MAIN CENTER ONE-ON-ONE TUTORINGAs a writing center tutor, I develop individual lessons on writing for students based on their own concerns about their writing. From mapping out a potential essay to learning more about paragraph structure, writing center tutoring has helped me develop a truly student-centered approach to the teaching of writing.ONLINE WRITING CENTER, EMAIL AND SKYPEAs an online tutor, I apply these same principles in new modalities. As an email tutor, I address student concerns (which students offer through the online submission form) and use concrete examples from their texts to help students understand how to revise their writing. As a Skype tutor, I interface with students both through video and using google docs. After the student expresses their concerns, we work together in the text to develop strategies for revision. WRITING CENTER OUTREACHAs an outreach instructor, I co-develop and teach lesson plans on writing with instructors across campus. After meeting with an instructor to discuss their course and their expectations for the lesson, I develop a lesson plan, revise with the instructor, and then teach the lesson. Through outreach, I've led classes on a wide variety of subjects to a wide variety of audiences from writing abstracts for undergraduate research scholars, to personal statements for pharmacy students, to promoting our services at university events across campus.MADISON WRITING ASSISTANCEMadison Writing Assistance is a grant-funded community program which provides free writing center services to local residents. As an MWA tutor, I offer writing and computer help at a local Madison library for children interested in writing short stories, K-12 students wanting help with homework, adults applying for jobs or writing memoirs, and seniors interested in developing computer literacy.

As the coordinator for the online components of UW Madison’s Online Writing Center—one of the most comprehensive and widely-used online writing centers in the world. In this role, I work with Brad Hughes, the Director of UW-Madison's Writing Center, and am responsible for the whole of our writing center’s online presence, including:- the management of our dynamic website and social media feeds (which saw a 500% increase in engagement)- visiting courses & program orientations across the university to present on the services we offerdeveloping a program-wide handbook for instructors- our public correspondence- all-staff training for online instruction and special topics workshops- training, support, oversight, and selection of our Skype and email instruction staffI was also able to re-design the writing center's logo, website, and public-facing materials as well as the logo and website for Madison Writing Assistance and our Writing Fellows program.

English 201 is the intermediate writing course we offer in the English department to fill students’ second communication course requirement. Students can choose from a wide range of courses across the university to fulfill this requirement, so enrollment is much smaller than English 100. We usually offer around 10 sections of English 201. Teaching English 201 is a fabulous opportunity. We often think of this course as a teacher-research lab. Instructors have a great deal of freedom in choosing the theme, content, structure, and assessment procedures of the course. My role as AD for 201 is largely to support that work. Our instructors are all experienced. The bulk of my work is focused around:- Helping to plan and give orientations, workshops, and staff meetings on professional development issues relevant to instructors- Meeting with and provide materials for instructors relevant to their curriculum development and other pedagogical work- Informally observing instructors and offer feedback- Help manage administrative tasks like scheduling, updating and making documents available, sending out emails, developing and managing the program website, etc.I was able to work with both Christa Olson and Mary Fiorenza. The relationship with the director is really collaborative and the director works hard not only to run the program but also to provide an educational experience for the AD. It’s a really incredible--and I think rare experience. I cannot speak highly enough of how important this work has been to both my professional and intellectual development. It requires a totally different mode of thinking--thinking as an administrator and that’s really a rare and special experience to get in grad school.

In English 201, we engage in some of the central work of the academy as nascent academics, studying literacy both as content (what is the nature of literacy?) and as practice (what are the literate practices of the academy? how do we engage in such practices?). As apprentice scholars, we consider what it means to engage in scholarly conversations, create and complicate knowledge, and share that knowledge with others. Ultimately, the goal of this class is to introduce students to the literacy practices of upper-level undergraduate and early graduate-level work. Because of the demanding nature of the course, students are evaluated using a grade contract. You can read more about this grade contract in the report on my informal teacher-research project on grade contracts.Find my course materials and student evaluations here: https://maggiebertuccihamper.com/english-201

