Category: Writing Center Events

Looking Back at the Year in “Our Community” at the University Writing Center

Bronwyn T. Williams, Director

Earlier this year, Edward English, one of the assistant directors in the University Writing Center, suggested that we create a new promotional video drawing on the perspectives of our writing consultants about what they find meaningful in their work teaching writing. I agreed that it was a great idea and, this spring, Edward and consultants Michelle Pena and Jacob DeBrock, created the video you see here, titled, “Our Community”.

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University Writing Center: Our Community

What I appreciate, and thoroughly enjoy, about this video is what they captured about the intangible, but essential, role that caring and community play in the work we do at the University Writing Center. On our website and in our presentations we always foreground, and rightly so, the expertise we have in teaching writing that can help students, staff, and faculty become stronger writers. Yet, just as crucial to our approaches to writing pedagogy is the work we do to create a culture of caring and empathy. We do this through a focus on listening, starting where the writer is, and, most of all, always remembering that we are responding to a person, not just a set of pages. You can see this commitment, and the pleasure it brings, in the words of the consultants in this video.

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The University Writing Center Staff for 2018-19

Empathy, listening, and caring, are not qualities that will show up in any official end-of-year reports. Emotions and ethics are typically not assessed by university administrators or accrediting agencies, or always considered appropriate ideas for discussion on a university campus. Still, these are the ineffable qualities that make our University Writing Center a distinctive and successful place for learning on campus. Because we focus on working with writers, not just on drafts, we know that we help writers develop a stronger sense of agency and confidence about their work. Because we listen first,  and then respond, we also engage in conversations about how writers are shaping their identities, and how those are negotiated in the systems of power in the University and culture.

We did, in fact, work with an impressive number of writers this year – more than 5,000. Out of those visits came stronger drafts and more confident writers. We are grateful for the trust that writers from across the UofL community show in bringing their writing here and letting us work with them to make it stronger. What the numbers can’t show that the video gives a glimpse of is the care, compassion, and that vital sense of community that the consultants build every day with each other and all the writers who walk through our door.

We will be open during the summer, starting May 6, from 9-4 every weekday. You can find out more on our our website. You can also follow us on our blog and on on Twitter, Facebook, and Instagram.

Beyond Tutoring – Workshops, Events, and Community Writing

Our commitment to working with writers and supporting a culture of writing extend beyond our daily consultations. Here is a just a glimpse of what we have been working on this year.

Workshops, Writing Groups, and Dissertation Writing Retreats: Our staff did more than 220 presentations about our University Writing Center services and more than 40 workshops about writing that took place both in and out of classroom settings. 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 a our annual spring Dissertation Writing Retreat in May. We will be continuing all of these groups and workshops, so be sure to check our our website for information and dates.

Writing Events: Once again we hosted or took part in a range of writing-related events,

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Kick Back in the Stacks, August 2018

including our Halloween Scary Stories Open Mic Night, the Celebration of Student Writing, Kick Back in the Stacks, and International Mother Language Day. Thanks to our ongoing partnership with the UofL Creative Writing Program, we again hosted a reading in the Axton Creative Writing Reading Series as well as two open-mic nights and one workshop in collaboration 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

Amber YocumThe most important staff news of 2019 was the addition to the University Writing Center staff of Amber Yocum, as our Administrative Associate. Amber is in charge of our front desk, our scheduling system, office management, and supervising our student workers. She is brilliant and innovative and we’re lucky to have her as part of our community.

The new “Our Community” video also shows the community that our staff create among themselves. They do exceptional work as consultants and as full-time graduate students, but they also find time to take care of each other, and to laugh. I’m proud of them for that and think the university and the world can use more of it. It is the inspired and tireless work of all of our staff that, day after day, allows us to support UofL writers and create a culture of writing on campus and off. They also make this a fun place to work. Thanks go to Associate Director Cassandra Book and Assistant Directors, Aubrie Cox, Edward English, Rachel Rodriguez, and Christopher Stuck. Our consultants this year have been Quaid Adams, Brooke Boling, Josh Christian, Jacob DeBrock, Nicole Dugan, Katie Frankel, Anna-Stacia Haley, Rachel Knowles, Catherine Lange, Michelle Pena, Liz Soule, Jon Udelson, Abby Wills, and Adam Yeich. Our student workers were Taylor Cardwell, Wyatt Mills, 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.

