By Rachel Bloom-Pojar
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Fall 2019 marks the official launch of our program in Public Rhetorics and Community Engagement at UWM. My colleagues and I are also excited to welcome two new faculty members to our program: Dr. Derek Handley and Dr. Maria Novotny. To help everyone get to know them better, I asked Derek and Maria a series of questions about their experience and vision for the new program. In this post, we’ll learn a bit about Derek and Maria’s background with research and part 2 will focus on their teaching and goals for the future of the program. ​

​Virginia Burke taught writing and rhetoric courses at UWM for 31 years. She cared deeply about undergraduate students and worked tirelessly to improve access to and through college for all people. In her work, she validated the voices of Black Americans and argued against the enforcement of racist writing traditions. Virginia Burke’s career was also shaped largely by her commitment to support students and writers who speak and write in different dialects of English. She vigorously upheld the position statement from the professional Conference on College Composition and Communication on “Students’ Right to Their Own Language” and she wrote extensively on linguistic variation and its cultural values.  

The Virginia Burke Awards honor the memory of this remarkable teacher by recognizing excellence in First Year Writing by students at the University of Wisconsin-Milwaukee. In past years, the awards ceremony included a formal reading by students of their papers.

This year, winners were chosen by the UWM English 102 Digital Commons Editorial Board, which includes Ann Hanlon, Head of UWM’s Digital Humanities Lab, and UWM English graduate students and teachers Storm Pilloff, Katherine Dixon, Ryan House, Julie Kaiser, and Jenni Moody.

Winners worked closely with English 102 Coordinator Storm Pilloff to transform their papers into formal presentation posters. These posters will form a gallery space for attendees to peruse and to interact with writers.
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In organizing the Virginia Burke Awards this year, we also wanted to highlight the writing opportunities for undergraduates in our Creative Writing department and important campus resources like the Writing Center. In addition to the gallery space, publications like cream city review and Furrow will have tables where undergraduates can learn about internship opportunities, publishing courses, and professional careers in writing. 

Led by UWM’s Director of Composition, Shevaun Watson’s new approach to the English 102: College Writing and Research curriculum that focuses on information literacy, the Virginia Burke committee this year worked to incorporate these values into the awards through creating new categories. Instead of awarding a 1st, 2nd, and 3rd place for each of the three First Year Writing classes, we collaborated on forming categories that would showcase the variety of skills students need to succeed in their writing and research in the twenty-first century.
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We’re excited to present these categories and winners:  

Persistence: This award recognizes work that shows the writer’s persistence despite not finding answers, thereby achieving an expert researcher’s disposition. The willingness to resist easy answers and persevere through the frustrations and challenges of research helps writers develop new perspectives and insight. Winner: Gregory Kontny
 
Rhetorical dexterity: This award celebrates a student's remarkable ability to recognize a variety of means of persuasion. The ability to recognize different contexts for communication leads writers to use a variety of strategies to communicate effectively within these contexts. Winner: Emma Maude Knox
 
Creative thinking: This award recognizes work that stretches the writer’s creative capacity to meet specific writing needs and situations. This ability to push conventional boundaries and glean insight from divergent perspectives leads writers to effective problem solving. Winners: Brandan Naef, Terese Radke, Amanda Straszewski, Mai Chue Yang
 
Risk-taking: This award celebrates a student’s bravery and innovation in their composition and/or research practices. This willingness to take risks in practice and learn from potential failures helps writers and researchers imagine new ideas.  Winner: Noah Steinhilber
 
Social Justice: This award recognizes work that focuses ethically on building a more just world for marginalized people. Using rhetoric for good is at the heart of education. Winner: Olivia Swanson
 
Community Engagement: This award celebrates a student’s investment and contribution to the community represented in their work. Recognizing the importance of the communities we are situated in diversifies academic spaces in realistic ways.  Winner: Amanda John, Annika Noorlander

Multimodality: This award celebrates a student’s ability to compose effectively across a variety of modes. Delivering research in a variety of modes assures reaching a variety of audiences. Winners: Haley Steel, Luis Sanchez-Guevara

Research Practices: This award recognizes exemplary work that shows the researcher’s breadth and depth of source types used. Hearing from a variety of source types more ethically represents the range of voices “at the table.” Winners: Morgan Ellis, Erica Phillips 

​Please join us to celebrate work by these writers at the Virginia Burke Awards Ceremony this Friday, April 19th, from 2:30 – 4:00pm in the 4th Floor Conference Center of the Golda Meir Library on the University of Wisconsin-Milwaukee campus. 

