CFP || Proposal for Canadian Journal for Studies in Discourse and Writing / Rédactologie

The Canadian Writing Centres Association / l’Association Canadienne des Centres de Rédaction (CWCA / ACCR) is proposing to work with the Canadian Journal for Studies in Discourse and Writing / Rédactologie (CJSDW/R) to publish a special section of the CJSDW/R in spring 2019. The special section would pull together articles based on presentations at the CWCA/ACCR’s 2018 conference, which was held at the University of Saskatchewan in May 2018.

Theme of the Special Section

The theme of the 2018 conference, Politics and the Writing Centre: Inquiry, Knowledge, Dialogue and Action, inspired many timely conversations. Submissions considered for publication in the special section may focus on

  • The state of writing centres in Canada
  • Anti-oppressive educational practices
  • Support for and involvement of marginalized students and practitioners in writing centre work, which may include analyses and reflections on safe and accessible spaces and locations (whether distance or face-to face)
  • Reconciliation, decolonization, and “Indigenization” in the writing centre
  • Responding to the times: current-day political influences on writing centre work, social justice, and literacy building
  • Non-cognitive skills: self-perception of ability, motivation, perseverance, self-control, metacognitive strategies, social competencies, resilience and coping, and creativity (Gutman and Schoon, 2013).
  • Successful partnerships for change, which may include allying with and learning from colleagues in other disciplines and units
  • Experiential learning, including service-learning, reflective practices, internships, volunteering, community-based research, and undergraduate research.

Types of Submissions

Because conference presentations came from a variety of researcher and practitioner perspectives, our goal is to consider articles that are

  • based on RAD-focused research (i.e., research that is replicable, aggregable, and data-supported) (Haswell, 2005) or non-RAD ways of knowing and alternative methodologies
  • Appropriate to CWCA membership (i.e., focused on pedagogy, administration, curriculum, activism as related to writing centres)

Articles may follow traditional norms of academic discourse, but we will also encourage non-traditional submissions that are auto-ethnographical, reflexive, or narrative, along with interviews and snapshots of ongoing research and inquiries. We welcome statements of positionality.


Present – October 19, 2018          Call for papers

October 19, 2018                              Deadline for paper submissions

October 22 – 31, 2018                     Editors screen papers and send to reviewers

October 31 – November 20, 2018               Reviewers screen papers

December 1, 2018                            Feedback sent to authors

January 31, 2019                             Deadline for resubmission

April 15, 2019                                   Proposed publication date

Guest Editors and Qualifications

Nadine Fladd, PhD

  • Writing and Multimodal Communication Specialist, Writing and Communication Centre, University of Waterloo
  • CWCA Secretary (2018-2021)
  • Publications, presentation topics, and awards:
  • Most relevant publication: “Getting Feedback to Feed Forward: Incorporating Revision into Upper-

Year English Papers.” TIPS: Teaching Innovation Projects Journal 1.2 (2011). Web.

Liv Marken, MA

  • Writing Centre Coordinator, Student Learning Services, University of Saskatchewan
  • Staff Advisor, University of Saskatchewan Undergraduate Research Journal

Instructor: Strategies for Academic Success, College of Arts and Science, University of Saskatchewan.

Most recent publication: “Beyond Consumers: The Value of Engaging Undergraduate Students in Journal Management and Authorship,” with DeDe Dawson. Scholarship in the Sandbox: Academic Libraries as Laboratories, Forums, and Archives for Student Work. Association of College and Research Libraries, 2018.



Gutman, L. M., and Schoon, I. (2013) The impact of non-cognitive skills on outcomes for young people.

Education Endowment Foundation. Retrieved from

Haswell, R. (2005). NCTE/CCCC’s recent war on scholarship. Written Communication, 22(2), 198-223.

Call for Papers: CWCA/ACCR Conference Presenters

Are you interested in publishing your CWCA/ACCR conference presentation as an article? In early 2019, the Canadian Journal for Studies in Discourse and Writing / Rédactologie (CJSDW/R) will publish a special section based on presentations made at the CWCA/ACCR 2018 conference.  Whether you presented as part of a panel, in your own 20-minute presentation, or through a poster, CJSDRW/R guest editors Liv Marken and Nadine Fladd welcome your article submission.

Articles will follow the conventions of the CJSDW/R. Please see the CJSDW/R website for more information for prospective authors:

All articles must be formatted in Word and submitted via the CJSDW/R website ( by October 19, 2018.

Articles will be screened by the special section guest editors and then submitted to a blind-review process.