Bronwyn Williams, Director I had two Writing Center-related publications this year, co-authored with former University Writing Center associate and assistant directors. One was “Find Something You Can Believe In”: The Effect of Dissertation Writing Retreats on Graduate Students’ Identities as Writers.” with Ashly Bender Smith, Tika Lamsal, and Adam Robinson in Re/Writing the Center: Approaches to Supporting Graduate Students in the Writing Center. (Utah State University Press. 2019). The other publication was “Centering Partnerships: A Case for Writing Centers as Sites of Community Engagement,” with Amy McCleese Nichols, in Community Literacy. 2019. I also presented at the International Writing Centers Association Conference in with Cassie Book, Layne Gordon, and Jessie Newman, from UofL.

Cassandra Book, Associate Director published “Digital Curation as Collaborative Archival Method in Feminist Rhetorics.” with Pamela VanHaitsma. in the journal Peitho,  spring 2019. She also gave the keynote address at the Southeastern Writing Center Association Kentucky Statewide Tutor Conference, with Josh Christian and Liz Soule at Asbury University in April 2019. In addition, she presented at the Conference on College Composition and Communication, the Thomas R. Watson Conference on Rhetoric and Composition, and the International Writing Centers Association Conference.

Aubrie Cox, Assistant Director for the Virtual Writing Center published “Final Transmission.” in Little Fiction. 2018 Flash Issue. She gave a reading at “Live at Surface Noise,” in December 2018. She was also awarded the UofL Creative Writing Graduate Student Award for Poetry, 2019

Edward English, Assistant Director of the University Writing Center presented at the Rhetoric & Religion in the Twenty-First Century Conference and Thomas R. Watson Conference on Rhetoric and Composition.

Rachel Rodriguez, Assistant Director of the University Writing Center presented at the Conference on College Composition and Communication.

Christopher Stuck, Assistant Director For Graduate Student Writing presented at the Rhetoric Society of America Conference and served as Graduate Student Coordinator for the Discourse and Semiotics Workshop Series.

Consultants

Quaid Adams presented at the International Society of Contemporary Legend Research Conference, the UofL Graduate Student Regional Research Conference, and served as a Graduate Editor for Issue 12 of Miracle Monocle as well as the forthcoming anthology of Queer and Rural Southern Writers.

Brooke Boling served as a Graduate Editor for Issue 12 of Miracle Monocle as well as the forthcoming anthology of Queer and Rural Southern Writers.

Josh Christian presented the keynote address at the Southeastern Writing Center Association Kentucky Statewide Tutor Conference, with Cassie Book and Liz Soule at Asbury University in April 2019. He also gave a workshop at the same conference, also with Liz Soule. He was awarded a UofL Creative Writing Scholarship and will be a Graduate Program Peer Mentor Coordinator next Year.

Jacob DeBrock presented at the Louisville Conference on Literature and Culture since 1900.

Nicole Dugan completed her M.A. Culminating Project, titled, “Writing the Self: First-Generation Students, Personal Statements and Textual Authority.”

Katie Frankel presented at the Indiana University Interdisciplinary Graduate Conference and had a book review of Sons of Blackbird Mountain published in Interstice. She also received a UofL Creative Writing Scholarship.

Anna-Stacia Haley received a UofL Creative Writing Scholarship.

Rachel Knowles completed her M.A. Culminating Project, titled, “Talking It Out: Towards Interdisciplinarity in Online Organizational Crisis Response”

Catherine Lange presented at the UofL Graduate Student Regional Research Conference.

Michelle Pena presented at the UofL Graduate Student Regional Research Conference

Liz Soule presented the keynote address at the Southeastern Writing Center Association Kentucky Statewide Tutor Conference, with Cassie Book and Josh Christian at Asbury University in April 2019. She also gave a workshop at the same conference, also with Josh Christian.

Jon Udelson published a short story in Juked titled “Out & Elsewhere” and had a A book chapter accepted into the edited collection Style and the Future of Composition Studies. He presented at the Conference on College Composition and Communication, the Thomas R. Watson Conference on Rhetoric and Composition. He was named a board member of the Creative Writing Studies Organization. In the fall he will start a job as an Assistant Professor of English at Shenandoah University.

