Publication || Cross-Border Networks in Writing Studies

Inkshed Publications has partnered with Parlor Press to publish Cross-Border Networks in Writing Studies by Derek Mueller, Andrea Williams, Louise Wetherby Phelps, and Jennifer Clary-Lemon. 2017. The book is available for purchase through, Parlor Press, or by emailing Roger Graves.

Cross-Border Networks in Writing Studies coordinates mixed methods approaches to survey, interview, and case study data to study Canadian writing studies scholars. The authors argue for networked disciplinarity, the notion that ideas arise and flow through intellectual networks that connect scholars not only to one another but to widening networks of human and nonhuman actors. Although the Canadian field is historically rooted in the themes of location and national culture, expressing a tension between Canadian independence and dependence on the US field, more recent research suggests a more hybridized North American scholarship rather than one defined in opposition to “rhetoric and composition” in the US. In tracing identities, roles, and rituals of nationally bound considerations of how disciplinarity has been constructed through distant and close methods, this multi-scaled, multi-scopic approach examines the texture of interdependent constructions of the Canadian discipline.

CFP || Special issue of the Journal of Writing Research

How to report instructional interventions in writing research?
Guest editors: Fien De Smedt (Ghent University | Belgium) & Renske Bouwer (University of Antwerp | Belgium)

To improve students’ writing skills, instructional programs should consider both the focus of instruction (i.e., what is taught) and the mode of instruction (i.e., how it is taught). In research on effective writing instruction, numerous meta-analyses have already identified several effective writing interventions (e.g., Graham & Perin, 2007; Koster, Tribushinina, de Jong, & van den Bergh, 2015). However, these interventions are often described rather broadly and therefore it is difficult to gain insight into the crucial ingredients determining the effectiveness of an intervention (Graham & Harris, 2014; Rijlaarsdam, Janssen, Rietdijk, & Van Weijen, 2016).

Getting grip on the content of evidence-based writing programs is important in two ways. First, in light of replication, instructional writing researchers need to know how to operationalize the focus and mode of instruction. Second, in light of dissemination and implementation in educational writing practice, evidence based writing practices should be clearly translated into teaching and learning activities.

To move the field of research on writing instruction forward, it is of high importance that writing interventions are reported in a more systematic way, by establishing a set of principles to report interventions in writing research. For instance, Rijlaarsdam et al. (2016) designed a reporting system in which researchers are asked to identify and specify:
(a) design principles,
(b) learning activities, and
(c) instructional activities underlying the learning activities.

In this way, the transparency of the independent variable in writing intervention studies is improved, which facilitates the communication, comparison, and replication of writing interventions.

The aim of this special issue is to establish a blueprint on how to report writing intervention studies in research papers. We invite a broad range of intervention studies aimed at learning to write to provide an analytic description of how didactical principles are operationalized into an instructional writing program. We are specifically interested in intervention studies from different countries, including different didactical practices (e.g., strategy instruction, peer interaction, genre instruction, observational learning), different types of students (e.g., struggling writers, regular writers, L1/L2 learners), and different contexts (e.g., primary or secondary grades, academic writing, professional writing).
First draft due: October 1, 2017
Review of the manuscripts: February 1, 2018
Introduction to the special issue + revised papers: June 1, 2018
Final review: September 1, 2018
Publication: October, 2018
For more information, contact the guest editors: Fien De Smedt or Renske Bouwer.

The Journal of Writing research is an open access journal.
You can download the articles from the JOWR-website.

