IWAC 2014: Where did the currents take me?

I just returned from the 2014 IWAC (International Writing Across the Curriculum) Conference at the University of Minnesota, and I have to say it was one of my best conference experiences yet. The presentations were engaging, the people were open and friendly, and Minneapolis was a great city.

During my brief two days there, I managed to sit in on 5 panels, one in which I presented, a keynote, and an incredible plenary session. In truth, it made me a little sad that I'm not a WAC WPA because I would have loved the opportunity to implement some of the ideas that were discussed at the universities where I am involved in writing pedagogy.

The Panels

Here is a brief overview of the titles of the panels that I attended:

• Role Reversal: When Students Teach Faculty in WAC Programs - Deanna Daniels & Brandy Grabow, Kate Ronald & Lucy Manley, and Greg Skutches
• Writing Beyond the Curriculum - Nicole Papaioannou, Dan Reis & Caroline Klidonas, and KaaVonia Hinton & Yonghee Suh
• Interrogating Disciplinarity in WAC/WID: An Institutional Ethnography - Anne Ruggles Gere, Naomi Silver, & Melody Pugh
• Teaching Meaningful Writing: What Faculty Say About Writing Assignments in Their Disciplines - Michele Eodice, Anne Ellen Geller, & Neal Lerner
• Multimodal Literacy: Writing, Reading, & Transfer - Andrea Glover, Maggie Christensen, and G. Travis Adams

I will take some time to address the larger issues in each of these panels in separate posts, but I wanted to recap some of the big questions that I've started to ask as a result of these panels and some of the discussion that followed. I picked one large question that was sparked by each.

• Does the campus culture empower students?
• How can on-campus organizations make use of student writers and also enhance student writing?
• How do we frame disciplines? Should we moving toward a theory of centers rather than a theory of boundaries?
• What makes a writing assignment meaningful?
• Should we shift to a WRAC model (writing and reading across the curriculum)?

These questions may be brief in text, but responses are complex, and the ways in which those responses shape student learning experiences and faculty development are important.

The Plenary

The plenary session focused on creating sustainable WAC programs and was led by an A-team of scholars-- Chris Anson, Kathleen Blake Yancey, Chris Thaiss, Linda Adler-Kassner, and Bob McMaster-- who role-played how they would deal with a failing, under-resourced WAC program (a very cool divergence from the traditional plenary talk). Anson would propose scenarios, building the complexities facing the school bit by bit, and the 5 others would respond on the fly. They did not know what they would be asked beforehand.

 As some who hopes to be a WPA one day, I was really intrigued by how the scholars embodied the different thought processes, concerns, and strengths of each individual involved in a WAC initiative, ranging from department chairs to WAC directors to provosts to students. I thought, aside from having a bit of fun, they were incredibly in-tune with those that they served and incredibly empathetic. It helped me see what I might come up against should I someday be invited to try to enhance or save a WAC program.

The speakers reminded the audience that sustainability went beyond a current context and a current moment and planned for the future. The solution also had to be built within the framework of the local context with input from all stakeholders (as much as possible, that is). Top-down initiatives would feel imposing and oppressive and often fail to effectively use the strengths of the parties involved. Collaboration, where possible, is a wonderful thing.

The most important things I took away were:

1. Understand the campus climate and be prepared to work within it, even if the aim is to change it. No model is one-size-fits-all when it comes to campus writing initiatives.
2. Be sensitive to people's fears and frustrations. See challenges as moments for reflection, negotiation, or collaborative education.
3. Bring joy into the work. Focus on the pleasures of learning from one another and the pleasure of writing.

What seems evident from these talks and discussions is that the people here really care about their students and their colleagues. While many people were doing serious research, it was easy to see how much of it could be put into practice and was largely aimed at contributing to a positive learning environment for everyone involved. IWAC really made me excited about the work I'm doing, the field that I intend to contribute to, and continued interactions with the people who I am privileged to call my colleagues. I'm looking forward to (fingers crossed) attending again in 2016.

I would love to hear from IWAC-attendees about their experiences at the conference and from those interested in campus writing initiatives what to make of some of these big questions and themes.

Back to High School: What Do High School Students Want to Know About College Writing?

Yesterday, I had the distinct pleasure of visiting 7 high school senior English classes with three of my colleagues from the writing center. Our mission was to introduce high school students to the world of college writing before they got there. It was a great day, and I really enjoyed getting to learn what high school students thought about college writing.

