CWCR/RCCR

Volume 2, No. 1 Summer 2021 by Emma Sylvester Emma Sylvester is Coordinator, Writing Centre and Academic Communications, Saint Mary’s University. Introduction As Writing Centre (WC) practitioners, how do we know that students are actually benefitting from our work? Plenty of research has shown that WC use improves students’ grades (e.g., Driscoll, 2015; Thompson, 2006; Trosset et al., 2019, Dansereau, et al., 2020), but how do I know that translates to my own unique institution or to the session I had with a tutee this morning? As a tutor, the immediate feedback of seeing a student’s “lightbulb moment” or hearing … Continue reading Trying to capture the full story: Making a post-tutoring session survey

Vol. 2, No.8 (Spring 2021)Liv Marken, Contributing Editor, CWCR/RCCR Link to Part II PART III: Looking Ahead In last week’s instalment, Jill McMillan, a Learning Specialist at the University of Saskatchewan, and Nadine Fladd, a Writing and Multimodal Communication Specialist at the University of Waterloo, shared their thoughts about accessibility, transition, and international student support. In part three, our final instalment, Jill and Nadine look ahead to what they envision keeping and what will be changed in the slow transition back to campus.

Vol 2., No. 7 (Spring 2021) Julia Lane, Phd, Writing Services Coordinator, Student Learning Commons Early in the pandemic, Kate Elliott, a Graduate Writing Facilitator with the SFU Student Learning Commons, wrote Maintaining Social Cohesion in a Time of Social Distancing, a blog post which she generously allowed me to contribute to. The post was about the opportunities that this moment of seeming isolation presents to get creative about supporting connectivity through virtual means. Here I am over a year later reflecting once again on Kate’s incredible ability to focus on connectivity in the time of social/physical distancing within a … Continue reading There will be no switch flipping in my future: A look at post-COVID writing centres

Vol. 2, No. 6 (Spring 2021)Liv Marken, Contributing Editor, CWCR/RCCR Link to Part I PART II: Accessibility and Transition Last week, we heard from Jill McMillan, a Learning Specialist at University of Saskatchewan, and Nadine Fladd, a Writing and Multimodal Communication Specialist at the University of Waterloo. They talked about their pandemic year. Here, in part two, they share their thoughts on graduate student transition, and accessibility, particularly in regard to international students.

Vol. 2, No. 5 (Spring 2021)Liv Marken, Contributing Editor, CWCR/RCCR This three-part series looks at how the pandemic affected both graduate student writers and graduate student writing support.We speak to Jill McMillan, a Learning Specialist at the University of Saskatchewan, and Nadine Fladd, a Writing and Multimodal Communication Specialist at the University of Waterloo. Part I: In the Thick of It Here, in part one, we learn about Jill’s and Nadine’s roles and work, and how the pandemic has supported intercampus collaboration and better use of resources to benefit the overall student experience. Liv: Thank you, Nadine and Jill, for … Continue reading Pandemic Graduate Student Writing and Transition Support: Reflections and Predictions (Part 1)