, we had a great time working with dedicated and imaginative students from across grade levels and across the city. All the participants in the contest received books and writing journals, funded by the UofL English Department Thomas R. Watson Endowment. The winners also received prizes and will have their names engraved on the new “Cotter Cup.” You can read the winning poems here! It was also meaningful, during the pandemic year when so many programs were cancelled and put on hold, to have the chance to create a new program with our community partner and connect to students across the city. We hope that this year’s contest is just the first of what will be a growing and important writing event in our community.

Our consultants also had a great time working with the young writers from across the city. Here is what some of them had to say about the experience:

Ayaat Ismail: I was completely taken aback by these young writers’ creativity and drive during our meetings. It was truly inspiring to watch such young students brainstorm ideas and write poems based on their interests and experiences, whether limericks, free verse, or narratives, as they immersed themselves in poetry and demonstrated their talents and capabilities. It made me appreciate writing in a whole new way, as well as the concept of progression and learning in general.

Caitlin Burns: I really enjoyed being able to tutor elementary students for the Cotter Cup. They were so creative and energetic. I loved hearing their ideas for their poems and working with them, and I learned quite a bit from them as well. It was so lovely to get out of my grad school bubble a bit and have fun playing with words with them. Thanks for all of your and the Writing Center team’s work putting it together!

Alex Way: It was a great experience tutoring students for the Cotter Cup. I worked with an elementary school student who produced an amazing poem and ended up winning first place. Not only was his work exceptional, but he had a deep knowledge of poetry forms and what makes good poetry. Even though I only tutored my student for one session (and he did all the hard work), I can’t help but feel proud of what he has accomplished

Edward English: Working as a consultant for the Cotter Cup was one of the most rewarding activities I’ve done this year.  It was so fun and encouraging to work with such promising young writers and be inspired by their creativity and intelligence.  It was also an incredible honor to be part of contest which continues the exceptional legacy of Joseph Cotter and Western Branch Libraries.

Maddy Decker: I really enjoyed expanding my tutoring horizons from working with college students to also working with high school and elementary writers. I feel like I learned more about myself as a tutor and about what creative writing looks like at different levels. As someone who started writing poetry and short stories in middle school, I’m glad to see so many young writers putting themselves out there, and I hope they continue to explore their talents!

A Week of Community and Hospitality at the Dissertation Writing Retreat

Bronwyn T. Williams, Director

This May, for the tenth time, we held our annual Dissertation Writing Retreat. Over the ten years we have held these Retreats, we have worked with doctoral student writers from every college in the University – more than 150 writers during that decade. The Retreat offers writers time and structure to focus on writing their dissertations and daily writing consultations to get feedback on their writing. In addition, each day there are morning and afternoon check-in meetings to set goals for the day and talk about accomplishments and daily small group discussions at lunchtime about writing issues such as structuring a dissertation, time management, and editing and citation issues. Again, this year, the Retreat took place online. (If you want a blast from the past, here is a blog post from that first Retreat in 2012).

The Dissertation Writing Retreat is a busy time – and a lot of work – on our end, but it is also reliably one of the highlights of our year. It’s always exciting to see the writers who attend both make progress on their writing. Yet, just as important, is the ways in which writers develop and refine their writing processes and their approaches to navigating the complexities of audience, genre, and authorial position necessary to write an effective dissertation. At the same time, our writing consultants, who are all doctoral students themselves, always talk about the things they learn during the Retreat about writing and new approaches to teaching writing. In this way, the Dissertation Writing Retreat is a vivid example of the ethic and theory of “hospitality” that we work from in the University Writing Center. Based on the work by Richard and Janis Haswell, hospitality as an approach to education draws from traditional conceptions of hospitality in which a guest and host are both understood to bring value to an encounter and in which reciprocity is a cultural norm. During the Retreat, we always hear how both the writers and consultants learn from each other and, even in just a week, for a supportive community of writers.

Here, in their own words, is a sense of how some of the writers and consultants benefited from the Retreat

First the writers:

Charlotte Asmuth, English. I got so much out of the Dissertation Writing Retreat! I was surprised at how much work I could accomplish in just one week. I came into the week with some writing anxiety and concerns about how to organize particular sections of two chapters. As I worked on my writing and talked with my consultant and other participants in small groups, I learned that I wasn’t alone and I also picked up some strategies for managing my writing time that really helped. In one week, I learned more about my writing process and what will help me write than I’ve learned in several years. For example, outlining and then writing in chunks helps me––as does closing my email, turning my phone off, and writing down concerns as they arise so that I can come back to them later (instead of trying to solve them right away). I’m leaving the week with a great set of strategies to maintain momentum on my dissertation and I’m going to stay in touch with several participants, too.

Doroty Sato, Social Work. The Dissertation Writing Retreat 2021 gave me the resources to continue improving my writing skills. Beyond that, it gave me confidence that I am on the right track. There are so many factors playing a role in this process, so struggling with academic writing is okay. It is not a shame. The Writing Center Team and my colleagues in the group did such an excellent job offering advice and listening to our concerns without judgment. I felt comfortable and included. At the end of the week, my takeaway is that academic writing could be painful sometimes (or most of the time 🙂), but it doesn’t have to be unpleasant.

Eric Shoemaker, Humanities. At the beginning stages of my dissertation writing process, it was important to me to sit down and strategize my own writing processes and procedures. The dissertation writing retreat and my consultant helped me figure out what works for me and what doesn’t and helped me to value all of the work that I do for my project, not just the page count. This was a very valuable and enjoyable experience!

