Newsletter | Page 2 | Writers Workshop

Scaffolding reflective pedagogy: How ongoing professional development fosters writer and consultant growth

For the last five years, 95% of post-session surveys rated writers’ experiences at the Workshop as “Excellent” or “Very good.” Such consistent satisfaction—across a breadth of student backgrounds and needs, and with a diverse consulting staff—is no accident but, rather, the outgrowth of a thoughtfully scaffolded professional development (PD) program. Led by the WW’s administrative team (Carolyn Wisniewski and graduate assistant directors), ongoing PD fosters commitment to reflective, writer-centered pedagogy in the Workshop.

Upon joining the WW staff, graduate consultants attend a multi-day orientation, co-consult with seasoned staff, and begin to articulate their developing tutoring philosophy in a written reflection. Undergraduate tutors take WRIT 300: Issues in Tutoring Writing, wherein they co-consult weekly with a mentor and present original writing studies research. The robust staff handbook orients all consultants not only to Workshop logistics and policies but to the disciplinary and theoretical grounding for one-to-one writing instruction.

Each semester, consultants attend at least five of about 10 staff meetings. Standout meetings this year addressed AI in the writing center, navigating boundaries and scaffolding independence in sessions, translingual identities in asynchronous Written Feedback Appointments (WFAs), and leading effective “drop-ins.” While meetings are typically led by admin, consultants, or WW Consultants’ Committee members, guests are invited for special topics; this spring, we welcomed former WW consultant and AD María Carvajal Regidor for a session based on her College English article, “‘I’m a bad writer’: Latina College Students’ Traumatic Literacy Experiences.” Additionally, the admin team offers semesterly training for tutoring in WFAs and satellite locations, and they conduct regular evaluations, observing sessions and debriefing individually with consultants to exchange evolving pedagogical ideas.

From orientation to evaluation, tutors learn to, as one consultant put it, “meet the needs of busy students through free-flowing but carefully structured consultations.” In the “first five” of each 50-minute session, they establish rapport, set session parameters, and learn holistically about the writer’s needs; the “last five” involve wrap-up, final questions, and making a revision plan. Within that, sessions are shaped by flexible, dialogic tutoring strategies that center writer agency.

Even with an established pedagogical approach, however, writing is still “messy and emotional,” as long-time consultant Liz M. described. “Writing is broadly conceived of as this monolithic, stoic thing that only the smartest people do properly,” she explained. PD has given Liz tools to “help writers realize that their reactions to the writing process are entirely normal.” Martha L. echoes this emphasis on motivational scaffolding: “Many writers arrive disheartened by how ‘bad’ they are at writing; learning how to encourage, praise, and validate such writers has been integral within my sessions.”

Writers Workshop consultant Marina Tinone working with a student on their writing. Marina is in focus, the student in the foreground is blurred. — Writers Workshop consultation where a graduate writer and consultant review a document.

The Workshop works best when both writer and consultant can grow. As consultant Marina T. reflected, “The consultation isn’t a one-way transaction. Just as I can check in to see how the writer is feeling about their writing, I can also invite [them] to express how they feel about my advice and support, thus improving my own ability to help myself and others.” Ongoing PD is aimed at cultivating exactly this mindset of reflectivity and shared growth. It’s the pedagogical bedrock of the WW, and it’s how we stay relevant — how we continue to satisfy the needs of diverse writers across campus year after year.

By Dani Nutting, Flute Performance and Literature, DMA candidate

Innovating tutorial modes at the Writers Workshop

For some writers, the usual Writers Workshop hours of 10 a.m. to 9 p.m. are quite busy – maybe they’re off campus, or their schedule simply does not allow time to rush to the library or a satellite location for an in-person appointment between obligations. In an effort to make the Writers Workshop accessible for all, the Writers Workshop has expanded its appointment offerings beyond the original in-person format. Writers now can select synchronous in-person appointments, synchronous online appointments, and what we call “Written Feedback Appointments,” which are completely asynchronous.

In-person consultation, with one consultant facing a student whose back is to the camera — In-person consultation at the Writers Workshop

In-person appointments have been offered the entirety of the Writers Workshop’s tenure on this campus. A writer comes to the Workshop, meets with a consultant face to face, and receives help on their work. Today’s sessions take place in the Workshop’s new home at the Main Library, off the Orange Room, where writers have a chance to relax and study before and after their appointments. Video Call appointments, first offered in Spring 2017 and the dominant form of appointments in the Workshop’s online-only COVID-era, take place through the WCOnline platform, which allows a consultant and a writer to collaborate through a live video conference and text-sharing space. In both online and in-person sessions, writers receive live, dynamic feedback during the writing process.

