Vol. 4, No. 4 (Summer 2023)
Christin Wright-Taylor, Manager, Writing Services, Wilfrid Laurier University
This term, I seem to be meeting with more students who struggle to start the writing process. I tallied my writing appointments so far and found that 32% of them have been dedicated to helping the student generate writing for their assignments. For me, this has been an increase over previous terms. I’ve enjoyed these appointments, but I’ve also found myself hesitating on the precipice of a guided freewriting prompt, wondering: Do these work?
I can report that, yes, they do!
However, the experience of guiding my students through this formative, messy, unruly part of writing has made me reflect on what I often forget about the act of writing: it requires trust. Trust in me as the writing consultant, and both our trust in the process.
Continue reading “The Voyage Out and The Voyage Home: Learning to trust the freewriting process in writing appointments”
Vol. 4, No. 5 (Spring 2023)
Learning Specialist (Writing Centre Coordinator)
University of Saskatchewan
In April 2023, I asked writing centre practitioners to answer 5 questions on ChatGPT and their centres’ responses. Over the next month, I’ll post the response. If you have a perspective to offer, please use this form, and I’ll post it here. Brian Hotson, Editor, CWCR/RCCR
What actions, policies, resources, or information has your institution put in place for ChatGPT?
It has been an exciting but challenging term because there has been uncertainty about who would take leadership on the issue. There wasn’t any official guidance issued, but on our academic integrity website, an instructor FAQ was published in early March, and soon after that a student FAQ. Library staff (including me and my colleague Jill McMillan, our graduate writing specialist) co-authored these with a colleague from the teaching support centre. Continue reading “ChatGPT snapshot: University of Saskatchewan”
Vol. 4, No. 1 (Spring 2023)
Brian Hotson, Editor, CWCR/RCCR
A couple months ago, I asked OpenAI‘s ChatGPT to write blog post on writing centres and academic integrity. This week, I asked the new version of ChatGPT to write this piece again. For the old version of GPT, I used this prompt:
Write a five-paragraph blog post about the state of writing centres in Canada, with citations and references. The first paragraph is an overview of Canadian writing centres for 2022. The second paragraph is an overview academic integrity issues in Canada in 2022. The third paragraph is an overview of how academic integrity affects Canadian writing centres. The four paragraph provides a preview of possible academic integrity issues in Canada in 2023. The fifth paragraph is a summation of the first four paragraphs.
Continue reading “Writing centres and ChatGPT: And then all at once”
Vol. 3 No. 2 (Winter 2022)
Editor’s note: This is a Session Reflection. If you have a unique tutoring experience to share, submit your Session Reflection to Brian Hotson email@example.com
Stevie Bell is an associate professor in the Writing Department at York University and CWCR/RCCR co-founder
Writing centre tutors may be seeing an increase in multimodal writing projects (DWPs) now that students are primarily producing and submitting their work online―at least this is the case for me. Today’s students have the opportunity to use colour, sound, gifs, and video elements to enhance even traditional essays, and these elements are becoming not just common, but often expected. Students are also being assigned creative projects that require them to focus on becoming design-savvy producers of multimodal texts, using design elements and theory that isn’t always in their writing toolbox
Where on campus can students seek help with multimodal projects? In my opinion, writing centres are well positioned to extend the work they do supporting students as they use writing as a tool of thinking and communicating to include multimodal processes that do not prioritize alphabetic/linguistic modes. Writing centre tutors already know the structure of argumentation, the rhetoric of academic writing, and styles and formats required for writing at university or college levels. They also know how to think along with students, as well as to think in and through the tasks, challenges, and blocks that students come to the centre to work through.
Continue reading ““I don’t know, let’s play”: Multimodal design support in the writing centre”