And our consultants:

Olalekan Adepoju, Assistant Director for Graduate Student Writing: The 2021 dissertation writing retreat was, among many things, a period of reflection, especially for the writers I had the opportunity to work with. The writers’ reflection during the week-long writing retreat encouraged them, both of whom have been stuck at some point in their writing due to the challenges posed by the COVID-19 pandemic, to feel more motivated to get back into their dissertation work. Through their reflective efforts as well as conversations during the retreat, these writers could identify what they have done well so far and where/what seems not to be going right. Likewise, as shared by both writers, the retreat has inculcated in them a habit of the mind necessary to create and stay committed to a consistent writing schedule as they continue to write from home

Megen Boyett: This is the third time I’ve worked the Dissertation Writing Retreat. Every year, I find it so rewarding to help a dissertation take shape even just for a week. The deep, sustained focus on the individual writer’s project and process seems to be such an effective way to start the summer writing “semester.” Just like last year, I started the week unsure whether I had useful advice for bio-engineers. Once again, I quickly found that while disciplinary differences are real, the principles for shaping long-term projects and organizing clear writing are consistent.

Nicole Dugan, Assistant Director for the Virtual Writing Center. I completed my first year at the UWC by working as a consultant during the 2018 DWR, and now I’ve come full circle, ending my time at the UWC with this year’s retreat. Working with writers is always so rewarding, and dissertation writers are no different. They bring such passion and excitement to their work, and it’s easy to quickly immerse yourself in the environment of camaraderie and growth built by the leadership and participants of this retreat. The last two years I have been focused on my work with writers in my courses and writing centers, and I haven’t found much inspiration or time for my own writing. After this week, I feel recharged and ready to revisit research projects and creative writing with new momentum and vision. I’m grateful for the community of this retreat, and I am particularly thankful to my two writers whose projects are such intriguing and necessary works that offer new insights and avenues for change in their fields. It was a privilege working with them both, and I can’t wait to see where they take their work moving forward.  

THANKS FOR ALL WHO MADE THIS POSSIBLE

It is important to acknowledge the people who did the hard work of organizing the Retreat – Cassie Book, our Associate Director, organized and oversaw the Retreat this year. Also central to carrying out the Retreat were Amber Yocum, our Administrative Associate, and Assistant Directors Edward English, Olalekan Adepoju, and Nicole Dugan. Our other consultants were Megan Boyett, Aubrie Cox, Cooper Day, and Liz Soule. And thanks to Dean Paul DeMarco, of the Graduate School, for again sponsoring and supporting the Dissertation Writing Retreat.

Keeping Our Commitment to Writers in Deeply Unsettling Times: A Year in Review

Bronwyn T. Williams, Director

I’ve been struggling with how to start this version of my annual, end-of-year blog post. Every attempt to find words to convey how the extraordinary events of the past nine months, from pandemic to protests to political insurrections, have affected us in the University Writing Center quickly crumbles to cliché. At the same time, just a proud listing of accomplishments doesn’t seem appropriate to capture what has happened in the past year. So I think I’ll leave the big themes to someone else and just keep it simple.

I am always proud of the people who work in the University Writing Center and often tell people we’ve got the best Writing Center staff in the business. Yet it would be hard to overstate how special this year’s staff has been. As you may know, we have a completely new staff of MA Graduate Teaching Assistants as consultants each year. Despite the challenges of having to learn how to conduct all their consultations online, under the public health protocols of the pandemic, this group of consultants were consistent in their commitment to helping and supporting UofL writers. Whether they were working, in their masks, from our on-campus space, or from their homes, our consultants continued to listen carefully to writers and to provide excellent advice about writing, and empathetic support about how to navigate, and respond, to writing in such deeply unsettling times.

The less visible, but every bit as essential, part of our work happens behind the scenes with our administrative staff who kept everything organizationally running smoothly given the unprecedented challenge of having both writers, and often consultants, scattered all over the city (and beyond). It is a testament to their creativity, patience – and tenacity – that the organizational aspects of the things ran splendidly, allowing the consultants and writers to focus on issues about writing. This year, as in every year, the work done by Associate Director Dr. Cassandra Book,  Administrative Associate Amber Yocum, and Assistant Directors Edward English, Olalekan Adepoju, and Nicole Dugan was simply indispensable to everything we accomplished.

Though it may be hard to appreciate from the outside, conducting all writing consultations online is a far more challenging teaching context than conducting appointments in person. For our consultants and our administrative staff, having to work completely online, while dealing with taking their own courses online, technological glitches, screen fatigue, physical isolation, students in the Library not wearing masks, and the political turmoil all around us, really has been truly extraordinary. It has also been exhausting. Like everyone else, we’re tired. It’s been hard on all of us and that is important to acknowledge. What I am proud of – and moved by – is that all of the University Writing Center staff, weary as they are, have done their best to remember that the writers bringing their work to us are also weary and stressed and worried about their writing. We have done our best all year to keep the writers’ needs at the forefront and to provide the individual, one-to-one response that is the core of our work in the University Writing Center. It’s been amazing to watch.