Abby Wills presented at the Uofl Graduate Student Regional Research Conference and the University of Cincinnati English Department Interdisciplinary Conference.

Adam Yeich was named the Assistant Director of Creative Writing for 2019-20. He presented at the UofL Graduate Student Regional Research Conference and the Louisville Conference on Literature and Culture since 1900. He served as a Graduate Editor for Issue 12 of Miracle Monocle , where he had a book review published, as well as the forthcoming anthology of Queer and Rural Southern Writers.

 

 

 

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Education is an Optimist’s Racket – Starting the Academic Year by Remembering What Matters

Education is an Optimist’s Racket – Starting the Academic Year by Remembering What Matters

Bronwyn T. Williams, Director

My father, who spent his working life in schools, used to say, “Education is an optimist’s racket.” Certainly there has been news on every level around us that could lead people to feel exhausted and disheartened – and I have felt that as well. Yet a new academic year never fails to bring out the optimist in me. I find meaning and hope in all the new students on campus and the anticipation, by both those students and their instructors, in the learning that can happen in the weeks ahead. Looking around the University of

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The University Writing Center Staff for 2018-19

Louisville campus, as the academic year begins, there is a lot that is notably new. It is heartening to hear new UofL President Neeli Bendapudi talk of her commitment to student learning and engagement, and, at the same time, see the opening of a new, modern building on campus that is also dedicated solely to student learning.

This year, like every year, University Writing Center  welcomed a new group of consultants who will spend the next year working with writers from across the UofL community. They have moved to UofL from across the country with a varied range of interests and backgrounds. Every group of consultants brings a new set of personalities, insights, and experiences to the University Writing Center. Every year the consultants form their own distinctive community of teacher/tutors here. Yet, this year, as in the years before, I am also confident that they will demonstrate a dedication to student learning that is equal to any on campus. What will not change is their eagerness to work with any writer on campus – student, faculty, or staff – on any kind of writing, at any point in the writing process. They will accomplish this in the same way as those that have preceded them, through collaborative conversations with writers. They will respond to the writers’ concerns, offer their own insights into how writers’ drafts could be made stronger, and help the writers formulate plans for revision. In doing so they will not only help the writers with individual drafts, but will offer insights to help them to navigate more confidently the writing challenges they will face in the future. I have no doubt the new consultants will find individual and distinctive ways to do this, but it will happen again in the University Writing Center.

Our commitment, to working with students ongoing dialogue, is central to what we do and will not change. We will continue also to teach without grading, to work with students as often as they want our help, to treat every writer with respect, and to base our pedagogical approaches on the most recent research in Writing and Literacy Studies.

Our approach to working with individual writers is not all that will stay the same this year. We will also continue to foster a culture of writing on campus in as many ways as we can. We will offer workshops on writing issues for classes and campus organizations.  Once again we will facilitate writing groups for Graduate Students and Faculty, Creative Writers, and LGBTQ+ Writers. For graduate students we will offer workshops on writing issues and our annual Dissertation Writing Retreat. We will sponsor events, from our annual Halloween Scary Stories Open Mic Night, to our celebration of International Mother Language Day. What’s more, we will continue our community partnerships with the Western Branch of the Louisville Free Public Library and Family Scholar House.

Education is not a panacea, but it matters now more than ever, in every way. I’m grateful to have another crack it this year. I wish everyone a year of resolute and passionate teaching and learning.

 

 

 

 

Creating a Culture of Writing: Looking Back at 2017-18 in the University Writing Center

Bronwyn T. Williams, Director

All the signs point to the fact that the academic year is coming to a close. Writers are focused on finishing their final papers, faculty are focused on finishing their grading, even the puppies have returned to the Library to help people reduce their stress. Yet, even as everyone pushes to complete the final tasks of the semester, it’s important to take a moment to mark the accomplishments and events that took place in the University Writing Center during past year.

Our central accomplishment of the past year is the one that is simultaneously the most common, but one that is never routine or taken for granted.  Once again our consultants have worked, in individual appointments, with more than 5,000 students, faculty, and

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University Writing Center Staff, 2017-18

staff on writing projects ranging from literacy narratives to lab reports to dissertations to scholarship applications. Hour after hour, day after day, they have worked collaboratively with writers to help them with their concerns about the drafts in front of them, but also to help them become stronger, flexible, and more confident writers. The positive and productive work that takes place here, and the transformative effect it can have on writers, comes from the thoughtful and dedicated work of our staff. Yet I also want to thank all the writers who trusted us with their work and all the faculty who supported our work by recommending us to their students.

