by James Strawn

I can vividly remember the day in June that I received an email inviting me to serve as a TA in the upcoming fall semester. Considering the impacts that COVID-19 was having on university budgets nationwide, I was more than ecstatic that I had at least procured funding for the next semester. Little did I know  that the traditional TA role that I had been accustomed to was going by the wayside; I was going to be filling the role of a teaching assistant for a writing intensive course. I did not know what that entailed, but at any rate I would have to wait for further information as the summer unfolded and as we started gearing up for the fall semester. At the time, though, I was both excited and terrified.

“You’re Going to be my WIP TA”

What did this mean? For all I knew at the time, this would mean that I would be the TA for an introductory class that was going to do a bit more writing than what is typically assigned . In my experience, at least within the discipline of Anthropology, I was under the impression that all classes could be considered ‘writing intensive’. I had taken a split-level class the previous semester that was considered a writing intensive course for the undergraduates in the class, but the volume of writing assignments to the graduate student, was not alarming. I cannot recall a semester during my senior year of undergrad, and certainly not since beginning my graduate studies when writing, and more specifically writing a lot, wasn’t the norm. 

While my initial assumptions were mostly accurate, the purpose of the “writing intensive” designation took on a much different meaning than I had attributed to it. Sure, there was going to be a lot of writing, but the writing instruction has goals. Students in this class were going to not only be getting an introduction to anthropology, but they would also be “writing to learn” and “learning to write”, and I, as the TA, was going to have a critical role in the class as the WIP TA and writing coach.

Sure, there was going to be a lot of writing, but the writing instruction has goals.

I’ve never considered myself a strong writer, but it is something that I am always seeking to get better at. So, being asked to fill the role of a WIP TA was not something I felt remotely prepared for. During the weeks leading up to orientation I had a constant string of questions going through my head: How do I coach writing? What are my primary responsibilities in this role? What tools are going to be at my disposal? Shouldn’t someone more qualified than me be responsible for helping undergraduates develop their writing skills? You may be perplexed and laugh at that last question, but it could not escape my mind. In all honesty, I was terrified – not of public speaking or having to address students  – but I was afraid of failing the students who I was there to guide and coach. Nonetheless, I wanted to take the leap and take on the role of a WIP TA.

Take the Leap

Now, over halfway through the semester, my apprehensions have been long gone. More than that, I have come to realize that the students in the class aren’t the only ones that have learned and improved on their individual writing processes this semester – so too have I. But my learning has not only involved the writing process. I have been given the tools that will be critical to my own eventual goal – teaching in academia. I have also had the chance to provide critical feedback to my students pertaining not only to course material, but also on writing in general. Student conferences, in-class group and individual short writing assignments, and discussion are all methods that have been utilized during each class meeting over the course of the semester. But more than that, I have been armed with the necessary skills for successfully and meaningfully implementing them. As a TA, at least for me, there is almost nothing more satisfying than seeing your students consider your feedback, incorporate it, improve, and succeed.

I have been given the tools that will be critical to my own eventual goal—teaching in academia.

So, for those of you that may have the opportunity in the future to fill the role of a WIP TA, regardless of whether or not you are considering a career in academia, I would highly encourage it. I do not think that my experience with also learning more about and improving my own writing process is unique to me. Even if you think, as I most certainly did, that you may not be able to do this because you are not confident in your own writing, don’t be afraid to take the path and approach it as an opportunity to learn or improve yourself. You are going to have all of the support and tools that you need to succeed in the classroom and as your semester and class unfolds, your apprehensions, too, will subside…Just take the leap.