Thanks to the Best Writing Center Staff in the Business

Our superb, dedicated, and brilliant consultants make such a significant difference in so many UofL writers’ lives. Our consultants this year have been Michelle Buntain, Lauren Cline, Maddy Decker, Amanda Dolan, Chuck Glover, Ian Hays, Andrew Hutto, Ayaat Ismail, Zoe Litzenberg, Demetrius Minnick-Tucker, Cat Sar, Spenser Secrest, and Emma Turner. Also special thanks go to Writing Center Intern Kendyl Harmeling. Our amazing student workers were Mikaela Smith and Jency Trejo.

We want to give our special thanks and congratulations to Jency Trejo, on her graduation with her BA in English. Jency joined us as a student worker during her first semester at UofL and has been a central and important part of the University Writing Center ever since. We wish her all the best in the future.

We will be open during the summer, starting May 10, from 9-4 every weekday. You can find out more on our website. You can also follow us on our blog and on Twitter, Facebook, and Instagram.

Beyond Tutoring – Writing Groups, Retreats, Community Writing

Writing Groups, Workshops, and Dissertation Writing Retreats: Our popular LGBTQ+, Faculty and Graduate Student, and Creative Writing writing groups continued to give UofL writers supportive communities through which they could create and talk about writing. We again held our annual spring Dissertation Writing Retreat  as a fully virtual Retreat. We plan next year to continue all of these groups, so be sure to check our website for information and dates.

Community Writing and the Cotter Cup: We also continued our work with our community partners, the Western Branch of the Louisville Free Public Library and Family Scholar House. Once again we are grateful for the participatory and collaborative partnerships with these organizations. You can find out more about these community writing projects, including how to get involved with them, on our website.

We were particular excited to collaborate with the Western Branch Library on re-establishing the “Cotter Cup” competition. In the early 20th Century Louisville poet and educator Joseph Cotter established a storytelling competition for local youth called the “Cotter Cup.” We worked to support Western Branch Library in re-establishing the Cotter Cup as a poetry contest. As part of the contest, local K-12 students had individual writing consultations with our University Writing Center consultants. The contest entries will be judged by local poets with an awards celebration next month. We hope that this will become an important and vital part of writing in the community going forward.

Writing Center Staff Achievements

The University Writing Center is also an active site of scholarship and creative work. Staff from the Writing Center were engaged in a number of scholarly projects during the past year in rhetoric and composition, literature, and creative writing.

Cassandra Book, Associate Director, gave a presentation on “Passing or Trespassing?: Asynchronous Tutoring, Consultant Practices, and Center Ethos” at the 2021 Southeastern Writing Center Association Conference.

Olalekan Adepoju, Assistant Director for Graduate Student Writing, gave a presentation titled,presented a paper on “Discursive Practices in Recurring Asynchronous Consultations:  Implications for Peer Tutoring” at the 2021 Southeastern Writing Center Association Conference. He also published the essay, “Rethinking Tutor-Writer Engagement in Asynchronous Consultations: A Conversational Approach to Recurring Witten Feedback Appointments” in The Dangling Modifier .

Consultants

Michelle Buntain completed her MA Culminating Project, titled,”To Listen is to Witness: Discovering Suffering Through Literary Analysis.”

Maddy Decker was an intern for the Miracle Monocle Literary Magazine in Spring 2021 and served as editor of reviews. She also completed her creative MA Culminating project titled “Register 16.”

Amanda Dolan was an intern for the Miracle Monocle Literacy Magazine and will have a book review published in the upcoming issue.  She also completed her creative MA Culminating project titled “Precipitated.”

Kendyl Harmeling completed her MA Culminating Project titled, “Circumventing Self-Destruction:  A Study on Imposter Syndrome, Affect Dissonance, and the Power of Hospitality in a first-year Graduate Program.” She gave a presentation, “Passing or Trespassing?: Asynchronous Tutoring, Consultant Practices, and Center Ethos” at the 2021 Southeastern Writing Center Association Conference . Kendyl also was a Writing Center Administrative Intern in Fall 2020 and will be joining the UofL Rhetoric and Composition PhD program next year.

Ayaat Ismail was an intern for the Miracle Monocle Literacy Magazine and published a book review with poet Steve Kistulentz in the current issue. She also became managing editor of the Miracle Monocle’s mini anthology called MONSTER.

Demetrius Minnick-Tucker completed his MA Culminating Project, titled, “Sho Baraka’s The Narrative: Hip Hop and the Social Role of the Church.” He will also be joining the Georgia State University Literature PhD program in fall 2021.

Cat Sar completed her creative MA Culminating Project titled, “Ghosted.”

What We Can Learn from Dogs: Resource Guarding and the Writing Center

Emma Turner, Writing Consultant

For the past six months, I have been raising a puppy—my “quarantine puppy,” if you will. During this same time period, I have been doing my best to read materials on how to train said puppy. Teaching and growing with my dog has been a wonderful, terrible, stressful, informative, and rewarding experience, and, surprisingly/weirdly, I have found that some of the strategies I have learned in helping her personality develop translate to understanding processes of writers who visit the Writing Center (myself included, if not emphasized). 

One of the behaviors that can develop as a dog grows older, and that I have done my best to curb with my doggo, is resource guarding. Resource guarding is when a dog becomes particularly aggressive and protective around an object that they see as holding value. That object could be food, a toy, a sock they stole from their owner’s roommate (not that my dog has EVER done that), or a place like the dog’s bed. The dog sees value within whatever object it chooses to guard. It believes that it owns that item and will do anything to protect it even if this means hurting other animals or its human, but in order to train a dog out of such behavior, one must learn to engage in a practice of patience, understanding, and trading. To overcome such behavior is an act of collaboration between the dog and its owner. It is a give and take of allowing oneself to be vulnerable and allowing another to be near or a part of something of value. 

