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. Continue reading “CFP || Proposal for Canadian Journal for Studies in Discourse and Writing / Rédactologie”
Director of Writing Center and Assistant Professor of Writing and Rhetoric (Middlebury College)
Two positions >> Lecturer in English Composition; Lecturer in English Composition specializing in TESOL (Auburn University at Montgomery)
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)…
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…
From International Writing Centers Association:
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 firstname.lastname@example.org: 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 www.uc.utoronto.ca/; for the Writing Centre, please visit http://www.uc.utoronto.ca/writing-centre.
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.