Canadian Writing Centre Review
La revue Canadienne des centres de rédaction
A publication of CWCA/ACCR
Chronicling narratives of writing mentorship in Canada and facilitating scholarly exchange
The Canadian Writing Centre Review/La revue Canadienne des centres de rédaction (CWCR/RCCR) is a professional periodical in blog format for scholarly writing on writing centre theory, pedagogy, administration, histories, and stories specific to Canadian contexts of writing mentorship outside of for-credit courses across educational contexts. It’s a place where writing centre administrators, instructors, peer tutors, and student writers discuss and document their scholarly work, collectively creating an account of the current activity of the diverse Canadian writing centre community that captures the places, people, and contexts shaping writing centre developments.
CWCR/RCCR seeks to grow the culture of publication among the community of writing centre professionals in Canada.
CWCR/RCCR facilitates collective storytelling about Canadian sites of writing tutoring and mentorship from administrators, instructors, tutors, and student writers.
CWCR/RCCR provides opportunities for peer and student tutors across contexts to speak to their practices with each other, as well as to provide opportunities for tutors to grow and develop their scholarly work.
CWCR/RCCR values, celebrates, and features the diversity of Canadian writing centres, their staff, instructors, student/peer tutors, and student writers.
Stephanie Bell, York University
Brian Hotson, Saint Mary’s University
Liv Marken, University of Saskatchewan
Authors are invited to submit pieces of approximately 500-1000 words about writing mentorship in writing centre contexts, including higher education, primary and secondary schools, and other private and public institutions. Submissions should be focused on aspects of writing centres and writing centre work.
All submissions should show that they are informed by, or engaged in discussion with, at least one scholarly source. From that, think and write and engage with scholarship as much as is appropriate for your submission. If you’re not sure, send an inquiry to the editors
Submissions can be monolingual or multi- or trans-lingual as well as multimodal, using the languages and modalities most germane to the content/topic/purpose of the piece. We encourage multimodal submissions that engage in storytelling and theory-building through text, visual, music, sound, and video. Blog posts can be in a variety of styles or formats – personal stories, new practices, or interviews. We welcome suggestions and proposals for other formats and styles.
Label submission one of following types:
- Program description – For example, share the details and thinking behind a program
- Centre transition or turning point narrative – For example, tell the story of a major shift or change at your Centre
- Resource sharing – For example, share handouts, policy books, guidelines, planning manuals annotated with your notes for putting them into action
- Critical reflection – For example, discuss a tutoring experience in relation to tutor pedagogy
- Opinion piece – For example, take us through your thoughts on a current issue
Please use the most current edition of either MLA or APA style.
All submissions are considered. We recommend that prospective authors send a short proposal to the blog editors in advance of their submission to ensure fit.
Contact the blog editors at firstname.lastname@example.org with submissions and questions about submissions.