Working with writers is a similar process when thinking about the development of the writing consultation. In a sense, writers resource guard their work. As a writer, even if we dislike what we have written, at some level, we are proud of it. I say we because I am a writer too, and to pretend that I would not defend, protect my own work (even the worst of it) would be hypocritical. To accomplish the feat of generating a product for an assignment is impressive on its own no matter the final quality. Because we are proud of what we have written, we want to protect it. Even if the feedback we are receiving about the draft is helpful and positive, it is normal to feel conflicted about the revision of a creation that we are already content with. But, as a puppy learns as it overcomes the habit of resource guarding, sometimes sharing the things we value most can yield the biggest reward.

Collaboration in a writing consultation is key. Although the responsibilities of the consultant and the writer may differ within a session, three manners in which a mutual performance is integral are patience, understanding, and generative discussion. Through a live chat or written feedback session, these behaviors primarily take place through discussion of the draft and the writing process as a whole. Being patient with each other—the writer with the consultant and the consultant with the writer, making an honest effort to understand the point of view and the opinion the other offers on the content and form of the paper, and engaging in a conversation that aims to create a friendly, intellectual environment that fosters further development and exploration of the writer’s project are fundamental to creating a space where writers do not feel the need to actively guard their work. Instead, a collaborative effort can yield a product unshackled by the crushing weight of self-conscious and defensive writing. Collaboration and trust can set our words free. 

Writers & Consultants: Meeting in a Virtual World

By: Amber Yocum

Today marks the third week of the semester and so much of how we operate – as a university, as a writing center, as faculty, staff, students, and humans  –  has changed and continues to change as everyone adapts to different teaching and resource modalities.

This semester, along with many other university resources like REACH, the Career Center, and the Counseling Center, we decided to offer virtual appointments in order to keep you and our staff safe. Admittedly, it’s been difficult for us because seeing you as individuals and writers and getting to interact and collaborate with you in-person is one of the aspects of writing center culture we value so much.

Our goal this fall is to ensure that you, as writers and members of the university community, do not lose that connection. And to continue to assist you with your writing and writing processes in ways that reflect our consultants’ commitment to provide individualized feedback.

Whether you visit the Writing Center one time or multiple times over the course of your academic and professional careers, our consultants are here to learn about you as writers and people, as well as to help you with your writing. So much of their own academic and professional experiences, as well as interests, contribute to that process. As you navigate how to adjust to a more virtual environment, we hope that you take the time to get to know our consultants whose aims are the same as if we were meeting you in-person: to listen and to help you become a better writer.

 

 

Decker
Maddy Decker

Writing Tip: “Write with the mindset of telling a story, even if you’re working on something like a research paper. Finding the story you are telling is often an approachable way to work through your own thinking, and it can help you make sure that your reader will follow the argument and reasoning in your writing.”

Madelaine “Maddy’ Decker is interested in producing fiction as well as researching topics related to 18th century literature and African American literature. She earned her BA in English and Anthropology from the University of Kentucky. Her favorite book is The Thief Lord, and her outside interests include knitting, Irish archaeology, 2010’s pop punk, and the Muppets.

Dolan
Amanda Dolan

Writing Tip: “Try not to make unreasonable rules about what your process should look like or how long a piece of writing should take you to finish.”

Amanda Dolan is a second year MA student whose research interests include memory, literature and other art forms, and the syncretization of myth. Prior to her return to academia, she worked in education research.

Glover
Shelbi “Chuck” Glover 

Writing Tip: “Just start writing. you can always improve it later, but if you spend all of your energy worrying that it will be bad, you’re cheating yourself.”

Chuck Glover completed her BA in English at the University of Louisville. Her academic interests include creative writing, screenwriting, and the study of feminist, socialist, and LGBT literature. Her favorite TV shows are King of the Hill and It’s Always Sunny in Philadelphia, and her favorite movies are Parasite and Gone Girl.

Hays
Ian Hays 

Ian views language as the practical analogue to conceptual expression, and, while working toward his degree, hopes to expand his understanding of the relationship between rhetoric and world view. His interests include low-fiction, creative non-fiction, and identity as defined in a media saturated age. Outside of university, Ian enjoys biking, hiking, and writing essays on contemporary culture; as well conversations with everyday people throughout whichever community he finds himself in.

Hutto
Andrew Hutto

Writing Tip: ‘Write every day. Even if it is just a few lines, the practice will pay dividends.”

Andrew received his BA in English from the University of Louisville. His critical research focuses on 17th-century British literature as well as René Girard’s theory of mimetic desire. Presently he serves on the Pine Row Press editorial board. His poetry appears in Thrush Poetry Journal, Cathexis Northwest Press, Math Magazine, Poet Lore, High-Shelf Press, Twyckenham Notes, and elsewhere.

Ismail
Ayaat Ismail

Writing Tip: “After getting the assignment and starting your writing process (whatever that might be) jot down all the thoughts you have forming in your head on to the paper. I say this because it is astonishing how many of those quick ideas will become improved concepts later in your paper.”