Written Feedback Appointments, first piloted in Fall 2020 and offered routinely in Spring 2021, allow a writer to upload a draft for feedback from a consultant. Writers specify their concerns, ask questions, and explain the assignment through the scheduling system; the consultant then provides feedback, highlighting patterns, explaining grammatical and structural suggestions, and asking questions to prompt further revision. The writer is encouraged to act upon suggestions as they see fit and to engage in the revision process themselves to bolster their skills. The Writers Workshop is first and foremost a teaching service, and that philosophy informs all tutorial modes.

A female student working on laptop with headphones and water bottle — The Writers Workshop hosts video call and written feedback appointments.

Most writers have preferences between tutorial modes; others may choose based on convenience. (As a writer, I can confirm that some days, I prefer some modes over others.) Overall, in Fall 2023, WFAs made up a small fraction of all appointment types. Live Online and in-person appointments were nearly evenly split, and those patterns are predicted to stay—barring any world-changing event—about even. Not only has the Writers Workshop innovated these services, but it has also contributed to writing center research about tutors’ and students’ experiences across modalities (e.g., Wisniewski et al., 2020, and see our “Research” page for more information). The Writers Workshop, certainly, will remain steadfast in its mission to support writers at every stage of the process.

By Elizabeth Scherschel, Classics major, History and Anthropology minors, junior

Supporting students with strategic partnerships

At the Writers Workshop, our goal is pretty straightforward: to help students become better writers! We’re excited to introduce two new initiatives that reflect our commitment to supporting specialized student groups and ensuring everyone has the tools they need to succeed!

Division of Intercollegiate Athletics

Our new satellite at the Irwin Academic Services Center is dedicated to supporting student athletes. It provides a range of writing support services, from refining essays to crafting resumes, and has already garnered significant use from athletes looking to improve their writing skills.

Exterior photo of Irwin Academic Center. Brick building with French doors and a garden of hydrangeas. — Irwin Academic Center

Juggling rigorous training sessions, competitions, and academic coursework can be challenging for student athletes. They may need support in finding strategies to balance their academic workload with their athletic commitments, including seeking help with writing to ensure they can meet academic expectations while maintaining their athletic performance.

In the words of one student:

“Working with a writing tutor has been a game-changer for me. Before, I struggled to wrap my head around my RHET 102 assignments, especially the research ones. But having someone like Rayven to bounce ideas off has been invaluable. It’s like having a brainstorming buddy who really gets what I’m trying to say. Thanks to our session, I’ve not only improved my writing skills but also gained confidence in tackling my assignments head-on. Couldn’t have done it without her support!”

Jeremiah W.

Bruce D. Nesbitt African American Cultural Center

Exterior photo of Bruce C. Nesbitt African American Cultural Center. Modern brick and glass building with other Cultural Centers in the background. — Bruce D. Nesbitt African American Cultural Center

In expanding our reach to underserved populations, the Writers Workshop reflects its longstanding commitment to providing tailored support to marginalized student groups. Through a strategic partnership with the Bruce D. Nesbitt African American Cultural Center (BNAACC), we’re doubling down on our efforts to serve Black students. Our outreach efforts aim to bridge the gap in access to writing support and resources, ensuring that all students, regardless of background, have equitable access to the tools they need to succeed academically. At BNAACC, our goals and objectives are clear: to create a supportive and inclusive space where Black students feel empowered to develop their writing skills, express their voices, and achieve their academic goals. Through collaborative workshops, one-on-one tutoring sessions, and targeted outreach programs, we’re striving to foster a community where every student’s writing journey is valued and supported.

Moving forward, fostering partnerships and expansion efforts with various stakeholders can extend the reach of these initiatives, furthering their impact on student success and advancing diversity and inclusion goals university-wide.

These new initiatives of the Writers Workshop radiate inclusivity and a commitment to academic success! These exciting efforts provide specialized support for student athletes and underserved populations, ensuring everyone has access to the resources they need to shine. Let’s continue to create a welcoming space where every student can thrive academically and as budding writers.