-- Storm Pilloff, English 102 Coordinator
-- Jenni Moody, English 102 Mentor

I attended a presentation entitled The vMLK Project:  Crafting a Necessary (Digital) Space to Explore Rhetorical Leadership and Civic Transformation.  The vMLK project is an immersive, ambient recreation, including sound and visual renderings, of Martin Luther King, Jr.’s 1960 speech, “Fill Up the Jails” of which there are no known recordings (UWM, 2018) using virtual reality (VR) technology. Drawing from Minor Re/Visions: Asian American Literacy as a Rhetoric of Citizenship by Morris Young, I use this post to make connections between Re/Visions and the vMLK project.  “Re/vision (a term familiar to writing teachers) is a key process in the connections between literacy, race, and citizenship, where we work with existing material, negotiating ideas and arguments, but also work to re/vision what these ideas and arguments can be, what they can teach us and others” (p.8).  With the opportunity to talk to Morris Young in class via Skype, the author discussed his work & his book published in 2004. From the class discussion, the question was raised, how we might apply the narratives to today’s climate and how is it evolving?   

The existing materials in this case are the resources of photos, videos, documentaries and people who lived through the civil rights era to re/create the historical event.  To move the project beyond the existing materials to virtual reality, different disciplines were drawn on to produce the reenactment of the MLK, Jr. speech by an actor (from theater world) to try and capture the “voice” of Dr. Martin Luther King, Jr.  The physical environment of the church where the speech took place was demolished.  Architects & designers relied on photos of the church to recreated in a virtual reality environment; and the sound engineers who worked to re/create the sound effects of the public address system based on both the speech reenactment and the physical aspects of the church. The project tries to provide an experience the audience member can feel as an embodiment of the event as if one was there.

Young states regarding narratives, “When we read stories, we attempt, whether consciously or unconsciously, to make a connection between stories and our lives"(p. 26).  Although the MLK, Jr. speech, “Fill Up the Jails” happened over 50 years ago, we still are captivated by the stories of the people who were engaged in the civil rights struggle. To read their stories not only to see ourselves, but to understand history and what they had to go through to fight for citizenship, their identity, and their rights.  It is the narratives about the struggle, knowledge, ideas, arguments and the language/writings during the civil rights area which help to shape the public discourse and the laws we have today.

The principal researcher of the project, Dr. Victoria J Gallagher of North Carolina University, specializes in rhetorical criticism of visual and material culture.   Her explanation in the difference in approaches between King and the Reverend Douglas Moore (i.e., their ideas) to engaging social justice was interesting.  Within the context of the civil rights movement, Dr. King believed in the traditional rhetorical approach – the art of persuasion, of to not only to inspire people to engage but to inform the masses of their rights during the political climate at this time.  Dr. Moore believed in a direct-action oriented approach, a type of tactic in organizing a group (i.e., a strike or protest). Thus, the June 23, 1957, non-violent protest at the Royal Ice Cream Company. 

Dr. Gallagher explained MLK, Jr. was of course a very influential leader but also, ordinary people showed courage and engaged in social justice.  By examining rhetoric and civic transformation of past events through digital humanities, their contribution (narratives) helps to educate and empower all with knowledge or literacy significant to American citizenship.

You can read more about vMLK Project at https://vmlk.chass.ncsu.edu/.
​-MH

We’ve been considering the importance of community literacies, community languages, and community sites of learning. It has surfaced through some of our readings, most recently in Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies by Steven Alvarez.
 
Alvarez chronicles the experiences of immigrant parents trying to help their children through homework that they don’t fully understand and of those students who are learning to broker languages – in these cases Spanish and English – as they simultaneously learn from homework mentors and help their parents learn as well.
 
While most of the vast linguistic repertoires that students have is due to sites of community learning, not classroom learning, there are few places that offer an overlap or an in-between. However, the campus Writing Center may be a space in which these two sites of learning could mesh.

The Writing Center is available to all students and faculty of UWM. It is promoted as a learning site separate from the instructor and the classroom that allows students an alternate learning site.

As a tutor, I’ve learned how highly the Writing Center values their space as safe from the tensions, judgments, and pressures that may be felt in the classroom. Our job is to be readers and listeners for writers at all stages of the writing process. We never write on papers or share information about students with their instructors. It is a confidential space for students to come and talk through their writing and learning  processes with other writers.

Since I also teach English 101, I’ve been comparing my relationships with students in the classroom as an instructor and in the Writing Center as a tutor. What I’ve learned from these comparative observations is the importance of valuing sites of learning outside of the classroom.

How can we incorporate local community literacies, languages, and linguistic practices into the Writing Center, since it’s promoted as a site of learning outside of the classroom?
 
I recently worked with a student who was frustrated about not being able to voice their own opinion in a paper.  I could see their personal connection to the topic, and their struggle with adhering to the instructor’s restrictions.
 