Ayaat received her BA in English from the University of Louisville. Her interests are in sociolinguistics and British Literature with a focus in feminism and social class. Her love of language was developed at a young age having been raised in a bilingual household. She is from Chicago, Illinois and loves watching baseball as an avid Cubs fan, and spends the rest of her free time reading and writing.

Litzenberg
Zoë Litzenberg

Writing Tip: “Your best friend in the writing process is time. There are a few exceptions, but in general more time you spend on a project (and the sooner you start it!), the less stressful it is to work on it and the better your work ends up. Sometimes I procrastinate because I don’t know where to start; that’s where talking with a friend or visiting the writing center to flesh out your ideas is a great use of time!”

Zoë, a San Diego native, is joining the Writing Center with a background in Humanities and Creative Writing. A true enthusiast for all facets of academia, Zoë loves how the writing process can empower and embolden any student of any discipline to be more effective in their field. Right now, her research interests include children’s literature, the pedagogy of leadership, the writing theory for the student-athlete. When not in the Writing Center, Zoë is probably working out, dancing, watching movies, laughing, or doing all of four at the same time.

Minnick-Tucker
Demetrius Minnick-Tucker

Demetrius hales from Atlanta, GA and received his undergraduate degree from Boyce College. He loves reading the literature classics and played college basketball. Friendships are really important to him. His favorite event in Louisville is attending summer-time Shakespeare in the Park plays. His favorite books are the Chronicles of Narnia by C. S. Lewis. His favorite line in poetry is from George Herbert: “Love Bade Me Welcome/ Yet guilty of dust and sin I drew back.”

Secrest
Spenser Secrest

Writing Tip: “Do not doubt yourself, as even the best writers need to edit and revise their works.”

 Spenser is from Lancaster, PA and received a BA in English with a history minor from McDaniel College in 2019. While at McDaniel, he served as an editor for both the college’s newspaper and literary magazine. His areas of interest include modernism, 20th Century American literature, and Marxism, with an emphasis on cultural hegemony. Outside of the classroom he enjoys reading, creative writing, hiking, and binge watching movies on Netflix.

 

Turner
Emma Turner 

Writing Tip: “Try to invest yourself in whatever you are writing about. Whether you love or hate the topic, find a way to connect to it so it’s more than just an assignment.”  

Emma received her BA in English and Women’s and Gender Studies from Lindsey Wilson College in May 2020. From 2018-2020, Emma served as a peer Writing Center Consultant in the Writing Center at her undergraduate institution and began to develop an ever-growing writing pedagogy. During this same time, Emma published several papers in undergraduate research journals on topics ranging from Greek literature, Wuthering Heights, “The Yellow Wallpaper,” and Dolly Parton. Her research interests have continually been a mixed bag; however, she always loves what she is studying.

 

It Has Been a Year Like No Other – Yet Some Things Have Not Changed

Bronwyn T. Williams, Director

This is the time of year, when the dogwoods are in bloom and classes are drawing to a close, that I usually draft up a blog post to look back on our University Writing Center accomplishments over the previous year. If you read over those posts from the past, you’ll find some common threads about what we value and what we’ve done. This year, however, though the dogwood in front of my house is reliably spectacular, this end-of-year blog post is unlike any of the others I have done in the past decade. As with all of us, the COVID-19 pandemic turned our world upside down – or at least sideways – in the middle of the spring semester. In two days we had to turn our entire University Writing Center operation, with two physical locations and one virtual schedule providing hundreds of appointments each week, into one, large integrated online Writing Center. What’s more, we had to develop a system to coordinate the daily work of a staff of almost 20 people who would now all be working at home. At the same time, our consultants, all students themselves, and our writers were all scrambling to adjust to a new environment of online learning and sheltering in place.

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University Writing Center Staff, 2019-20

Yet, when people ask why I say we have the best Writing Center staff in the business, it is for moments like these. Cassie Book, our associate director, and Amber Yocum, our administrative associate, worked fast and flawlessly to make the transition to the online schedule made for writers making appointments and for our tutoring staff. We didn’t miss a single appointment in the transition to the online schedule. Since that transition, our consultants, all working from home and balancing family and their own courses, have continued to provide exceptional feedback to writers from across multiple departments and disciplines. I am always proud of the people who work in the University Writing Center, but this year’s staff has been something special. I feel so fortunate to have been able to work with them and the University community has been fortunate to have them to help support and strengthen writing at UofL.

Even with the disruptions that have affected all of us in the past six weeks, however, much of what we have done, and continue to do, has not changed. Our consultants have continued to offer insightful advice about writing, as well as thoughtful support and suggestions about how to navigate the challenges of writing in such a rapidly changing and deeply unsettling time. We continued to believe that not only is every person who writes a “writer,” but that careful listening, thoughtful response, and creative collaboration can make everyone a more effective and confident writer. And, as always, we appreciate the trust that writers from across the UofL community display in letting us work with them.

We will be open during the summer, starting May 11, from 9-4 every weekday. You can find out more on our website. You can also follow us on our blog and on Twitter, Facebook, and Instagram.

Beyond Tutoring – Events and Community Writing

Before the pandemic, we once again worked to fulfill our commitment to supporting a culture of writing on campus and in the community.

Writing Groups, and Dissertation Writing Retreats: Our popular Creative Writing, LGBTQ+ and Faculty and Graduate Student Writing Groups continued to give UofL writers supportive communities through which they could create and talk about writing. We again held our annual spring Dissertation Writing Retreat in May. We will be holding the Retreat next month as a fully virtual Retreat. We plan next year to continue all of these groups, so be sure to check our website for information and dates.

