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October 28, 2020 ~ Brian Hotson

Published by Brian Hotson

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CWCR/ACCR Archives

  • Already Whole: rethinking your so-called ‘parts’ October 24, 2023
  • GenAI and the Writing Process: Guiding student writers in a GenAI world (Part 2 of 2) October 5, 2023
  • Is ChatGPT responsible for a student’s failing grade?: A hallucinogenic conversation September 13, 2023
  • Academic writing has completely changed: Turnitin forges ahead September 7, 2023
  • Hello! I am your AI academic writing tutor: A quick guide to creating discipline-specific tutors using ChatGPT September 3, 2023
  • Productive and Ethical: Guiding student writers in a GenAI world (Part 1 of 2) August 30, 2023
  • The Voyage Out and The Voyage Home: Learning to trust the freewriting process in writing appointments August 14, 2023
  • Navigating the push and the pull: ‘Negotiating’ doctoral writing August 8, 2023
  • The Pandemic, GenAI, & the Return to Handwritten, In-Person, Timed, and Invigilated Exams: Causes, Context, and the Perpetuation of Ableism (Part 1 of 2) July 28, 2023
  • Precarity and pluckiness: A message from in-coming CWCA/ACCR President, Stevie Bell July 20, 2023
  • Why broadband access is an essential learning tool May 25, 2023
  • ChatGPT snapshot: University of Waterloo May 1, 2023
  • Announcement | CWCA/ACCR’s Forum on Writing Centres and ChatGPT (and other AI) April 23, 2023
  • Drafting a position statement for ChatGPT and LLM writing tools for higher education April 21, 2023
  • Announcement | Get involved in the CWCA/ACCR! April 20, 2023
  • ChatGPT snapshot: University of Saskatchewan April 19, 2023
  • Writing a conference proposal: A step-by-step guide April 19, 2023
  • Academic vigilantes and superheroes April 10, 2023
  • Academic writing and ChatGPT: Step back to step forward April 9, 2023
  • Writing centres and ChatGPT: And then all at once March 27, 2023
  • CWCA/ACCR Elections: Consider a role on our board February 28, 2023
  • CWCA/ACCR Statement on corporate, automated, online tutoring tools January 9, 2023
  • There’s a BIPOC Caucus in the CWCA/ACCR October 31, 2022
  • Response from Studiosity to Friends don’t let friends Studiosity (without reading the fine print) October 17, 2022
  • Friends don’t let friends Studiosity (without reading the fine print) September 1, 2022
  • Reading and Writing Excellence Program: A Safe and Brave Space to Address Inequities May 24, 2022
  • Tutor’s experience: A session reflection on identity occlusion in virtual and in-person spaces May 23, 2022
  • Making Space for Speaking at the Canadian Writing Centre May 23, 2022
  • Managing the Emotional Well-being of Tutors and Students in a Middle-Eastern Writing Center May 18, 2022
  • Vacillating Pandemic Space and Emergent Themes May 17, 2022
  • Creating an Online Space for Learning Science Communication May 17, 2022
  • Academia’s ‘Among Us’: A guide to imposter syndrome May 17, 2022
  • Principles of Inclusive & Antiracist Writing May 17, 2022
  • ProTips for Essay Writers: From OWL Handouts to Videos May 12, 2022
  • Colonial outposts in the 36th chamber: Hip hop pedagogies and writing centres May 8, 2022
  • Safe space to brave space: Avasha Rambiritch on space & safety in the writing centre April 29, 2022
  • Two years on: COVID Snapshot of writing centres in Canada – Emily Carr University of Art + Design Writing Centre March 17, 2022
  • Two years on: COVID Snapshot of writing centres in Canada – University of Alberta’s Centre for Writers March 3, 2022
  • Two years on: COVID Snapshot of writing centres in Canada – Mount Saint Vincent University Writing Centre March 1, 2022
  • Writing a conference proposal: A guide February 7, 2022
  • “I don’t know, let’s play”: Multimodal design support in the writing centre February 3, 2022
  • Commitment to Antiracism: CWCA/ACCR Statement of Commitment to Antiracism January 25, 2022