I encouraged them to see if the instructor would be willing to allow a personal voice in this paper, given the community connection that the student had to the topic, as it added a richness to the rhetorical situation of the assignment. Their powerful vocalization was deftly and rhetorically woven into their writing (in non-academic English) for a topic that affected a community they identified with.
 
I wanted to change the assignment for them. I wanted to show the instructor the linguistic and rhetorical choices this writer had made in order to craft this well-written (albeit first-person) paper. While I couldn’t change the assignment, or change how the instructor would grade the student, I could offer myself as a listener.
 
I listened as with thick emotion in their voice they shared about this difficult topic tied to their sense of identity in their community. I was reminded of Krista Ratcliffe’s Rhetorical Listening, which we read earlier this semester. She encourages us to find a space of listening in which we don’t project ourselves onto the speaker, but instead disengage ourselves from identifications and simply (thought it’s not simple) listen.
 
Alvarez and Ratcliffe stress the importance of listening in order to respect the identities of others and the community knowledge they possess. We offer a space for students to be heard and [rhetorically] listened to; how can we incorporate more than shadows of classroom practices? How can we make space for community literacies, languages, and learning practices?
 
In the Writing Center, there are still pressures, constraints, and consequences coming from the classroom, and students feel them.  And so, I don’t really leave this post with an answer, but rather a question:
 
How can UWM’s Writing Center learn from local community sites of learning in order to better its vision and realization of being a safe site of learning outside of the classroom?

~DK~

​The UWM Archives is one of the only institutions in Wisconsin with a social justice collection strength. Combined with its focus on Milwaukee and UWM history, the repository is filled with local stories of community organizers and activists. UWM’s Latino Activism collection contains photos, correspondence, press releases, newspaper clippings, and official university documents that detail the struggle for Latino rights on campus. In the early 1970s, Milwaukee’s Latino population exploded, but the number of Latino students on campus was pitifully low in comparison. University staff and community members attributed these low enrollment rates to the lack of support for Latino students on campus, so Latino activists took their case to Chancellor Klotsche. After sit-ins, protests, camp outs, and several arrests, the Spanish Speaking Outreach Institute, later called the Roberto Hernandez Center, began to connect with and assist UWM’s Latino population. I took a look at some of the records in the Latino Activism collection to see what they had to say about the power of Latinx rhetorics and community. 

​Community was the backbone of the Latino activism movement at UWM in the 1970s. This flyer, titled “Latin community takes over UWM Chancellor’s office”/ “Comunidad Latina retoma la oficina del rector de UWM,” is an explicit call to community for assistance in direct action. Calling themselves “the latin community,” there is no distinction between students and non-students, only the call to “support” in occupying the Chancellor’s office. This blending of community and use of family support has been a class trend for Milwaukee-based Latino activism. They rhetorically link their purpose in protesting to Klotsche’s absence at a community meeting, asserting their occupation as a direct response to disrespect and disinterest. This connection between administrative absence and occupation is an interesting rhetorical strategy that simultaneously legitimizes their tactics and calls attention to institutional buffoonery. The flyer is also written in English and Spanish, indicating the varied languages within Latino community in addition to their attempt to garner support from non-Spanish speaking allies.

​After the Latino occupation of Chancellor Klotsche’s office, UWM acquiesced to the creation of a Spanish Speaking Outreach Institute. This document is the official proposal and “commitment” of the institute, outlining ten guiding principles. This record is drastically different from the flyer in several ways. First, this record does not make a direct call to any community. It mentions the “Spanish speaking community,” but later refers to the issues of “non-English speaking” students as if they are interchangeable. Second, the rhetorical strategies suggest that the creator of the record, the Council for the Education of Latin Americans (CELA), was interested in “solv[ing] the problems of the Spanish speaking community,” rather than rectifying the institutional inequality related to these problems. The document explicitly details the disappointingly low number of Latino students that UWM was willing to support through the institute, indicating tokenization rather than inclusivity. Lastly, this document is only written in English, suggesting that its intended audience was not the Spanish speaking people it was supposedly addressing, but the English speaking CELA and UWM administration. 

​UWM’s Latino Activism archive details the community activism and rhetorical power used to create the Spanish Speaking Outreach Institute. Milwaukee’s Latino activists and the community that supported them are directly responsible for the resources and connections available to contemporary Latino students. While some of these historical documents indicate a deliberate disregard for a multilingual community, the UWM archive has done some work to alleviate this. The metadata for the records, which is necessary for searching, browsing, and researching, is available in both English and Spanish. It’s important that these records are available in multiple languages since they directly pertain to the Spanish speaking community. The Archive  also follows Library of Congress subject terms which are typically limiting and outdated. The collection subject terms include "Hispanic Americans," which we've discussed several times in class as homogenizing and eurocentric. Aside from these criticisms, the UWM Archive is a great place to dive into the rich history of Latino activism on campus. 