Writing Events: Once again we hosted or took part in a range of writing-related events, including our Halloween Scary Stories Open Mic Night, Kick Back in the Stacks, a

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International Mother Language Day Celebration

Valentine’s Day Open Mic and International Mother Language Day. The open mic nights were thanks to our ongoing partnership with the Miracle Monocle Literary Magazine.

Community Writing: We also continued our work with our community partners, the Western Branch of the Louisville Free Public Library and Family Scholar House. Once again we are grateful for the participatory and collaborative partnerships with these organizations. You can find out more about these community writing projects, including how to get involved with them, on our website.

The Best Writing Center Staff in the Business

I am proud of our staff every day. They work consistently with care and intellectual insight to support the work of writers in the University. They also make me laugh and enjoy coming to work each day. Thanks go to Associate Director Cassie Book, Administrative Associate Amber Yocum, and Assistant Directors, Megen Boyett, Aubrie Cox, Edward English, and Rachel Rodriguez. Also special thanks go to Writing Center Intern and HSC Consultant Liz Soule. Our consultants this year have been Olalekan Adepoju, Ash Bittner, Michelle Buntain, Tristan DeWitt, Rose Dyar, Kendyl Harmeling, Kelby Gibson, Catherine Lange, Shiva Mainaly, Lauren Plumlee, Hayley Salo, Cat Sar, and Kayla Sweeney. Our student workers were and Milaela Smith and Jency Trejo.

Writing Center Staff Achievements

The University Writing Center is also an active site of scholarship about the teaching of writing. Staff from the Writing Center were engaged in a number of scholarly projects during the past year in rhetoric and composition, literature, and creative writing.

Cassandra Book, Associate Director, is now Dr. Cassandra Book after defending her dissertation “Students at a Crossroads: TA Development Across Pedagogical and Curricular Contexts” from Old Dominion University. In addition she was awarded the 2020 UofL College of Arts & Sciences Outstanding Performance Award for Staff. She presented at the International Writing Centers Association Conference and was accepted for the College Conference on Composition and Communication (which was cancelled because of the pandemic).

Megen Boyett, Assistant Director for Graduate Student Writing, was accepted at the Conference on Community Writing and the Conference on College Composition and Communication (that were cancelled because of the pandemic).

Aubrie Cox, Assistant Director for the Virtual Writing Center published “Reparative Leanings of Haiku Aesthetics: Ways of Knowing and Reading in Eve Kosofsky Sedgwick’s A Dialogue on Love,Juxtapositions: A Journal of Haiku Research and Scholarship Issue 5, December 2019. Two poems in ANOTHER TRIP AROUND THE SUN: 365 Days of Haiku for Children Young and Old. Brooks Books, 2019. Three poems in All the Way Home: Aging in Haiku. Middle Island Press, 2019.

Edward English, Assistant Director of the University Writing Center was accepted at the Conference on College Composition and Communication (cancelled because of the pandemic).

Rachel Rodriguez, Assistant Director of the University Writing Center presented at the IWCA Ideas Exchange and was accepted to present at the Conference on College Composition and Communication and the Rhetoric Society of America (both canceled due to COVID19). She co-authored a CompPile WPA Bibliography on Translingualism and published “The Unique Affordances of Plainness in George Eliot’s Silas Marner and Middlemarch,” in the forthcoming volume 72, no. 1 of George Eliot-George Henry Lewes Studies.

Consultants

Ash Bittner, defended his MA Thesis Long for Death will enter the UofL Humanities Ph.D. program in the fall on a University Fellowship.

Michelle Buntain, did a reading of her poetry at the Bard’s Town in Louisville.

Tristan DeWitt, chaired a panel at the Louisville Conference on Literature and Culture.

Rose Dyar, was accepted to present at the AEPL’s summer conference.

Catherine Lange presented at the Conference on College Composition and Communication Virtual Conference.

Hayley Salo, will be the Morton Chair Research Assistant for Dr. Deborah Lutz next year.

Cat Sar, was awarded a Department of English Creative Writing Scholarship

Liz Soule, presented at the International Writing Centers Association Conference in October and will enter the UofL Rhetoric and Composition Ph.D. Program next year on a University Fellowship.

Jency Trejo, one of our student workers, also passed her U.S. Citizenship Exam.

 

Writing in the Time of Corona

IMG_2993Cat Sar, Writing Consultant 

Since the Writing Center has gone online along with most of UofL, it seems timely to share some tips about virtual writing center appointments, and how to get the most out of them.

