Category: Space & Safety ’22 Poster Fair

Reading and Writing Excellence Program: A Safe and Brave Space to Address Inequities

Two individuals smiling. One is holding a book, the other is looking at the book.
~ Brian Hotson

No. 3 Vol. 2 (Summer 2022)

This post is from the 2022 CWCA/ACCR annual conference virtual poster session. – Stevie Bell and Brian Hotson, 2022 CWCA/ACCR conference co-chairs

By Xiangying Huo & Elaine Khoo, University of Toronto Scarborough

The poster presents an innovative approach to support English Language Learners using a learner-driven and instructor-facilitated approach. Through this one-on-one support by a writing instructor, students develop their linguistic and knowledge capital required for writing in their respective courses. This risk-free approach that embraces relationality, respect and reciprocity to support students in their respective zone of proximal development can be enhanced by Culturally Responsive Pedagogy. The result of one-month of investment of time by instructor in collaboration with student have resulted in transformative impact, and opens up opportunities for further development should the student wish to pursue them. Continue reading “Reading and Writing Excellence Program: A Safe and Brave Space to Address Inequities” →

Making Space for Speaking at the Canadian Writing Centre

A conference presenter speaking into a microphone
~ Brian Hotson

No. 3 Vol. 3 (Summer 2022)

This post is from the 2022 CWCA/ACCR annual conference virtual poster session. – Stevie Bell and Brian Hotson, 2022 CWCA/ACCR conference co-chairs

By Moberley Luger & Craig Stensrud, University of British Columbia

As writing centres increasingly become centres for writing and communication, our presentation calls for expanding the place of speaking pedagogies in writing centres. We understand scholarly speaking as an integral part of the research—and, indeed, writing—process. We will share a scholarly speaking web resource we built available to Canadian writing centres: The Precedents Archive for Scholarly Speaking (PASS). The site features examples of student speakers and aims to align speaking and writing pedagogies.

Please share widely! speaking.arts.ubc.ca

 

Managing the Emotional Well-being of Tutors and Students in a Middle-Eastern Writing Center

Landscape image of palm trees and institutional buildtings
~ Brian Hotson

Vol. 3 No. 4 (Summer 2022)

This post is from the 2022 CWCA/ACCR annual conference virtual poster session. – Stevie Bell and Brian Hotson, 2022 CWCA/ACCR conference co-chairs

By Maria Eleftheriou, Tamanna Taher, Alaa Itani, Konstantina Spyropoulou, & Zahraa Al-Dawood, The American University of Sharjah

As part of an effort to address writing issues, the American University of Sharjah (AUS) located in the United Arab Emirates established a writing center with a peer-tutoring program in 2004. The Writing Center conducts approximately 3500 appointments a year and has a staff of 30 undergraduate tutors and four graduate tutors. In this video, we describe how our Writing Center responded to the emotional challenges presented by the pandemic. We present our story through a variety of clips which illustrate the ongoing process of introducing emotional intelligence training in our program: the discussions that emphasized the importance of emotions in the teaching and learning process, the role-playing activities and readings we incorporated into our training program, the opportunities tutors are given to discuss strategies for avoiding burn-out and our developing ability to create a safe and supportive atmosphere in our Writing Center. Continue reading “Managing the Emotional Well-being of Tutors and Students in a Middle-Eastern Writing Center” →

Vacillating Pandemic Space and Emergent Themes

Image of a home office with 2 computer screens.
~ Brian Hotson

Vol. 3 No. 5 (Summer 2022)

This post is from the 2022 CWCA/ACCR annual conference virtual poster session. – Stevie Bell and Brian Hotson, 2022 CWCA/ACCR conference co-chairs

By Nancy Ami, Emily Arvay, Hossein Ghanbari, Kaveh Tagharobi, Madeline Walker, and Medha Yadav, Centre for Academic Communication, University of Victoria

Reflecting on our journey since March 2020, when we moved from our beloved library offices to remote workspaces, we have noted themes of safety, responsiveness, ever-changing technology, and resilience that may speak to us all. We would like to share our personal paths via a blog, to affirm our writing centre colleagues: “You were not alone in experiencing …” and as a way to instill hope for the future: “You will not be alone as you experience…” Our blog features artifacts that document our individual and collective experiences with vacillating S P A C E.