​-JA

On-campus Site Visit: Roberto Hernández Center
  As part of learning about Latinx community and their writing practices, I visited the on-campus site,  Roberto Hernández Center (RHC henceforth) as to see how much I can learn about the community. During my visit, I interviewed the interim director of the RHC, Mr. Alberto Maldonado, at UWM to know about a. the service learning opportunities that this center may offer, b. the opportunities/possibilities to connect the interested volunteers to local Latinx communities in Milwaukee area. The service learning projects that I primarily envisioned for this center to include, but not limited to after-school programs, proof-reading, adult EL programs, bilingual translation and such. In my interview, I intended to ask Mr. Maldonado about the graduate student involvement in their center, especially in terms of service learning opportunities as I believe graduate students if involved with the local Latinx community can elicit valuable insight regarding its rhetorics. As it turned out, my assumptions regarding the breadth and width of the programs the RHC has was mostly accurate. However, firstly, I want to shed some light on the history of the center since it was a major part of my learning, and next talk about my conversation with the interim director.
  The very history of RHC underscores the necessity of community engagement and what it (community engagement) can do. By the way, I must acknowledge the kindness that Mr. Maldonado showed in lending me the DVD that was released last year on the 47th anniversary of RHC. This DVD was the source of the history that I am going to briefly talk about here. The first initiative to start a place for the Latinx community on UW-Milwaukee campus started in 1968. The RHC came into being as a result of persistent demands by Roberto Hernández with a group of fellow enthusiasts who wanted to create a space for Spanish speaking people on UW-Milwaukee campus. Roberto Hernandez involved the Latinx community in Milwaukee since there was only a handful of Latinx students at UWM. In the video, Dr. Ricardo Fernandez, the then director of Spanish Speaking Outreach Institute (SSOI), also describes the center as a result of “community push” since there were only 10 registered Latinx students.

  I came to learn about the current state of affairs about RHC during my interview which was more like a chat with the Interim Director: Mr. Alberto Maldonado. The center is primarily for the undergraduate students. The RHC serves 750 Hispanic students currently registered in UWM. It grants funding for undergraduate student research. The center provides Latino students a place of their own on campus. It also lends books and available texts students may need. The center also helps students with McNair programs in terms of writing applications and other application materials. The center also had Leadership Programs which ran for 11 years and is currently discontinued for lack of funding. 
  The RHC also organizes programs to bring awareness regarding cultures and such. The enter organizes signature events like Spanish Heritage Month. According to Mr. Maldonado, last year, they did Mexican Fiesta where 30 students participated. The RHC is also involved in doing programs that bring social awareness. They do a signup process for the students. The participatory students as Mr. Maldonado pointed out, involve themselves “as a way to give back, and also as a way to celebrate their culture”.
  During our conversation, I also learned that the RHC partnered with the UWM library last semester. The library instructions took place inside the center to raise awareness regarding how these sessions help bilingual students. The RHC is trying to bring in other services—as a way to make it one-stop center for Hispanic students. Especially these services cater to 1st generation students who have hard times navigating the system—as Mr. Maldonado emphasized.
As for community engagement, the interim director connected some UWM student organizations with Riverside High school students regrading translation during parent-teacher conferences, and tutoring help. The center also brings in bilingual families to campus especially during the summer for visits. They hosted an event this January with 300 students where the families asked questions they had about the campus and university.
Opportunities for UWM English graduate students:
  As I learned from the director, the RHC is always open to volunteers. So, UWM English graduate students can volunteer with various grants the Latinx students apply to. For example, UWM graduate students can bolster the McNair application that RHC helps Latino students with. UWM English graduate students can also help undergraduate students who conduct research for the first time with various tips and tricks. Especially English 101 & 102 instructors can help with undergraduate capstone projects. Such involvements can also be rewarded with credits (1/2credits depending on hours) UWM English department will give to the engaged graduate students.     
  Also, to increase students outreach, English 101 and 102 (also EAP sections) instructors can ask their students visit RHC and ask them to write reflection pieces on their visit. This visit can happen in the form of Cultural Café when RHC has their Mexican Fiesta month. This will give students, both domestic and international exposure to a new culture that they may not be familiar with. Personally, my visit to RHC has opened a new door to me. The moment I walked in, I felt welcomed. I am not sure what it was but the smiles and positive vibes in the center made me, an international graduate student like myself feel home.

--AZR