  • Be as specific as possible when filling out your client report form. Anything that you want your consultant to know should be included. Remember, virtual appointments do not provide the luxury of real time communication, so the appointment form is even more important than usual.
  • Attach all necessary documents by 12 pm EST the day before your appointment. Similar to #1 on this list, you will not be able to pull up any additional documents in the virtual session. Consider either including the assignment guidelines or rubric either in the text of the appointment form, or as an attachment. This information is also incredibly important because it provides consultants with a sense of what your instructor is looking for and grading you on.
  • Before you make an appointment, take some time to peruse our website, especially the videos and handouts page. These are excellent, easy-to-navigate educational resources. Some questions may be answered without the need for a full appointment. Of course, we are happy to help you in whatever way we can, but we would also like to make best use of the time and attention we have.
  • Take a deep breath. As our fearless director says, “there is no such thing as a composition emergency.” Not even COVID-19. Your friendly neighborhood writing consultants are here to help. This page is intended to help you make the best use of the Writing Center during this time.  I also recommend that you check our Facebook, Instagram (@uoflwritingctr), and Twitter for updates! Our front desk is staffed from 9-5 p.m. and you can either call us at 502-852-2173 (please leave a voicemail) or email us. For any technology issues, you may called UofL’s IT HelpDesk at 502-852-7997.
  • Be patient and be well. We are all in the same boat, figuring out how to navigate in this weird time. Your professors, colleagues, friends and family are all feeling the stress of uncertainty in their personal and professional lives. Make sure to treat yourself with the same compassion you offer them. Wash your hands, clean your keyboards and your workspaces, and check in with your community. We hope to see you soon at the WC!

How We Will Work With You Online During the COVID-19 Campus Closure

Bronwyn T. Williams, Director

During this extraordinary moment when UofL courses have moved online, we, at the University Writing Center, have been working to implement a plan that will continue to offer UofL writers a way to get thoughtful responses to their drafts. All University Writing Center dscn2185consultants and administrative staff will be working from home. Below I will explain our plan to work with writers online and point you to other online resources about writing effectively that we have available for you. I will also offer suggestions for how to make the best use of online writing response. In the weeks to come we will offer more blog posts about how to work effectively from home and tips for completing your assignments successfully. Although the coming weeks will clearly often be a stressful and uncertain time for all of us, we maintain our commitment helping you with your writing in a spirit of collaboration and generosity.

The Details of Our Online Tutoring System

While the University is delivering courses online in the coming weeks, the University Writing Center will be offering only online appointments in which you upload a draft and receive written comments in response. You may use the University Writing Center or Virtual Writing Center schedules to make a written feedback appointment. Both schedules will be available for appointments starting Monday, March 16. For detailed instructions on how to make your appointment, including a how-to video, and what to expect from written feedback, follow this link.

Here are some details about how appointments will work during this time:

  • We will offer only written-response online appointments. There will also be no online live-chat appointments.
  • If you have a face-to-face appointment already scheduled between March 18-April 4 on either the University Writing Center or Health Sciences Writing Center schedules, your appointment will be automatically converted to an online, written feedback appointment. However, you will need to upload a draft to your appointment if you would like feedback. Please cancel your appointment if you do not want written feedback.
  • When you make an online, written response appointment, you must upload your draft by noon the day before your appointment, or your appointment will be cancelled and the time made available to other writers. We do this to make sure that as many writers are able to use appointment slots as possible.
  • Writers will be limited to two appointments per week during this period.
  • We also have online resources on our Handouts, Video workshops, and Writing FAQs to help answer your questions and concerns about writing.
  • If you have questions about how to make an appointment, please email writing@louisville.edu or call 502-852-2173.

Some Tips to Make the Most of Your Written-Feedback Appointment

If you have never made a written-response appointment with us before, here are a few tips to help you get the most out of the experience. In these appointments, because we can’t have a conversation with you during the appointment, there are some things you can do before and after that are helpful

When you make your appointment: In addition to uploading your draft, please upload a copy of your assignment prompt. The prompt is a huge help for your consultant in responding effectively to your draft. If you don’t have a prompt to upload, please tell us everything you can about the assignment or writing task you are working on. Along those same lines, the more detail you can give us on the appointment form about your top concerns about your draft, the more able we are to respond effectively to those concerns. If, rather than just list a few words, you can write a detailed note about your concerns, we’ll be better able to give you suggestions and advice to address your concerns.

When you receive your draft with comments: You will receive your draft with your consultant’s comments as an email attachment within one business day of the appointment’s start time. (You can also access your draft with comments from your appointment in the scheduling system.) Your consultant will write a note at the top of your draft that summarizes the suggestions and insights the consultant has about your draft and how best to approach revising your work. In the margins of your draft you will find more detailed questions about your draft and suggestions for revision. Keep in mind that, as with face-to-face appointments, our online appointments are 50-minutes long. Our consultants will comment on as much as they can within that 50-minutes. If they can’t reach the end of draft, they will note where they had to stop.

As you revise your writing: If you’re not sure where to start in using the written comments to revise your draft, we recommend out handout on “Using Written Feedback When Revising.” You may also find our other handouts that cover writing strategies from writing introductions to citation to grammar and usage issues helpful when revising.

Other Online Resources to Help You with Your Writing

We have a wide range of online resources to help you with your writing.

  • We have Video Workshops on issues such as citation styles and formatting and how to use sources effectively.
  • We also have more than 35 handouts online with advice about writing processes, grammar and usage, strategies for approaching different parts of a draft, and more.
  • We also have Writing FAQs that cover the kinds of questions that come up often in our work and offer you suggestions on how to approach common writing situations.
  • We will be using our social media accounts (Twitter, Facebook, Instagram, Our Blog) to post ideas and resources about writing, and some things just to brighten the day.
  • Finally, over the past eight years, the consultants in the University Writing Center have offered, in their posts in this blog, a wide range of advice about writing issues. You can browse the blog for a lot of good advice and, in the coming weeks, we will highlight some posts we find particularly useful for writing advice.