Publication || The WLN Blog

The WLN’s (formerly the Writing Lab Newsletter) blog, “Connecting Writing Centers Across Borders,” is available at

The blog welcomes international readers and recent blog topics included:
• the dress code conversation
• an interview with Julie Christoph, the chair of the National Conference on Peer Tutoring in Writing
• Les Perelman’s post about the problems with automated essay scoring, such as the SAT
• a new interview with a U of British Columbia tutor working to keep the UBC writing center open
• an argument by a high school peer tutor about “How shud we teach students tew write?”
• a profile of the Writing Centre in Oman
• Leigh Ryan and Lisa Zimmerelli reflecting on the new edition of their Bedford tutor training manual
• coming tonight or tomorrow, a reflection by a tutor in Germany
• weekly news round-ups by Asst. Blog Editor, Amber Slater (send news for her to include: Amber Slater:

WLN Blog Editor, Josh Ambrose:, and Asst. Blog Editor, Amber Slater:, invite you to read and comment on the blog, to send them news, and to suggest topics you’d like to read about. They are especially interested in hearing from folks overseas. What’s going on in your writing center? Photos are always welcome as are live clips of speakers at conferences.

Publication || Genre Studies around the Globe: Beyond the Three Traditions

Inkshed Publications announces its latest book:

Genre Studies around the Globe: Beyond the Three Traditions
Eds. N. Artemeva and A. Freedman

Genre Studies around the Globe: Beyond the Three Traditions exemplifies rich and vibrant international scholarship in the area of non-literary genre studies in the early 21st century. Based on the “Genre 2012” conference held in Ottawa, Canada, the volume brings under one cover the three Anglophone traditions (English for Specific Purposes, the Sydney School, Rhetorical Genre Studies) and the approaches to genre studies developed in other national, linguistic, and cultural contexts (Brazilian, Chilean, and European). The volume contributors investigate a variety of genres, ranging from written to spoken to multimodal, and discuss issues, central to the field of genre studies: genre conceptualization in different traditions, its theoretical underpinnings, the goals of genre research, and pedagogical implications of genre studies. This collection is addressed to researchers, teachers, and students of genre who wish to familiarize themselves with current international developments in genre studies.

To order from Trafford:
• Call:  1-888-232-4444
• Fax:  1-812-355-4082
• E-mail:

Note: An open access version will be available on the Inkshed Publications site in the next month or two (

Genre Studies Around the Globe is also available on Amazon.

Database || WcORD: The WLN Writing Center Online Resource Database

WcORD: The WLN Writing Center Online Resource Database


From: Listserv Misgivings and the WcORD, Connecting Writing Centers Across Borders, Josh Ambrose (March 17, 2016)


“If you haven’t checked out the Writing Center Online Research Database, enter a term in the search field at this link. It is like a micro-Google just for writing centers. You can find annotated exchanges from WCenter, links to writing center websites with all of the handouts and videos and resources so many have created, links to journal articles, blogs, podcasts, etc.”  MORE


Webinar || Canadian Tutor Training Standards – Where Are We Now? | Learning Specialists Association of Canada

Learning Specialists Association of Canada webinar || Canadian Tutor Training Standards – Where Are We Now?


Wednesday, November 4, 2015 @ 2:30 pm (ET) / 11:30 am (PT)
Duration: 30 minutes
Presenter:  Lyn Benn, Director, Student Development, Kwantlen Polytechnic University
Moderator/Co-presenter: Alice Macpherson, Learning Strategist, KPU Learning Centres

Following on from presentations at the LSAC National and Pacific Region conferences as well as the CACUSS conference (Vancouver 2015) there appears to be a groundswell of interest in pursuing the realization of Canadian Tutoring Standards.


Over the summer, the Writing Centres of the University of Waterloo, the University of Guelph, and Wilfrid Laurier University collaborated on the production of an online and publicly-available writing resource, Taking a WID approach, the website introduces students to writing three assignment genres — a lab report, a case study report, and a reflective essay — through descriptive text, models, and interactive activities.

Please check it out. We’d love to have your feedback as we move into phase two of the project. We also invite you to take advantage of the resource. Use it in your writing centres and share it with your institutional partners. Feel free to drop us a note to let us know how you’re using it and how it’s working for you.


Clare Bermingham, University of Waterloo
Kim Garwood, University of Guelph
Jordana Garbati, Wilfrid Laurier University