Note from the editor || Rethinking academic writing again and again

Brian Hotson is the editor of Connecting Writing Centers Across Borders.

 

Welcome to a new semester and a new academic year.

I’ve been reflecting on “rethinking academic writing,” a subject that often comes up in conversation this time of year, with a new semester, new students, and old assignments looking for new life. A conversation with some colleagues on this jogged my memory of a Scientific American piece, The Scientific Paper is Obsolete, which caused a stir in this spring. This lead to more research (aka, the google rabbit hole): Death of Scientific Journals after 350 Years (FEMS Microbiology Letters, 2018); Revisiting: Why Hasn’t Scientific Publishing Been Disrupted Already? (Scholarly Kitchen, 2016); and Blogs v. Term Papers (NYTimes, 2012).

Continue reading “Note from the editor || Rethinking academic writing again and again”

Toward an Anti-Racist, Translingual Writing Center

Dr. Karen-Elizabeth Moroski is the Co-Curricular Programs Coordinator for Writing and Languages at Penn State University, University Park Campus. Her research interests span affective neuroscience, trauma studies, queer theory, and writing studies—really, she loves the intersections of critical theory and embodiment. Karen’s particularly interested in how Writing Centers can work to engage/combat/heal the lives writers live before, during, and after their writing process: can we heal trauma through writing? She’s an Associate Editor for WAC Clearinghouse, serves on Executive Board for the Mid-Atlantic Writing Center Association, and was recently appointed to co-lead the first-ever International Writing Center Association Digital Content Team. Residing in Pine Grove Mills, PA, with her wife and their badly-behaved cats (Tag and Samoa), Karen loves riding her bike and singing out of tune.

 

Before I Begin…
I’d like to own that much of this post is a narration of a person journey wherein my experience is what’s being centered—though the issues challenging me throughout the post are areas of scholarship (and, yes, life) that can and should be centered in their own right whenever possible. I am conscious that this blog post may feel like “Here’s a white person explaining their whiteness, and how they’re challenging themselves to change”—and maybe it is that, in a way—but my pedagogical and intentional reason for crafting my post this way is to show an evolution of thought, self-reflection, and to model the type of calling out that more white academics and administrators need to do with ourselves and with one another.

I’m writing with full acknowledgement that my whiteness, my privilege, and my context have shaped how I interpret, express, and address the information I’m sharing—and that it’s scholars of color, not white allies or accomplices, who have done the most powerful and productive work on pushing the fields of rhetoric, composition, and writing center studies towards anti-racism and equity. (And I’ve included endnote references throughout to share moments of connection with my musings here today and the scholarship that informs them, as a blog post isn’t perhaps the best genre to go full-on, MLA8 in-text on ya’ll.)

Dr. Karen-Elizabeth Moroski

I’m grateful to scholars like Vershawn Ashante Young,[i] Suresh Canagarajah,[ii] Asao Inoue,[iii] Aja Martinez,[iv] bell hooks,[v] and others who have given again and again the opportunity for white academics to learn from their work and to then act upon that learning. I write that sentence while wishing that the academy did not require scholars of color to write about and defend the dignity of their identities so that we could use their scholarship as teaching tools. That said, again, I want to express gratitude that it is work many scholars of color have done and continue doing as that work has challenged and engaged an entire field of study.

I am a work in progress; the writing center where I hang my hat is a work in progress; we hope to keep learning more and doing better, and we wish we were faster at that process.

Let’s Get To It, Then.
I’ve been thinking a lot about translingualism and writing centers. I’ve been wondering what I mean (or should mean) when I say translingual, and I’ve been wondering how the answers to this question shape how I write about it, how I ask my tutors to engage with it, and how our writing center can explain its investment in translingual pedagogy to the university community. I’m wondering, too, how my context as a white academic person shapes these questions and their answers. At Penn State, we’ve been working on a grant proposal to create a Scholar in Residence for Translingual Learning and Tutoring, seeking to unite our language and writing tutoring programs to more effectively serve translingual writers—and over time, our writing center administration’s definition of translingualism has shifted from solely focusing on global languages and global Englishes to a wider, more equitable lens that embraces domestic Englishes, too. Continue reading “Toward an Anti-Racist, Translingual Writing Center”