In addition to our ongoing work with writers at UofL, however, we also work to create and sustain a culture of writing on campus and in the community. Here are a few examples of what we done in the past year toward that goal.

Workshops, Writing Groups, and Dissertation Writing Retreats: We have reached more than 750 students at UofL through workshops about writing that took place both in and out of classroom settings. Our popular Creative Writing, LGBTQ+ and Faculty and Graduate Student Writing Groups continued to provide safe, supportive, and productive spaces for UofL writers. Also, in addition to our annual spring Dissertation Writing Retreat in May, we held our first Dissertation Writing Mini-Retreat in January. We will be continuing all of these groups and workshops, so be sure to check our our website for information and dates.

Writing Events: New writing-focused events this year included a faculty roundtable discussion about “Engaging Diverse Voices in Writing and Reading,” an open-mic night

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Our celebration of International Mother Language Day

for the Miracle Monocle Literary Magazine, and a reading in the Axton Creative Writing Reading Series. At the same time we once again held our Halloween Scary Stories Open Mic Night, participated in the Celebration of Student Writing and Kick Back in the Stacks, and celebrated International Mother Language Day.

 

Video Workshops on APA, MLA, and Using Sources Effectively: We revised our video workshops on APA and MLA Citation Styles and on Using Sources Effectively and avoiding plagiarism. These are available on the University Writing Center YouTube page and join our other extensive online resources of Handouts and Writing FAQs.

Writing Center Blog and Social Media: Our blog not only brought ideas about writing and writing center work to the UofL community, but also connected to writers, teachers, and tutors around the country, and our presence on Twitter, Facebook, and Instagram continued to grow and connect with writers and writing scholars.

Community Writing: As we have written about several times on the blog this year, our community work with Family Scholar House and the Western Branch of the Louisville

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Our work at the Western Branch Library

Free Public Library continues to grow and evolved through a collaborative and participatory partnership involving these organizations, UofL students and faculty, and the University Writing Center staff. This work was recognized recently with the College of Arts and Sciences Community Service Award.

Thanks to the Best Writing Center Staff around: These accomplishments are the result of the tireless, creative, and thoughtful work of the staff of the University Writing Center. It is their inspired work that allows us to support UofL writers and create a culture of writing on campus and off. They also make this a fun place to work. Thanks go to Associate Director Cassandra Book, Assistant Directors, Layne Gordon, Jessica Newman, Christopher Stuck, and Caitlin Ray; consultants Brent Coughenour, Emily Cousins, Nicole Dugan, Reid Elsea, Taryn Hall, Beau Kilpatrick, Rachel Knowles, Isaac Marvel, Mitzi Phelan, Tim Phelps, Keaton Price, and Mary-Kate Smith, and student workers Brianna McIntyre, Jency Trejo, and Dhyani Vashi.

Farewell: Finally, we are marking the retirement this year of Robin Blackett from her job running the front desk – and so much more – of the University Writing Center. For more797d0bac-b9e7-4c00-9800-bd15814a225c than 12 years Robin has not only been the first person everyone meets when they come to an appointment, but she has personified the ethos of care and attention to student needs that we value here. Robin has greeted writers with warmth and professionalism, reassuring people who were often feeling upset and anxious, that they would be able get support for their writing at the University Writing Center. Robin has been integral to our success and growth over the years and, though we wish her well in new adventures, we will miss her dearly.


We will be open during the summer, starting May 7, from 9-4 every weekday. Meanwhile, take a look at our website and we hope to see you soon.

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 of the University Writing Center, presented at the Southeastern Writing Center Association Conference (SWCA) and SWCA also awarded her the Gary Olsen Travel Award Scholarship. She also presented at the Conference on College Composition and Communication. She also successfully defended her dissertation prospectus.

Layne Gordon, Assistant Director for the University Writing Center, presented at the National Women’s Studies Association Conference. She also successfully defended her dissertation prospectus.

Jessica Newman, Assistant Director for the University Writing Center, presented at the national Conference on Community Writing. She also had a piece, titled “Mariella,” published in the Miracle Monocle and won the Miracle Monocle Award for “Ambitious Student Writing.” She also successfully defended her dissertation prospectus.

