In recent years, members of the Canadian Writing Centres Association / Association canadienne des centres de rédaction (CWCA/ACCR) have noted an increase in the activity of producers of corporate, automated, online tutoring tools (CAOTTs) attempting to position themselves within higher education institutions in Canada. Many of these companies articulate such outcomes as improved writing skills, student retention, and student experience. The CWCA/ACCR shares and supports these goals, but we find that they can be far better achieved by institutional writing and learning centres within their local contexts.

Position of CWCA/ACCR

It is the position of the CWCA/ACCR that attempts to replace local, human writing tutoring and support with CAOTTs is a fundamental error. Further, any use of these tools as a supplement to writing services should be considered only with the support of and in consultation with writing centre professionals within the institution, informed by the literature of writing centre studies. 

It is the position of the CWCA/ACCR that CAOTTs are not helpful or useful as a replacement for institution-based writing tutoring or instruction, whether online or in-person. CAOTTs are, in fact, a detriment to effective academic support for students, faculty, and their institutions, and CWCA/ACCR sees the use of CAOTTs as a form of social injustice.

Read the full position statement on corporate, automated, and online tutoring tools here.