  • The anti-racist writing center: How Felicia Rose Chavez is changing the conventions of white-centric academic writing January 24, 2022
  • Creating writing centres in neocolonialism December 9, 2021
  • Regional Writing Centre Associations in Canada: Spotlight on the Alberta Writing Centres Association November 25, 2021
  • If you could say anything to faculty about academic integrity… October 12, 2021
  • A Short History of CWCA/ACCR: Fifteen years on September 27, 2021
  • Trying to capture the full story: Making a post-tutoring session survey August 3, 2021
  • Pandemic Graduate Student Writing and Transition Support: Reflections and Predictions (Part 3) June 28, 2021
  • There will be no switch flipping in my future: A look at post-COVID writing centres June 24, 2021
  • Pandemic Graduate Student Writing and Transition Support: Reflections and Predictions (Part 2) June 21, 2021
  • Pandemic Graduate Student Writing and Transition Support: Reflections and Predictions (Part 1) June 17, 2021
  • Advocating for Accompliceship: An Interview with Neisha-Anne Green May 14, 2021
  • One year on: COVID Snapshot of writing centres in Canada May 4, 2021
  • Memoirs of a Former President April 27, 2021
  • Supporting students for interview assignments April 15, 2021
  • Join the CWCA/ACCR Board of Directors! April 1, 2021
  • Free-falling into the Digital Divide: Reading on smartphones in writing centres March 22, 2021
  • Confronting oppressive language in our tutoring practice: Some guiding thoughts March 10, 2021
  • Black History Month: Black-Authored Resources for Writing Centres February 23, 2021
  • Announcement || Procrastination Avoidance Week, March 8-14, 2021 February 3, 2021
  • Centre Spotlight: The ECP Tutoring Centre February 1, 2021
  • Is it really worth it to write for a blog? January 25, 2021
  • BCWCA “Director’s Day Out”: Meaningful Collaboration Online January 17, 2021
  • Announcement || CWCA/ACCR 2021 Conference CfP – Transformative Inclusivity: Social Justice and Writing Centres December 4, 2020
  • Asynchronous Affordances: WriteAway’s Pandemic Experience November 23, 2020
  • Honest Discussions in Graduate Writing Cafés November 2, 2020
  • Writing: It’s an outdoor vibe September 30, 2020
  • Writing centres in context: The quick and dirty September 14, 2020
  • “I knew right away I found my niche”: Celebrating the work of Linda McCloud-Bondoc August 11, 2020
  • Four Feathers Writing Guide: Traditional Coast Salish teachings and approaches to learning to support Indigenous students develop as academic writers June 21, 2020
  • Slouching toward virtual spaces: Reflections on writing support during COVID-19 June 14, 2020
  • Video Chat || Programming, technology, and resource development during the COVID-19 disruption April 9, 2020
  • Video Chat || Writing Centre Directors’ and Managers’ Roundtable April 2, 2020
  • Canadian writing centres respond to COVID-19 – final instalment March 29, 2020
  • Canadian writing centres respond to COVID-19 – March 19, 2020 March 23, 2020
  • Canadian writing centres respond to COVID-19 – March 18, 2020 March 20, 2020
  • Canadian writing centres respond to COVID-19 – March 17, 2020 March 19, 2020
  • A deeper understanding of writing: A reflection on advocacy February 24, 2020
  • How Ryerson is leading Canadian universities in multimodal writing support February 24, 2020
  • Resource | A Presenter Prepares: Preliminary Research, Editing, and Practice February 6, 2020
  • Some free pizza sealed the deal: Founding the Millwood High School Writing Centre February 3, 2020
  • Announcement || The Pilcrow Studio Writing Retreat January 31, 2020
  • Writing centre is spelled -re: CWCA/ACCR President’s message January 13, 2020
  • Announcement || Rethinking Our Narratives of “Development” | SouthWestern Ontario Writing Centre Symposium, December 11, York University October 28, 2018
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