Job posting || Lecturers in Arts Studies in Research and Writing, UBC

Arts Studies in Research and Writing (ASRW) is seeking experienced and innovative educators to join its faculty as Sessional Lecturers with an anticipated start date of May 1 or September 1, 2018, depending on course scheduling.

Click the link on the top of this page to apply:

Closing date: March 15, 2018

The following application materials must be submitted by noon on the application deadline: March 15, 2018:

(1) a letter of application indicating your suitability for the position
(2) curriculum vitae, including a list of all post-secondary courses taught
(3) a statement of teaching philosophy related to the teaching of writing
(4) a proposed syllabus for WRDS 150 (including a description of the research area examined, a list of sample texts, anticipated learning outcomes, and descriptions of sample assignments. For examples of syllabi of WRDS 150 sections currently being taught, see

Additional materials:

If you have previously taught in ASRW, please provide the following:
the names and contact informations of 3 academic references

If you have NOT previously taught in ASRW, please provide the following:
the names and contact informations of 3 academic references
evidence of teaching effectiveness and success in post-secondary teaching of writing (e.g., student evaluations of teaching and/or reports of peer review of teaching if available)

Application materials must be submitted online as .pdf files.

If you have any questions, please contact

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)…

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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:

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 . . .

Job Posting || Writing & Learning Consultant (ELL), OCAD U

The Writing & Learning Centre (WLC) at OCAD University (OCAD U) has an opening for a part-time, academic year contract Writing & Learning Consultant (English Language Learning). This role will support the implementation of the ELL program development strategy, with an emphasis on one-on-one writing and academic skills consultations with ELL students.

We are looking for a highly collaborative individual with experience supporting undergraduate and graduate students, an in-depth understanding of ELL student writing and learning issues in higher education and a strong commitment to the principles of equity and diversity and student-centred programming. The contract is 10 hours per week (specific hours to be determined) from October 10, 2017 to April 20, 2018.

Please see the full position details online here:

The deadline for applications is Thursday, September 14, 2017 by 4pm.