Already Whole: rethinking your so-called ‘parts’

Vol. 5, No. 6 (Fall 2023)

Clare Goulet has published creative nonfiction, poetry, and reviews as well as essays on metaphor and polyphony. Adjunct prof and writing centre coordinator at Mount St. Vincent University, she co-edited with Mark Dickinson Lyric Ecology on the work of Jan Zwicky. Her book, Graphis scripta: writing lichen, will be published by Gaspereau Press in spring 2024.

1975. Late summer in the woods behind the backyard, lost, first freedom, almost five, lying across a warm rough slab of granite, heat soaking into my belly where the cotton t-shirt has pushed up, scratched by brown prickly things—rock tripe, though I didn’t know the name, genus Umbilicaria—the world something sensuous, even reading which came too early, my head already filled with poems. The sun is hot. I mumble made-up lines, sleepy, peeling brittle bits to see the thick white cord connecting each to its substrate, holding rock, lichen, child in place. It will be forty years before these come together and I feel this whole again. Continue reading “Already Whole: rethinking your so-called ‘parts’”

GenAI and the Writing Process: Guiding student writers in a GenAI world (Part 2 of 2)

An abstract image of electrical waves running through a ring of wiring.

Vol. 5, No. 5 (Fall 2023)

Clare Bermingham, Director, Writing and Communication Centre, University of Waterloo

This is part two of two in this series. The part one can be found here. CWCR/RCCR Editor

How should writing centres advise students and instructors on the use of GenAI in their writing and communication processes? This question has been front of mind for many of us who manage and work in university and college writing centres and learning centres. And there isn’t a single answer.

When making decisions about how to support students with GenAI, we, as writing centre leaders and practitioners, must account for our local contexts, the knowledges and stages of the students we tutor, and the learning goals or outcomes for particular learning situations or tasks. Our guidance for undergraduate students will be different than for graduate students. And multilingual students may have different needs than those whose home language is English. In this blog post, the second in the series about guiding students through this new landscape, I share questions and ideas to help writing centre colleagues take an inventory of their centres and institutional needs and prepare their tutors for encounters with GenAI in students’ work. Continue reading “GenAI and the Writing Process: Guiding student writers in a GenAI world (Part 2 of 2)”