In English 100, we begin in Sequence 1 by investigating how our own stories reflect broader national or global concerns, breaking from the “Engfish” style of writing often encouraged in high school, and reflecting on the relationship between the academic and the personal. In Sequence 2, we tell the story of doing research, often for the first time, both in the field and the library. In Sequence 3, we bring our rich, concise prose and investigative orientation under the lens of persuasion, engaging in both online and academic argument informed by the juxtaposition of classical rhetorical theory and political comedians like John Oliver and Hannibal Buress. A student explains in my AEFIS review that “the final paper I would never have been able to do as a first paper.”The course concludes with a week of TED-Talk-meets-Intelligence-Squared style presentations where speakers have the chance to make a demonstrable impact on their audience by way of student responses to their argument both before their presentation and after.Find my course materials and student evaluations here: https://maggiebertuccihamper.com/english-100

As Kate Vieira's research assistant, I undertook work on several projects. I began by developing the website for Dr. Vieira's second book Writing for Love and Money. In this work, I developed the website, overview video, as well as the graphic design and SEO optimization. My next project was to review the manuscript for Dr. Vieira's first book, American By Paper: How Documents Matter in Immigrant Literacies for logic of argument and factual correctness. Dr. Vieira also tasked me with reviewing and correcting the in-text and reference page citations for the manuscript and several articles both of hers and for the issue of Literacy in Composition Studies she guest edited. Finally, I helped to prepare the materials for her successful tenure review.

The PEOPLE program is a college-prep program for students of color and low-income students beginning in middle school and continuing through college, where students have earned a five-year tuition scholarship. This class served students entering eleventh and twelfth grade and emphasizes the development of critical literacy skills through a curriculum focused on social justice. Because students are not assigned homework in PEOPLE courses, we read, analyzed, and wrote about M.K. Asante's memoir Buck as a class, using group work, outdoor activities, and other active-learning strategies to foster critical literacy skills. Upon passing the course, I wrote each student a personalized recommendation letter to (optionally) use in their college applications.

I am thrilled to begin work as a PhD student in Rhetoric and Composition at UW Madison this fall!

When I arrived at Harrington College Design as an adjunct instructor with an M.A. in American Literature, the college's writing courses were housed under the foundations department. My second year, I was casually asked how we might make better writers of our graduates, as employers had been expressing concerns. Our graduates were fabulous designers, but poor writers. A trained researcher, I came back to the director of foundations with a 20 page research report on the virtues of writing across the curriculum which he then passed on to the university president. Soon after, I was invited to develop and implement this program. Though I continued to teach up to five courses at a time, as Harrington’s first Writing Program Administrator I developed our WAC and writing program and its accreditation materials, authored both the faculty and student writing across the curriculum handbooks, held faculty-wide and smaller-scale workshops on WAC and the teaching of writing, provided individualized faculty mentorship, and worked with e-portfolio vendors and the Higher Learning Commission to institutionalize writing across the curriculum.Working with with the director of academic services and faculty caucuses, I likewise helped develop our academically-focused bridge program and write our college-wide plagiarism policy. Finally, because many instructors still employed a current-traditional approach to basic writing, I went on to design theoretically-consistent basic writing courses for the college. Through all of this, I continued in my commitment as to serving a diverse and often non-traditional student body who required significant care, time, and attention. I left this incredibly fulfilling work only because I knew that for this to become my career, I’d need the intellectual and professional training that UW-Madison was especially poised to provide.

Harrington has been such a place of growth for my work as a teacher. I have been allowed the freedom to experiment with a multitude of educational strategies, later focusing my work solely on the teaching of basic composition (Advance, English 099, and the Accelerated Learning Program). My philosophy of teaching statement outlines my practices more specifically, but suffice it to say here that my strategies focus on enfranchising students both personally and academically.

For one semester, I served as the Assistant Undergraduate Advisor in the English Department. It was an honor to receive this appointment and work under Dr. David Anthony, the then-head of the Undergraduate Program in English. In this position, I advised students in their course of study and assisted Dr. Anthony in administrative duties.

I taught several levels of composition at SIU. Even as a nascent instructor, I was already looking for new approaches to the teaching of composition. In my work as an English 101 instructor, I helped students to develop contextualized writing projects that had bearing on their lives and the lives of their readers. In one class, I helped to facilitate a campus demonstration that grew out of these writing projects. I also tried some new approaches to the teaching of 102, which I--along with Alanna Oster--presented on during the summer seminar for teaching writing. Finally, in 291, I integrated technology with the study of professional writing and helped students to develop technological literacy and engage with real-world professional texts.