CfP and Save the Date || Academic Writing and English Language Learners Conference, November 1 & 2, 2019, Saint Mary’s University, NS

Save the Date! November 1 & 2, 2019 &  CALL FOR PROPOSALS

The conference for Academic Writing and English Language Learners (AWELL) is a two-day conference designed for faculty, language instructors, composition instructors, and writing centre professionals who teach and tutor ELL students. The goal of the conference is to provide tools and approaches in a workshop format that may be used directly in classrooms and tutoring sessions.

We want to provide an open forum to all those interested in any area of additional language studies and academic writing, including digital writing pedagogies, multiliteracies, plurilingualism, and intercultural writing supports. Questions for consideration may include, but are not limited to:

  • Pedagogy and practice for multilingual classrooms
  • ELL pedagogy relating to globalized students
  • Learning community writing practice
  • Technology in writing practice relating to ELLs
  • Multimodal and digital approaches to ELL writing instruction and practice
  • Considerations of general teaching and learning practice to ELL

Registration is open

Day One registration only ($75.00).
Day Two registration only ($75.00).
Two-day registration ($150.00).
Saint Mary’s University faculty or staff ($100.00).
Student or writing tutor ($75.00).

sponsored by Atlantic Canadian Writing Centres Association (ACWCA), a regional affiliate of the CWCA/ACCR

Announcement || Rethinking Our Narratives of “Development” | SouthWestern Ontario Writing Centre Symposium, December 11, York University

Rethinking our Narratives of “Development”

Tuesday, December 11th | York University

Featured talk
Dr. Karen-Elizabeth Moroski, Reconsidering Our Rhetorics: Recentering Writing Centre Work To Support Translingual Writing

Please register by Friday November 16th.
Registration

Symposium website


The notion of the “development” of the student writer runs through writing centre narratives. Here at York University’s Writing Centre, our department’s constitution, mission statement, and practiced introductions with new students all clarify that we’re interested in supporting the development of student writers rather than the perfection of student writing. This frees us from taking on the urgency of our students’ deadlines, and serves as a straightforward rationale for our refusals to proofread work on behalf of student writers. However, it raises significant questions about how we conceptualize “development.”

  • What are the assumptions about “good” or “acceptable” writing that inform our understandings of “development”?
  • How are we communicating these standards to our students?
  • What are we telling them they need to learn or do in order to “become better writers”?
  • What forces pressure us to act as gatekeepers, helping to strip away the aspects of student writers’ languages, cultures, or identities that don’t belong in the academy, and what opportunities do we have to resist these pressures?

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