By Rayven Morrow, Education, Policy, Organization, and Leadership, PhD candidate

Catching up with the consultants

Consultant Spotlight: Rayven Morrow

Rayven Morrow, a doctoral student in education policy, organization, and leadership, has been with the Writers Workshop since Fall 2020 and served as an assistant director in the 2022-2023 academic year. Her experiences teaching writing mechanics as a high school summer English teacher drove her to apply. Since she began, Rayven’s work with writers has allowed her to explore a variety of subjects including “Gambian fishmeal factories [and] therapeutic dance theories of the 20th century.” She added, “I mean, at this point, I feel like I’ve helped so many people complete their dissertations that I deserve an extra PhD or two when I graduate with my own… I’ve been able to truly leave college knowing just a tiny bit about everything.” Given how many writers Rayven has guided, that seems reasonable!

To current and future consultants, Rayven advises: “Maintain professionalism while offering support and guidance; build a connection, but remember you are a part of their support team, not their academic coach. They are responsible for their own success, and you are just there to support their efforts.” For writers, she encourages “active engagement in honing [your] writing skills; we are a teaching center, so be prepared to learn. We guide you as consultants, but you’ve got to do the work to become a great writer. We are just one element of that journey to becoming a great writer.”

Unsurprisingly, being at the Writers Workshop has only bolstered Rayven’s faith in effective communication across all disciplines and in academic and professional worlds. The Writers Workshop has “reignited my passion for writing beyond academia, leading me to journal and blog regularly. Writing has become a fundamental part of my personhood, thanks to my time at the WW.”

After graduating, Rayven looks forward to finding a job that values her whole skill set – as a writer, educator, and researcher – in no small part thanks to her experiences at the Writers Workshop, which emphasized the intensity and importance of research-based writing. Wherever Rayven goes next, they will be lucky to have her.

Former Consultant Spotlight: Eva Cornman

My first semester of freshman year, my advisor pointed me toward the Writers Workshop after I’d anxiously vented to her about an imposing college paper. I took her advice and met online with a consultant who managed not only to help me refine my writing, but also calm and encourage me. I came back for guidance as I worked through the next essay, remembering how much of an impact the consultant who helped me had on my organization skills, wording, and overall confidence. That consultant was Eva Cornman, whom I had the privilege to interview about her experiences and her postgraduate journey.

Eva Cornman joined the Writers Workshop in the Spring 2021, after taking the WRIT 300: Issues in Tutoring Writing course her junior year, and she was a consultant until she graduated in May 2022. As a molecular and cellular biology major and creative writing minor, Eva had a broad background of expertise. More importantly, she had a passion for writing and enjoyed sharing that passion with others: “I find it exhilarating to have someone who kind of hates writing, or has just been really struggling with something, and [to be able] to give them feedback on it and help them feel better.”

Her favorite part of the Writers Workshop was working with returning writers – those who make another appointment with the same consultant – and building rapport with those writers. She remembers particularly one writer whose recurring written feedback appointments involved chapters of a novel; that writer has since shared their finalized manuscript. Despite having never met this writer face to face, Eva had virtual rapport with the writer whose story had been such an exciting part of her Writers Workshop journey.

Consultants grow throughout their time with the Writers Workshop, and often that means recognizing room for improvement in our earlier approach. If Eva could talk to herself in Spring 2020, when she started, she would remind herself to relax. “I think I set really high expectations for myself, and I didn’t want to let [the Workshop or the writer] down. But I think it probably would have been to my benefit to just relax and not put so much pressure on it… and have fun with it.”

In her current studies at the Science Writing Graduate Program at the Massachusetts Institute of Technology, Eva explores different ways to communicate scientific discoveries and phenomena to a broad audience, including making a podcast, which she described as “the dream” full-time job. Workshopping writing frequently takes place in this program, where Eva has a chance to put into practice the skills she honed at the Writers Workshop, including giving explanations for her suggestions, building rapport and encouraging the writer to ask questions, and supporting writers’ improvement generally.

Looking ahead, Eva will be graduating from MIT in October. She plans to pursue science communications work after graduation, helping wider audiences “understand something they totally can” and making scientific literature, discoveries, and debates more accessible to the general public. We at the Writers Workshop look forward to cheering her on.

By Elizabeth Scherschel, Classics major, History and Anthropology minors, junior

Welcome to the (new) WW!

POV: You visited the Writers Workshop’s original location in the Undergraduate Library, and now you’re taking a digital tour of the new WW space . . .

With the Undergrad Library being converted into an archives and special collections space, the Writers Workshop’s main location is now on the first floor of the Main Library, as of Fall 2022. Any entrance to the building will get you there, but the East Entry is the best point of access!