Caitlin Ray, Assistant Director for Graduate Student Writing, published the article “On Your Feet!”: Addressing Ableism in Theatre of the Oppressed Facilitation.” in  the Pedagogy and Theatre of the Oppressed Journal. She also presented at the 2017 Medical Rhetoric Symposium, the Conference on College Composition and Communication, the Chicago Disability Studies Conference, and the Rhetorical Society of America Conference. She was also selected to be a Rare Disease Legislative Advocate and attended events in Washington, D.C. during the National Institute of Health during Rare Disease Week. She also successfully defended her dissertation prospectus.

Brent Coughenour had stories accepted for publication in The White Squirrel and the anthology Kentucky’s Emerging Writers. He also served as a graduate student intern for the Miracle Monocle literary magazine and began a creative writing podcast with fellow consultant Nicole Dugan. He will be the Assistant Director for the Creative Writing program next year as well as an English Graduate Organization Peer Mentor Coordinator.

Nicole Dugan served as a graduate student intern for the The Miracle Monocle literary magazine and began a creative writing podcast with fellow consultant Brent Coughenour. She will be an English Graduate Organization Peer Mentor Coordinator next year.

Reid Elsea presented at the Louisville Conference on Literature and Culture. Next year he will be the Morton Endowed Chair Research Assistant and the co-president of the English Graduate Organization.

Taryn Hall was accepted to present at the national Popular Culture Association/American Culture Association Conference and will be an English Graduate Organization Peer Mentor Coordinator next year.

Beau Kilpatrick will be an English Graduate Organization Peer Mentor Coordinator next year.

Rachel Knowles will be a co-president of the English Graduate Organization next year.

Mitzi Phelan completed her MA with her Culminating Project, “The Beloved Black Body: Investigating Toni Morrison’s use of Biblical Rhetoric to Rewrite Christianity on the Black Body.”

Tim Phelps was awarded the Department of English Scholarship Award for Excellence in Creative Writing, and the Sara-Jean McDowell Award for Excellence in Fiction.

Keaton Price completed her MA with her Culminating Project, “Disguised Language in John Milton’s Paradise Lost“.

 

 

International Mother Language Day

Emily Cousins, consultant

Last month, the University Writing Center hosted their annual celebration of U.N. International Mother Language Day on February 21st. The event gave us a chance to get together and talk about our diverse experiences with languages and culture, while Emily Cousinsenjoying food and music from around the world. About thirty participants attended the event and helped make it a success.

UNESCO officially declared International Mother Language Day in 1999. Since then, countries worldwide have celebrated annually to promote multiculturalism, intercultural communication and linguistic diversity. February 21st was chosen by UNESCO for its historical significance to commemorate the day in 1952 when university students in Bangladesh were killed by police while demonstrating for their rights to speak Bangla, their mother tongue. In addition to celebrating linguistic diversity, UNESCO is also  committed to raising awareness about the value of multilingual education and efforts to preserve endangered languages that are at risk of disappearing.

In our celebration of Mother Language Day, we adopted a more expansive approach beyond the concept of “mother language” by inviting people to reflect on their experiences learning a second (or third or fourth) language. We raised the question of what we mean by “language” to include dialects and vocabularies within different sub-cultures or communities. We discussed different ways we engage with language, through speaking, reading, writing, and listening comprehension, complicating the notion of uniform fluency and competence across all of these categories.

During the event we had the opportunity to listen to several presentations. Volunteers

  • Read a poem in Spanish and reflected on its personal significance
  • Demonstrated instant translation in American Sign Language and explained unique aspects of ASL
  • Shared about written Nepali script and read a poem
  • Discussed Japanese haiku and issues with translation

Mother Language Day 2018

After presentations, we shifted over to a group discussion about our experiences with language learning. Participants reflected on language anxiety, embarrassing moments, challenges and triumphs in cross-cultural communication. What soon became clear was that, despite talking about different languages, whether it was Portuguese, German, or French, we could often relate to the experiences of others. Our struggles and victories with languages served as a common ground, regardless of the languages we knew.

Funding for this event was supported by the Alumni Development Fund of the Critical Language Scholarship program of the U.S. Department of State’s Bureau of Educational and Cultural Affairs. The CLS program offers language immersion programs for students enrolled in U.S. universities.

