Publications || CASLL/Inkshed Newsletter

CASLL no longer exists as an organization, but its contribution to Canadian writing studies lives on. All 110+ issues of Inkshed Newsletter from 1984 to 2012 are now online in space generously provided by CASDW, along with a selection of other Inkshed material.

Go to casdw-acr.ca/resources/casllinkshed-archives/ to see what’s available — and give yourself some time to get caught up by lively discussions and cogent insights, not to mention amusing photos from past conferences.

Reading || Readings for Racial Justice: A Project of the IWCA SIG on Antiracism Activism, by Beth Godbee, Bobbi Olson, and the SIG Collective

From International Writing Centers Association:

An Annotated Bibliography

In 2013, with the publication “‘Rainbows in the Past Were Gay’: LGBTQIA in the WC” in Praxis, Andrew J. Rihn and Jay D. Sloan worked to “bring our failure to address sexual identity into the light, where we can all acknowledge and examine it” (1). Rihn and Sloan’s article, with an accompanying annotated bibliography, highlights the ongoing work of the International Writing Centers Association (IWCA)’s LGBTQIA Special Interest Group (SIG) and provides writing center educators with resources for centering queer studies within everyday work. Rihn and Sloan make clear that learning about LGBTQIA studies, countering heteronormativity, and “speaking into or against the ‘curious silences’ we encounter” (8) are everybody’s business: sexual identity is central to student agency, authority, and rights—and, as such, central to writing centers.

At the same time as this publication—and in collaboration and interconnectedness with the LGBTQIA SIG—the IWCA’s SIG on Antiracism Activism has been working on a large- scale, long-term annotations project, similarly with the goal of providing resources for the ongoing work against systemic racism and for racial justice in writing centers. Since the first in- person meeting of the IWCA Antiracism Activism SIG in 2006, the SIG has sought to expand its conversations so that they are not limited to face-to-face meetings at conferences. As part of this effort, members of the SIG have joined together, compiling references and writing annotations toward building a collection of articles and books—both from writing center scholarship and from beyond our immediate discipline—focused on race/racism, antiracism, and racial justice.

The project grows out of members’ interests in sharing resources to draw from when doing this work locally, follows the precedent of Rihn and Sloan’s article,1 and lays the foundation for an ongoing annotations project. Goals include updating annotations on an annual basis, keeping the full collection on the SIG’s page of the IWCA website, and continuing to solicit sources and annotations from the SIG’s membership. In the process, we hope this work provides a model for linking scholarship with collective organizing; for publishing as a “Collective”; and for finding praxis within ongoing learning, research, and professional service.

In what follows, we introduce the IWCA SIG on Antiracism Activism Annotations Project by, first, situating the need for this work in writing centers; second, sharing the history and aims of the SIG; third, discussing the project with particular attention to its need, the collaborative creation process, and an invitation to become involved; and finally, concluding with other thoughts on how readers might read and use this collection of resources. The annotations that follow represent initial efforts at sharing resources with the wider writing center   community: twenty-nine contributors added to this document, and we imagine that the Collective will continue to grow as the project is carried forward. Though the annotations reflect only a fraction of many, many important sources on race, anti/racism, and racial justice, they are offered as a starting point and for discussions in writing centers. . . .

Continue reading the full text of the Annotated Bibliography . . .

Announcement || Now Published: Journal of Academic Writing Vol 7, No 1 (2017)

Published by the European Association for the Teaching of Academic Writing (EATAW), this issue of the Journal of Academic Writing (Vol 7, No 1 (2017)) includes articles from:

Mark Carver; Sophia Zevgoli and Evi Dilaveri; Esther Odilia Breuer; Andrea Scott; including abook review by Kristin Solli of Lynn P. Nygaard’s Writing Your Master’s Thesis: From A to Zen.

The issues co-editor: Lisa Ganobcsik-Williams and George Ttoouli

CFP || Play in Graduate Student Writing, CJSDW

This call for papers considers the use of playful, visual, or otherwise innovative approaches to graduate student writing development. The call is for a special section of the Canadian Journal for Studies in Discourse and Writing/Rédactologie. Authors are encouraged to email the special  section editors with their questions.

Link to the call in English: http://journals.sfu.ca/cjsdw/index.php/cjsdw/announcement/view/8
Link to the call en français: http://journals.sfu.ca/cjsdw/index.php/cjsdw/announcement/view/10

Publications || New from Inkshed

Today Inkshed Publications made a pdf version of Jaqueline McLeod-Rogers’ 1994 book, Two Sides to a Story: Gender Difference in Student Narrative, available here:

http://www.inkshed.ca/blog/inkshed-publications/books/

In her new introduction to that work, McLeod-Rogers reflects on the changes in studies of difference since 1994 and how her work can inform current studies of gender, genre, and method. As a reflective essay, it is worth a read and I hope you’ll give it a few minutes of your time.

We’re continuing to make the backlist available electronically. If you want print copies of books in the backlist, we’ll be happy to send them if you will cover the costs of shipping ($15).

Happy reading,

Roger Graves
Heather Graves
Publishers, Inkshed Publications

Publication || The Once and Future Writing Centre

Two new articles have been published in the Canadian Journal for the Study of Discourse and Writing.

In “The Once and Future Writing Centre: A Reflection and Critique,” Anthony Paré reflects on his career, much of it spent running a writing centre at McGill. Here is the abstract:

Despite nearly four decades of teaching and studying writing, including many years as a writing centre instructor and director, I really don’t know what will happen to Canadian writing centres, and I am also uncertain about what should happen. However, I have some reflections on our past, some concerns about how we got here, and some thoughts about how we might move forward. I should acknowledge that the criticisms I offer here began in self-reflection: looking back over my work in a writing centre, I recognize that I have been guilty of all that I describe in the following pages. But I haven’t been alone.