Go to the Orange Room (the open study space just off the East Lobby with lots of tables and bright orange walls) and stop by our front desk. This is where writers check in for their appointments! Our office manager, Kim, and undergraduate reception staff will greet you with a smile.

Next, head down the hallway between the Orange Room and the Workshop, where writers wait for their sessions. While you’re here, grab a snack from the grab-n-go food pantry and enjoy part of our Student Art @ the Workshop mini gallery!

Writers Workshop hallway and food pantry

Say hi to our director, Carolyn Wisniewski!

Carolyn Wisniewski, Writers Workshop Director

When it’s time for a session, consultants greet their writers in the hallway and invite them into the Workshop. Let’s go inside!

Goodbye underground cubicles, hello natural light and open floor plan! Our new space is comfortable and highly functional, with a variety of seating options, adjustable tables, computers and headsets available, a large whiteboard, and space for copious resources, from writing handouts to office supplies. We’ve enjoyed beautifying the room with plants, galleries of staff bios and writer testimonials, and student artwork. We also had some sound panels installed to keep the room from getting too boomy.

The Writers Workshop offers handouts and has flexible seating.

We’re happy to be in such a bright, comfortable space that flows well and meets the needs of staff and writers alike. Thanks for joining us for this virtual tour, and we hope to see you at the WW in person some time soon!

By Dani Nutting, Flute Performance and Literature, DMA candidate

A letter from the director

I’m writing during finals week of Spring 2024, a time of year that I always experience as both celebratory and reflective. The dogwoods are blooming, the sun is shining (some days), and students are posing for graduation pictures in their caps and gowns, smiling into the future.

I want to begin by acknowledging how fortunate I am to be part of the Writers Workshop’s community. I extend my thanks to our outstanding current and former consultants, our reception and admin team, and the writers who help us learn about their amazing research and creative work. The Writers Workshop is passionate about the work we do, knowing that we provide an inclusive and collaborative environment where we and our writers feel safe to take risks and try out new ideas and skills.

The Workshop’s goal is to participate in fostering a culture of writing on campus; as such, it is our mission to serve all University of Illinois writers, from the first-semester undergraduate to the visiting faculty member. In the last academic year, we provided writing support in nearly 6,500 individual sessions and reached more than 20,500 students in presentations, writing groups, and resource fairs. We often see writers at points of transition: first-year college students, transfer students, students writing in new genres or more advanced forms, graduate students preparing manuscripts, theses, and dissertations. The students and staff who comprise the Writers Workshop’s community are diverse, and many of our appointments were with first-generation students (20%), students from underrepresented and minoritized groups (35%), international students (44%), and multilingual writers (48%). Writers have shared their appreciation in testimonials to the Workshop; as one student wrote, “The … WW and its consultants made me feel supported and don’t have to do this alone. Especially when I received positive feedback, it gave me the confidence to continue to improve my writing.”

Some recent accomplishments have included new and renewed partnerships. In the past year, we piloted a satellite location at the Division of Intercollegiate Athletics’ Irwin Academic Center and drop-in hours at the Bruce D. Nesbitt African American Cultural Center. We look forward to establishing a satellite in the Paul M. Lisnek LAS Hub in Lincoln Hall in the upcoming year.

Our consultants continue to produce cutting-edge research in writing center studies. In October 2023, four graduate student consultants and I attended the International Writing Centers Association’s annual conference, where we had the pleasure of catching up with several Writers Workshop alums. Neal Liu, an assistant director of the Writers Workshop and graduate student in writing studies, received an IWCA Future Leaders Scholarship to recognize his leadership and scholarship; he also shared his research about translingual identities and asynchronous written feedback appointments at a staff professional development meeting. Undergraduate students in WRIT 300: Issues in Tutoring Writing, conducted original qualitative research on topics like discursive tutoring strategies, disciplinary expertise, scaffolding, and STEM students’ experiences of writing. Three consultants, Emma Ortega, Virginia Wright, and Zion Trinidad, presented at the Undergraduate Research Symposium. This research supports our local practices and speaks to broader concerns in writing center and writing studies scholarship. Ongoing studies include topics like students’ and consultants’ experiences across writing center modes and students’ use of generative AI in first-year and advanced composition writing courses.

The articles that follow were proposed and written by current consultants. I read these pieces as a joyful celebration of the community we’ve built, and I hope you enjoy their reflections on this work.

With best wishes,

Dr. Carolyn Wisniewski

Director, Writers Workshop