Thank you to everyone who participated, and see you again next year!

It’s a Bird, It’s a Plane, It’s Fun Writing Comics at the Library in the Summer!

The University Writing Center is committed to writing and literacy projects in the Louisville community. This summer, continuing our work in the Western Branch of the Louisville Free Public Library, several staff and volunteers from the University Writing Center facilitated four writing workshops for K-12 students. In consultation with Natalie Woods, the manager of the Western Branch, we decided to connect the workshops to the Library’s summer reading theme of “Super-Readers,” and help young people write their own comics. The four workshops had a total of about fifty participants. It was a great experience for everyone, as you can see in the reflections of the University Writing Center staff on their experiences in working with these young – and enthusiastic writers.

Cassandra Book, Associate Director

For the first of four workshops, Layne, Chris, and I came in with a plan, though we didn’t know what or who to expect. At 2 p.m. on the rainy afternoon, about ten eager kids rushed down the stairs from the main part of the library to the spacious basement conference room. Our workshop plan, developed by our fearless leader Christopher Scheidler (aliases: Omega Ant and Fry Guy), broke down the comic writing process into three stations: character, plot, and design development. Most kids flocked to the

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Ultra-Guy, one writer’s superhero
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Catgirl, one writer’s superhero

character development station. The children’s own identities, their lives, and, of course, their beloved superheroes and villains provided inspiration. Spiderman, Wonder Woman, Cat Woman, Iron Man, and The Joker all made appearances. When they finished with creating characters, many moved to plot development. Layne helped to guide their thinking through the beginning (set-up and introduction), middle (problem and climax), and end (resolution) of the plot. One surprise to us was that several of the plots intersected. The children created intertextuality—a character in one comic appeared in another writer’s as well. By the end of the two-hour workshop, we received one of our biggest compliments, that the workshop was “better than playing computer games upstairs.”

Chris Scheidler, Assistant Director

I thought that our comic book workshop was more fun than playing computer games, too. Of course, one of the reasons I initially suggested a

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Chris working with creative writers.

comic book writing workshop was because I thought it would be a way to quickly make writing fun and accessible. I also thought comic-book writing would be popular because of recent superhero movies and the library’s summer program on superheroes. Originally, I had suggested using one of the several computer programs or web-apps that are freely available, but Bronwyn raised a good point: namely, the importance of writers leaving the workshop with a tangible and material sign of their effort. Indeed, one of the biggest highlights of this summer’s workshop was during our third session where one of the writers laid-out, glued, and bound several pages into what would become a full-fledged comic book.

Of course, because comic books rely so heavily on visuals, the workshops had the added effect of pulling us a bit out of our creative element. I was particularly uncomfortable with having to draw and during the first session I found myself repeating “I’m not a good artist”. Yet any perceived lack of artistic aptitude didn’t dismay from us being creative and fully investing in the stories of our superheroes. Indeed, by the end of the second workshop writers were narrating stories as we all took turns sketching out scenes for our comic – we didn’t hold back from trying to put together interesting plot points, daring visuals, or exciting dialogue.

Layne Gordon, Assistant Director

At both of the workshops I attended this summer, I was most interested in and inspired by the writers’ desire to create superheroes that resembled themselves, as Cassie mentions above. At the time of the first workshop Wonder Woman had just premiered in

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Wonder Woman

theaters, and several of the girls wanted to draw a Wonder Woman character. But when they did, they added curly hair or glasses or a super power that they found more interesting and relevant to their own lives. They literally re-vised this character, remaking her in their own images. At the final workshop, I chose to do the same as I drew alongside the young writers. I created a superhero called Flash Mom inspired by my recent escapist foray into the Flash television show and my renewed interest in running—now with my one-year-old in tow in a jogging stroller. This required a lot more vulnerability than I expected as some of the writers asked me about what I was drawing and why, but it was also really fun to turn a male superhero into a mom superhero. I learned a lot from these young writers about the power of reimagining and revising our heroes as people more like us.