Prospective authors may contact guest editor Liv Marken at with questions.







Blog Post || Executive Function and Writing: What Does It Mean for Writing Centres? – An Open Discussion

From WLN BLog…

Executive Function and Writing: What Does It Mean for Writing Centres? – An Open Discussion

Amanda M Marshall, CTESL, M.Ed., is the Writing Centre Project Coordinator for the Nova Scotia Community College.

I have often joked that I have three fantasy careers: an astronaut, a neuroscientist, and a brew-master. While my career trajectory has not led me in those directions, I do have a keen interest in brain-based learning and in how to help students. When thinking about my role as Writing Centre Project Coordinator one evening, possibly over a pint, my inner neuroscientist and prior learning got me thinking, and I started to do some research into Executive Function (EF) skills. EF skills, which include “cognitive processes such as reasoning, planning, and judgement” (Bradley-Ruder, 2008), reside in the frontal lobe/prefrontal cortex of the brain. Interestingly, “the prefrontal cortex is one of the last regions of the brain to reach maturation…[and] is not complete until near the age of 25” (Arain et al., 2013, p. 435)…

Continue reading…

Blog Post || Humble Brag: How Seriously Should We Take National Student Survey Results? || McLean’s University Rankings Canada

From WLN BLog…

Humble Brag: How Seriously Should We Take National Student Survey Results? || McLean’s University Rankings Canada

Linnet Humble is the Writing Centre Coordinator at St. Thomas University in Fredericton, New Brunswick.

In April, a Maclean’s article shared by a colleague on Facebook caught my eye. This colleague noticed our university ranked first in a particular category on Maclean’s second annual Student Survey. When asked if their university was helping them write clearly and concisely, 55% of St. Thomas University students strongly agreed and 31% somewhat agreed, placing our university at the top of the list for that performance indicator—ahead of other similar schools in the region, like Acadia and Mount Allison, as well as much larger schools from Ontario, such as Queen’s…

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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:

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

Job Posting || Acting Director for the Writing Centre, University College, University of Toronto


Acting Director for the Writing Centre, University College, University of Toronto

Posting title and description: Acting Director for the Writing Centre, University College, University of Toronto
University College at the University of Toronto invites applications for a one year, part-time (40%) appointment as the Acting Director of the University College Writing Centre (UCWC). The appointment will be at the rank of Assistant Professor, Teaching Stream and will commence on July 1, 2017, ending on June 30, 2018.

The University College Writing Centre offers one-on-one writing assistance to UC students and to students in UC programs. It also offers skills workshops on various aspects of writing and supports writing development in UC programs. The Acting Director of the Writing Centre will provide academic administration of the centre and also undertake direct writing instruction.

Candidates must have a Ph.D. at the time of appointment or equivalent professional, creative, or instructional experience in a relevant field and have demonstrated excellence in teaching and pedagogy. Experience in university level writing instruction is required; experience teaching in a writing centre and administrative experience are considered assets. Evidence of excellence in teaching will be demonstrated through a teaching dossier submitted as part of the application and contact with referees. Salary will be commensurate with qualifications and experience.

Duties of the Acting Director include, but are not limited to, providing academic administrative leadership for the UCWC; forming and leading a team of writing instructors; collaborating with UC program directors and instructors on assignment design and the delivery of writing instruction in UC program courses; and collaborating with other writing centre directors on the delivery of group workshops and other common initiatives.

The Faculty of Arts and Science at the University of Toronto have both a collegiate and departmental structure. University College is the founding college of the University and has a long-standing commitment to challenging its diverse body of over 4600 undergraduate students to excel intellectually and to preparing them to engage in the wider world. In addition to the Canadian Studies Program, University College sponsors two other interdisciplinary undergraduate programs – Cognitive Science and Health Studies – and is affiliated with the Centre for Drama, Theatre, and Performance Studies, and the Mark S. Bonham Centre for Sexual Diversity Studies.

All qualified candidates are invited to apply by sending the following to a cover letter, curriculum vitae, teaching dossier (including a statement of teaching philosophy), a list of three referees, and relevant materials related to the teaching of writing.

To ensure full consideration, all application materials should be received by Tuesday 21 March 2017.

The University of Toronto offers the opportunity to teach, conduct research and live in one of the most diverse and cosmopolitan areas in the world. For more information about University College, please visit; for the Writing Centre, please visit

The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from racialized persons/ persons of colour, women, Indigenous/ Aboriginal People of North America, persons with disabilities, LGBTQ persons, and others who may contribute to the further diversification of ideas.

All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.