While we prepared a great handout that talked about being context-appropriate, making arguments, and campus resources, etc., we wound up turning our original formal lecture with some discussion plan into a Q & A session. Our icebreaker was to have each student write a question or something they'd heard about college writing down and put it in a basket. Then we would read a few anonymously and discuss in conjunction with our planned lecture/handout. This wound up being the heart of each presentation, which tackled most of the stuff we had written down for them anyway.

I thought it was really a great moment. We saw how much high school students already knew and what they feared most. Here are some of the most asked questions:

How much writing is there? 

Is college writing really hard? 

How long is a typical paper in college? 

How many research papers will I write in a semester?

How serious is plagiarism?/Is it really important to use MLA citations?

Of course, most of our answers came with a "it depends" disclaimer, though we told students that they should expect to write in every major and that it was "harder" but only in the sense that it was more advanced (like high school had been in comparison to junior high). My colleague explained that work was scaffolded, typically, and that they wouldn't be expected to write 25 page papers on day one and that different disciplines had different approaches to writing. She also explained that college writing was like going to the gym-- on day 1, no one picks up the 100-lb. weight, but with time, we can lift much more than expected. We reminded them that they were students, and that they were there because they had something to learn, that they shouldn't be discouraged if they didn't find immediate success, but be open to constructive criticism and learning experiences. We also encouraged students to be proactive and to talk to their professors when they had questions or concerns.

Some of the other things they heard about college writing weren't as easy to respond to. For example, one student said something along the lines of "I heard college professors are biased and will grade you poorly if you don't agree with their views." We had to say that, though this wasn't the majority, it was at times true. We  also explained that teachers were people and that inflammatory writing would likely be met with inflammatory grading and that they would have to work harder to prove something they knew a teacher wouldn't believe to be true on the surface. We encouraged students not to go in with the attitude that their teachers wanted them to buy into whatever they thought, though, and to stand by what they were passionate about while being aware that they might have to work hard to make others see their perspective sometimes.

We also had students ask, "Will essay writing be useful outside of school?" This was my favorite question, of course. The one thing I really emphasized was that they needed writing in life. They might not need to write essays, but they would need to be able to show people how their logic process worked and to provide evidence for their claims. They would also be able to use writing to help them reflect and record, something oral communication couldn't do. It was necessary to help them make sense of complex ideas in class and help them succeed in the professional world, but also to be able to change the world in the ways they wanted to. This seemed to resonate with them.

Aside from the advice we offered them, I really learned a lot about how much high school seniors know, how much high school English has changed since I graduated high school 10 years ago, and also how little has changed since I was in high school. The students were still a little immature, loud in the hallways, chatty when they first walked in, etc. At the same time, they were engaged in the conversation about college writing. Their teachers were showing them how to write something other than the five-paragraph theme essay, giving them more non-fiction texts to read, and talking to students about analysis and critical thinking. We were expecting shock when we said you could write something other than five paragraph essays, but there was none; they already knew. It seems like they are better prepared for FYW and college-writing than I was.

Meeting with the high school seniors makes me look forward to teaching FYW again next semester, and of course, I hope they all find success in college and beyond.

4 Things I've Learned from My Dissertation:

That Don't Actually Have to Do with My Research Question

I've been working on my dissertation for two full academic years (plus one long summer), and if you've read my earlier posts, you know it hasn't been all rainbows and butterflies. Now that the struggle of the recruitment process has eased up a bit, though, I'm able to finally enjoy my research.

So far, I've held four full sets of interviews and five half-sets with undergraduates and recent graduates. I feel incredibly lucky to have had such great participants who were willing to share so much of their lives, identities, and experiences with me. What I'm learning, beyond the stuff that I'm supposed to be learning about my research question, is also pretty awesome and exciting for me.

1. Undergraduates are incredibly articulate. 

This is the one that really stood out to me. I spend a lot of time with undergraduates, and I hear them talk about their ideas, but it's usually when they're struggling that they come to me, not when they're feeling confident or accomplished. I was wowed by the way these undergraduates talked about complex theories and hands-on approaches to tough problems. I was also impressed by the way they interacted with me and how they thought about my research project. As I spoke to these undergraduates, I was reminded how incredibly sharp and articulate undergraduates can be when they take pride in what they have done. 

2. The art of response is definitely still an art.

One of my biggest challenges as an interviewer has been responding to students, especially those who are incredibly articulate, and especially when I'm focused on listening and absorbing what they're saying. Sometimes, they get way ahead of my thought process. Sometimes, they say so much more than I can take in. At times, I am so awestruck that I have a hard time finding my next thought. It's no different than I feel in class when discussion takes an unexpected turn. Responding on the fly is definitely still a skill that I need to further develop. Though most people think questions shape the interview, I am learning that responses can also have a large impact on the direction of the conversation. They direct the conversation and either put the subject at ease or do the opposite.

