Vol. 2, No. 5 (Fall 2020)
Megan is a BC ELN (British Columbia Electronic Library Network) Coordinator providing support for tutors and coordinators throughout BC and Alberta.
While the rush to emergency remote teaching occurred out of necessity due to the COVID-19 disruption, writing supports already operating only online have an opportunity to reflect on their existing approaches. WriteAway, British Columbia and Alberta’s online asynchronous writing support consortium of post-secondary students, was first piloted in 2012. Through a series of cautious expansions over several years, the service enters this new reality of online tutoring firmly in its operating stage with eighteen participating institutions. Continue reading “Asynchronous Affordances: WriteAway’s Pandemic Experience”
Vol. 2 No. 4 (Fall 2020)
Keith O’Regan is the Graduate Writing Specialist at the York University Writing Centre. He has published on disparate fields such as Post-Graduate Writing Education, Film and Aesthetic Theory, and the Poetics of Escapism. His monograph, a comparative analysis of the poetic and theatrical work of Bertolt Brecht and William Blake will be published with Brill in the Spring of 2021.
Whether it be in the nature of the workshops offered, the limitations of a typical 60-minute appointment, or in the attention to the concrete tasks associated with short essays, current forms of writing centre support are not always best attuned to the needs of graduate student writers working on longer form projects such as masters’ theses or doctoral dissertations.
With increasingly stretched supervisory faculty, the writing mentorship graduate students receive beyond the writing centre can be limited, slow and delayed. This mentorship is sometimes structured as top-down paternalistic programs often organized around bureaucratic or financial incentives. Continue reading “Honest Discussions in Graduate Writing Cafés”
Brian Hotson, Co-Editor, CWCR/RCCR
Vol. 2, No. 3 (Fall 2020)
Click to access the infographic.
Robert Zaretsky’s piece in the Chronicle of Higher Education, Our students can’t write. We have ourselves to blame, still rubs me the wrong way, and it was published in 2019. Not only does he belittle his students who are learning to write, but he also quotes from one of their papers, outing the student and their work as “a tad less coherent than others.” It may be safe to assume he’s quoting the student without consent and breaking confidentiality rules (as they are in most HE institutions in Canada). It’s also in the literature and the media that making fun of students leads to humiliation, shame, poor grades, and dropouts (see here, here, and here).
Continue reading “Infographic | Writing (and students) throughout history: A timeline of complaints about students and their ills”
Lauren Mckenzie, Language Specialist
Saint Mary’s University Writing Centre and Academic Communication
Vol. 2, No. 2 (Fall 2020)
Lauren Mckenzie lives in Halifax, Nova Scotia and works at the Writing Centre and Academic Communications at Saint Mary’s University. Lauren is currently completing her MA TESOL and research interests include critical and social justice pedagogy, rebellious thinking, fascination and distraction.
Writing can be a challenging process that takes time, thought, revision, and mental focus. Students are challenged more than ever to find or recreate writing spaces as traditional venues such as the library or student lounges have limited or no availability. However, it is possible to create the mental and environmental conditions that will help you to enjoy the writing process and increase productivity as you adjust to studying from home. Continue reading “Writing: It’s an outdoor vibe”
Stephanie Bell, Co-Editor, CWCR/RCCR
Vol. 2, No. 1 (Fall 2020)
As this new academic year begins, I find myself putting writing centre praxis into historical context for the team of graduate writing instructors joining us at York. Writing Centre studies is a field of practice with a contentious history and a rich body of research. Because the pedagogical approaches we choose to put into practice are shaped by these discourses, it is useful for all writing centre tutors to know this context. So, in the spirit of orientation at the outset of this new year, I am providing here a “quick and dirty” accounting of this history.
Our current conception of writing centres began to emerge in the 1980s when writing centre professionals set about constructing arguments that writing centres are a part of regular, normative scholarly life. These arguments involve theorizations of writing centres as places in which writers are nurtured, offered access to academic discourse and academic identities, and invited to engage in collaborative talk about writing (Dinitz & Kiedaisch, p. 63). Continue reading “Writing centres in context: The quick and dirty”