Jessica Newman, Assistant Director

I am so pleased to have had the opportunity to help facilitate one of the Western Branch Comic Writing Workshops this summer. The other University Writing Center facilitators did a great job of creating activities and prompts to help participants with different aspects of the comic writing process. During the workshop that I helped facilitate, Cassie held down the fort at the creating your superhero station—generally the first stop in the workshop—where participants thought about and drew their superheroes. 015918d57fdb4c6c54b8e73865805859135908e76fChris collaborated with an enthusiastic table of participants to create an entire universe of food superheroes and supervillains. At a third table, I helped participants think through their superheroes’ narratives (including things like conflict, resolution, characters and setting), and I was so impressed with the story lines and details that they come up with. I hope the participants had as great a time as I did creating superheroes (mine was Picasso Girl) and stories, and seeing what everyone else created. We could not have had such a successful series of workshops without Western Branch’s enthusiasm and support, and certainly not without the excitement and creativity of all the workshop participants.

 

International Mother Language Day

Emily Cousins, Consultantemily-c

Last week, on February 21st, we hosted our first celebration of International Mother Language Day here at the U of L Writing Center.

I first found out about International Mother Language Day a few years ago, and I wish I’d known about it earlier. The UN Educational, Scientific and Cultural Organization (UNESCO) officially declared International Mother Language Day in 1999, and since then, countries worldwide have celebrated annually to promote multiculturalism, intercultural communication and linguistic diversity. February 21st was chosen for its historical significance, to commemorate the day in 1952 when university students in Bangladesh were killed by police while demonstrating for their rights to speak Bangla, their mother tongue. UNESCO is also committed to raising awareness about preserving endangered languages that are at risk of disappearing altogether. The 2017 theme was “Towards Sustainable Futures through Multilingual Education.”

In preparation for our event, we decorated using color printouts from an art series by Ella Frances Sanders featuring words in different languages that do not have direct translations in English (see her book here). We also set up a table with language trivia, and a poster on which participants could write in response to the question, “What do you love about your mother language?”

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During the event, which took place from 2-4pm, nine student volunteers gave presentations about their mother language(s). The languages represented were Japanese, Mongolian, Korean, Bengali, Kazakh, Russian, Arabic, Spanish and Filipino. Presenters used Powerpoint, showed Youtube clips, played song recordings, and used the whiteboard to share about their mother languages. Audience members got a sense of what the languages sound like when spoken, as well as what the scripts look like in writing. The presentations were highly interactive, with participants inviting each other to practice saying different words aloud.

 

I found myself truly inspired that day, seeing each volunteer speak in and about their mother language(s) with such enthusiasm, and also watching members of the audience raising their hands, asking questions, requesting presenters to repeat things or write words on the board. It’s this type of openly curious interaction and dialogue that I think can partly give rise to a sense of community we talk about and think about—often, unfortunately, in the abstract. As I reflect on the event, I think it was successful not just because of the diversity of cultures and languages represented, but also, more importantly, because participants were so actively engaged, eager to teach others and learn new things.

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At the Writing Center, we tutors are constantly learning from the writers we work with – but not always as much as we’d like. 50 minutes goes by pretty fast. The cultural exchange that we’d ideally hope to foster often gets sidelined in the face of a looming deadline. This is why I think all Writing Centers should observe International Mother Language Day every February 21st, to take some time to look up from our day-to-day routines and learn more about the cultures and languages of the students we work with. Writing from the perspective of a Writing Center tutor and someone whose mother language is not English, I think curiosity goes such a long way in creating truly inclusive spaces – and celebrating International Mother Language Day is a perfect opportunity to create such a space.

Thank you to all the student participants for their wonderful presentations, and to those who attended and contributed to making the event a success. I’d also like to extend a thank you to the International Center office and OASIS staff, who helped publicize the event.

See you again next year!

 

 

How We Write

October 20, 2016 was busier than usual for the University Writing Center. We celebrated the NCTE’s National Day on Writing and welcomed visitors on campus for the Watson Conference.

To build on our “How I Write” blog series, we asked visitors to respond to our “How I Write” questions on banner paper. They’re now displayed on the Writing Center’s glass walls. A few enthusiastic writers also responded to all five How I Write questions, so we’ll share those on the blog soon.

Participants in the Watson conference also stopped by for lunch yesterday. Many UofL English MA and PhD alumni are attending Watson, so they were eager to see our new space. We also met many faculty, staff, and graduate students just curious to see what the University Writing Center is like.

Thank you to everyone who helped out and participated– in person and online– with our #HowIWrite celebration!

Check out the day on our Storify!