3. People from the Midwest talk a lot faster than I thought they would-- and other ways that my own biases have been revealed to me. 

I've been lucky to travel more than many people, but I admit still have preconceived notions of how things are that sometimes colors my judgment of things. It's a been a "check your privilege" kind of moment for me. At the same time, it's also been a little bit of a "your privilege is made up in your head" moment. Being from the NYC metropolitan area, I've experienced New York City and all the diversity of life it has to offer, including Broadway plays, knowing people of many races and religions on a personal level, and living in an environment that supports professional women rather than pulling them back to home and religious spaces. That has definitely colored my experienced, and I realize that I am privileged to have access to all of that. On the other hand, I've always been told my life that I was "privileged" because others didn't have those experiences in a way that made their experiences seem lesser. Different is not lesser, though; it is only different. Interviewing people from across the country has made me acknowledge some of my biases and really think about how they influence my decision-making and communicating.

4. We're all human.  

Talking to people I have never met before has really reminded me that we're all just human. We typically enjoy sharing experiences, storytelling, and helping one another out. Despite our differences-- age, region, ethnicity, etc--, at the core, I've found that we are more alike than different. We all just want to achieve our goals and find our purpose in this world. 

I've been really lucky to have these experiences. At this point, I've spoken with 9 different students/alumi, and they are all incredible. They have done amazing things spurred by their own volition. I'm looking forward to analyzing their experiences and writing in more depth and using what they've taught me to help teach others about constructing positive learning environments.

Even if you're not doing formal research, I really encourage everyone to reach across the table and talk to others about their experiences-- whether that's faculty talking to students, talking to people who come from a region of the world you've never been to, or talking to someone who has lived through things you have little experience with. What you learn from narratives and from conversation affect you in ways that books and research may never be able to. They remind you that we all have a journey to fulfill, and even if we're thousands of miles apart, we're all in this world together.

A Wizard's Words of Wisdom

"Think of the solution, not the problem."

That is a line from one of my favorite books, The Wizard's First Rule by Terry Goodkind. The book is mostly about Richard Cypher, a woodsman who faces enormous tragedy and learns that he is a wizard--- I think of the Sword of Truth Series as an adult version of the Harry Potter series (and highly recommend it to everyone!). In this moment, as Richard agonizes over all the way things could go wrong while trying to pretty much save the world, Zedd (Richard's mentor) tells Richard  he must "think of the solution, not the problem." This line stuck with me from the first time I read it nearly ten years ago.

This year, I've really tried to make this my mantra, and I thought that, in the midst of the chaos of the end of the semester/academic year, it was worth sharing with all of my educator and student friends out there.

In many ways, this mantra stands against a lot of what I've learned as a graduate student, where I've constantly been encouraged to problematize everything. Problematizing isn't a bad strategy for getting started, recognizing what's not working, but when it leaks into all facets of life, including your ability to complete tasks, problematizing can become a problem. I think many of us spend way too much time focusing on what's wrong instead of how to fix what's wrong, and all it does it give us things to fret about, to complain about, to write Facebook rants about.

But when it comes to practicality over intellectualizing, action over hypothesizing, sometimes, we just need to stop problematizing and focus on simplifying. This is especially true during finals season when things tend to pile up in sometimes conflicting ways. Sometimes, agonizing over all the ways that these problems can negatively impact you can actually prevent you from being able to take action, simply resulting in more stress.

When I stop thinking about everything on my plate or all the ways things could not work out, I become a better person. I focus in on my strategy and deal with problems as they come instead of panicking about problems that I may never face. I am less edgy and more productive (hey, look, even got a blog post done in the middle of conferencing and grading) because I have less floating around in my head to clog up my problem-solving abilities. I am nicer to the people around me. Even though I'm stressed and there are 600 things that need to be done at any given moment and a bunch of life-altering decisions to be made, the struggle is actually mostly internal.

I know some people will argue, "well, I can't do that," and I am sometimes one of them--I am not an ideal being and fall into traps sometimes too- but I promise you, you are capable of applying this philosophy. It takes a commitment to yourself. We have to remember we are strong, we are resilient, and we can take whatever comes our way, as long as we focus on our strategies and our abilities to tackle these issues rather than focus on the problem itself and how terrible it is. We can do this by not only telling ourselves to "think of the solution, not the problem," but by breaking things down into manageable tasks instead of focusing on everything as a whole. We can also ask for help when help is needed. Things will or will not get done regardless of how much anxiety we make ourselves feel. The key is to focus on what is within our control and let go of that which is not if we are to be our best selves.