Check it out here: https://onlineacademiccommunity.uvic.ca/caccwca2022/

 

Creating an Online Space for Learning Science Communication

Learning science communication online
~ Brian Hotson

Vol. 3 No. 6 (Summer 2022)

This post is from the 2022 CWCA/ACCR annual conference virtual poster session. – Stevie Bell and Brian Hotson, 2022 CWCA/ACCR conference co-chairs

By Clare Bermingham, University of Waterloo & Elisabeth van Stam, University of Waterloo

Abstract 

To support the development of science communication knowledge and skills in undergraduate  classrooms, students benefit from access to specific content and examples from science  communication experts. Training students in science communication prepares them for the  many careers that help bridge the gap between scientists and the public. Because  undergraduate students typically do not receive this kind of training in their undergraduate  classrooms, the University of Waterloo Writing and Communication Centre secured funding from eCampus Ontario and worked with partners from the University of Waterloo, from University of  Toronto–Mississauga (UTM), Scarborough (UTSC), and St. George (Health Sciences Writing  Centre) campuses, and from Toronto Metropolitan University to develop four asynchronous  workshops that can be embedded into courses or used for independent learning. Continue reading “Creating an Online Space for Learning Science Communication” →

Academia’s ‘Among Us’: A guide to imposter syndrome

Academia's Among Us: A guide to imposter syndrome
~ Brian Hotson

Vol. 3 No. 7 (Summer 2022)

This post is from the 2022 CWCA/ACCR annual conference virtual poster session. – Stevie Bell and Brian Hotson, 2022 CWCA/ACCR conference co-chairs

By Ashley Kyne, Simon Fraser University

“Am I good enough?” “Do I belong here?” Have these questions ever plagued your mind? Well, you are not alone. Undergraduate students, graduate students, post-docs, and even your professors (yes, they can feel this way too!) are haunted by feelings of inadequacy. However, how did this syndrome come to be? Imposter syndrome is a feeling of self-doubt or incompetence. Despite your accomplishments, imposter syndrome can be described as that little voice in your head that makes you question your self-worth. Imposter syndrome can be attributed to a pattern that causes academics to doubt their success, feel like a fraud, and perceive themselves as failures. So, if you doubt yourself, even when you are doing everything right, are you sentenced to feeling like an imposter forever? No. There are a few things you can do when you feel like imposter syndrome is creeping up behind you. Namely, turning off “negative self-talk TV,” embracing criticism, avoiding comparison, asking for help, and being kind to yourself. Continue reading “Academia’s ‘Among Us’: A guide to imposter syndrome” →

Principles of Inclusive & Antiracist Writing

~ Brian Hotson

Vol. 3 No. 8 (Summer 2022)

This post is from the 2022 CWCA/ACCR annual conference virtual poster session. – Stevie Bell and Brian Hotson, 2022 CWCA/ACCR conference co-chairs

By Julia Lane, Simon Fraser University

If you want to write in an inclusive and antiracist way, you have to pay attention to the perspectives, peoples, and groups that might be excluded and even harmed through your writing, even if unintentionally.

  1. Question Assumptions. Part of the power of inclusive and antiracist writing is that it prompts us to shine a light on our assumptions–even ones we’ve never noticed before.
  2. Choose words thoughtfully & carefully. As you question assumptions, you bring new attention to the words you use. Words have power and no two words mean precisely the same thing!
  3. Revise critically. Like all writing, inclusive and antiracist writing benefits from revisions! Seek feedback from those whose experiences differ from yours.
  4. Learn from feedback. When you get critical feedback treat it as a chance to learn and grow. Mistakes are not an excuse to give up or back away from the work.

Continue reading “Principles of Inclusive & Antiracist Writing” →

ProTips for Essay Writers: From OWL Handouts to Videos

Image of Stevie Bell, a white woman with cropped hair, and Brian Hotson, a white man with a grey beard, smiling with the text: Pro Tips for Essay Writers
~ Brian Hotson

Vol. 3 No. 9 (Summer 2022)

This post is from the 2022 CWCA/ACCR annual conference virtual poster session. – Stevie Bell and Brian Hotson, 2022 CWCA/ACCR conference co-chairs

By Stevie Bell, York University Writing Department & Brian Hotson, Independent Scholar

The digital turn in education, part of the COVID turn, initiated by the pandemic reenergized, recentred, and reoriented asynchronous writing instruction where students engage with writing resources and connect with writing tutors on their schedule. At York University’s writing centre, where Stevie is located, renewed attention is being paid to developing a repertoire of online resources to engage students differently than traditional PDF instructional handouts or webtext pages. Stevie was given a .5 teaching credit in an experimental initiative to develop instructional videos for the Writing Centre and learn about student preferences, engagement, production processes, etc. Of course Stevie invited Brian Hotson, her writing partner, on the adventure. Together, they produced ProTips for Essay Writers. In this piece, we reflect on lessons learned and share some of the behind-the-scenes production workflow, how-tos, and video analytics. Continue reading “ProTips for Essay Writers: From OWL Handouts to Videos” →