Writing a conference proposal: A guide

an auditorium filled with people with two presenters

Vol. 3 No. 3 (Winter 2022)

Brian Hotson, CWCA/ACCR 2022 Conference Co-Chair
Stevie Bell, CWCA/ACCR 2022 Conference Co-Chair


If you’ve not written a conference proposal, it’s hard to know where to start and what to write, all while following the conference CFP format. This guide (links below) will provide you with some help as you get your proposal started, into shape, and then submitted. This is a step-by-step guide, leading you through each part of the CFP:

  • Title
  • Detailed abstract
  • Proposal description
  • Type of session
  • References

Provided are instructions on how to structure each section using examples, leading to a final Proposal Description sample. Use it for your own proposal and share it with your colleagues and tutors.

Writing a conference proposal: A guide

2022 CWCA/ACCR Conference CFP – Reckoning with Space & Safety in the COVID Turn

If you need support, please contact the conference co-chairs,
Stevie Bell, stepbell@yorku.ca
Brian Hotson, brw.hotson@gmail.com

“I don’t know, let’s play”: Multimodal design support in the writing centre

the word "Play" in green against a brown backdrop

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 cwcr.rccr@gmail.com

Stevie Bell is an associate professor in the Writing Department at York University and CWCR/RCCR co-founder

A sticker with the word "essay" that looks like its meltingWriting 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”

Commitment to Antiracism: CWCA/ACCR Statement of Commitment to Antiracism

Background

The CWCA/ACCR Statement of Commitment to Antiracism is a living and active document. It will guide and inform the Board and its committees in all activities, such as strategic planning, conference organizing, resource creation, and membership recruitment. Following the statement’s publication on our website today in January 2022, the Board and the BIPOC Caucus will work together to implement an action plan and measures for tracking progress, for updating and revising the statement, and for supporting individual members and member schools in doing this critical work.

The Statement of Commitment to Antiracism is the result of significant cooperation and collaboration by various individuals and groups within CWCA/ACCR. The Statement was originally crafted out of a similar statement by the British Columbia Writing Centres Association (BCWCA). It was composed and revised over a period of approximately 12 months from January to December 2021, engaging Board members and general members of the organization.

Following the draft shared with members at the 2021 Annual General Meeting, racialized members of CWCA/ACCR formed the BIPOC Caucus and undertook the task of revising the Statement to make it more inclusive and to recognize the different roles that members have in doing this work. Their work has been instrumental, and CWCA/ACCR is indebted to these members for their commitment, vision, and labour. As a result of their work, the published Statement is more fully representative of our organization, and it details CWCA/ACCR’s commitments to and responsibilities for fostering and supporting antiracism in our organization and in member writing centres.

The CWCA/ACCR Statement of Commitment to Antiracism is the lens that will filter and focus all activities of our organization now and in the future. It reminds us that writing centre work is never neutral; that language is never standard; and that our practices of teaching, tutoring, and coaching must be equitable and informed by antiracism theories and practices to be effective. It impels us to examine our organizational culture, our membership, and our leadership, and to make intentional and sustaining changes to our systems and processes, and to our mentorship and leadership pathways.

I invite you to read the Statement of Commitment to Antiracism and consider how you can help move it from text to action:

  • What elements of this statement resonate with you?
  • As a current or future member of CWCA/ACCR, how can you participate in this work in your own writing centre/writing program? In your institution? In your teaching or research? In any of the initiatives or action items in the statement?
  • What support do you need from CWCA/ACCR to engage in antiracist research or practice?
  • What can you contribute to CWCA/ACCR’s efforts to transform this statement into action?

Please contact me if you wish to share your ideas, your interests, or your personal commitment. I look forward to joining with all our members in conversations about antiracism in CWCA/ACCR and in our member writing centres at the 2022 conference.

Clare Bermingham, PhD
President, CWCA/ACCR

Read the full CWCA/ACCR Statement of Commitment to Antiracism.

Supporting students for interview assignments

Vol 2., No. 1 (Spring 2021)
Brian Hotson, Co-Editor, CWCR/RCCR.


Google slides for presenting this material as a workshop.

 

Interviewing gives students greater intimacy with an event or subject in a way not otherwise possible with secondary research. In interview assignments, students connect first-hand to an individual’s accounts of, for instance, their participation in a protest event or reflections on their career in ways that support their understanding of course content. Interviewing is a process that is very much like writing; it involves stages of researching, outlining, writing, rewriting, and editing. For this reason, writing specialists and tutors situated within locations of writing support have much to offer students as they prepare for and write about interviews. Continue reading “Supporting students for interview assignments”

Resource | A Presenter Prepares: Preliminary Research, Editing, and Practice

By Dr. Joel Benabu
Vol. 1, No. 3 (Winter 2020)


Dr. Joel Benabu’s research interests include English Renaissance drama (Shakespeare’s writing practices for the stage, specifically), theory of drama and performance, and Ancient and early modern rhetorical theory. At the Robert Gillespie Academic Skills Centre (University of Toronto Mississauga), he has helped hundreds of students to hone their critical thinking and writing skills: “My writing pedagogy is less about imparting information and more about giving students the tools they need to excel in their academic writing. This can be achieved most effectively by building a diverse and robust skill set and confidence over time.”


Introduction
This in-class exercise asks students to identify and then categorize a range of actions a presenter might take at different stages in the development of an oral presentation (OP). I believe that the exercise facilitates good learning because it translates a complex, and, for many students, an opaque task into a set of practical, goal-oriented activities. Furthermore, the exercise helps to instill the notion in students that composition of any kind is a process (a distillation of sorts), over which greater control can be exercised through careful research, revision, and practice. Continue reading “Resource | A Presenter Prepares: Preliminary Research, Editing, and Practice”