In the Weeks to Come

We are all in uncharted waters with this current situation. We know that, as writers, you may at times feel stressed, isolated, and unsure how your assignments and courses are going to work now that they are online. Our consultants, who are also graduate students, are going through the same experiences and are both sympathetic to your situation –  and feeling some stress on their own. As always, however, we will respond to your work as thoughtful readers and do our best to offer you helpful suggestions, questions, and encouragement.

We have an special community in the University Writing Center, both among our staff and with the writers who trust us with their writing. The best way to get through this current extraordinary situation is with the support and help and empathy of others. We all need to show patience and generosity to each other. Even if we’re working in different places, we are still a community and still stronger together. We look forward to working with you in the weeks ahead.

How a Writing Center Consultant Prepares for the Next Appointment

Writing centers are one of the few places in a university setting where every single Michelle Buntainstudent can be assisted. Every student has to write, and every kind of writing is welcome at the University Writing Center. But, given all the variables that come with working at a university of over 21,000 students, how does a writing center consultant prepare for their appointments?

At the University of Louisville Writing Center, we pride ourselves on our accessibility to every writer we encounter. We have trained, studied, and practiced our skills to make sure that your experience in the writing center is the best it can be. This includes:

  1. Taking a class on Writing Center studies: Consultants take a class that teaches us about writing center theory, ethics, and strategies for the teaching of writing.
  2. Reflecting on appointments with our colleagues and our supervisors: We have formal and informal reflections on appointments with our fellow consultants as well as our supervisors, including the Director of the Writing Center.
  3. Discussing new ways to approach the teaching of writing: We are always sharing new ideas about how to approach our sessions with writers. Our best tips and strategies are often the result of what we have learned from each other.
  4. Staying up-to-date on citation methods: Citation methods can be confusing, especially since they are updated every few years. We study the new versions and update our handouts on different citation styles. Just last week our Associate Director gave a lecture on the 7th edition of APA!
  5. Mentally preparing ourselves before each appointment: Before the day begins, we open WC Online and look over the scheduled appointments. Each appointment form tells us what the writer wants to work on, so we make sure that we are comfortable with addressing the writer’s particular concerns before the appointment. If the writer is working on a kind of assignment or genre of writing that is less familiar, we will do research and ask our colleagues for advice. This preparation helps us begin a session with a good sense of what the end product should look like.

When a session is over and we return to the consultants’ office, we like to share our successful strategies and ask each other for advice. No session goes perfectly, but we take our work seriously and we constantly strive to do better. When you come to the University Writing Center, know that we are prepared and excited to help every writer achieve their goals!

Rethinking Writing in the Digital Age: Implications for Writing Center Tutoring

Olalekan Adepoju, Writing Consultant

The boom in digital technologies continues to challenge our basic understanding of writing and literacy practices. Which, for the most part, is a good thing.  This is because these technologies provide genuine platforms for improvement to our information and literacy practices in terms of what is learned, how it is learned, where it is learned and when it is learned. In fact, these available digital devices enable students to learn at their own pace and develop skills needed in a modern society.

It is evident that, nowadays, technological tools are ubiquitous and widely accessible to all categories of people, thereby aiding teaching and learning. This has no doubt contributed to the disruption to literacy practices, especially writing, in that information  used to be conveyed mainly through two modes, namely alphabets and visual elements such as white space, margins and font size.  But this has now been extended to include multiple modes such as visual images, video, color, and sound among others. Social media has also helped a great deal to extend the impact of writing practices beyond pen/pencil and paper to creating a wide space and opportunity for writing to occur beyond the pages of a book.

These forms of writing, thus, necessitate that we, as writing center consultants, re-consider our tutoring strategies to achieve our objective of making a better writer instead of simply making a better text. One of the crucial reasons for rethinking writing in this digital age is because of its implication for knowledge transfer. The proliferation of digital technologies has accentuated the need for creative thinking in all aspects of our lives, and has also provided tools that can help us improve and transfer important skills for knowledge production.

Although writing center consultants’ familiarity with different modes of communication is generally important during tutoring sessions, it is nevertheless not necessary for the tutors to possess expertise in the use of technologies or a genre-specific knowledge of how these modes work in their entirety. However, discussing the thinking and production processes of the digital text constitutes an important aspect of the tutoring; this inevitably helps writers in transferring relevant skills and knowledge garnered through the production stages of the digital texts into other aspects of life.

In addition, since writers, wittingly or unwittingly, approach their writing practices using “all available means of communication” (Takayoshi and Selfe, 2007) at the disposal to express their intentions to the audience, tutoring sessions should also include an examination of the effectiveness of the rhetorical choices and moves made by the writer to achieve this goal.

Rethinking writing practices in this digital age also has an implication for collaboration between the writing center and the digital media centers. Such partnerships, it is believed, will foster efforts on helping students who are struggling with the production of their digital writing practices as well as open a line of communication and exchange of information on the progress and improvements of writers’ digital texts.

To conclude, I would echo Takayoshi and Selfe’s (2007) notion that, if the writing center is to foster the goal of making a better writer, who can both “create meaning in texts and interpret meaning from text within a dynamic and increasingly technological world”, we need to rethink our approaches in order to enable a tutoring session that accommodates the affordances of writing in the digital age.

Source

Takayoshi, Pamela and Cynthia L., Selfe. “Thinking about Multimodality.” Multimodal Composition: Resources for Teachers . Ed. Cynthia L., Selfe, Cresskill: Hampton P, 2007, pp 1-12.