Brian Hotson, CWCR/RCCR Editor
Stevie Bell, CWCR/RCCR Associate Editor
Like many teachers on a late-August vacation, education companies can see September on the horizon. The difference is that these companies aren’t relaxing. They’re sending e-mails and booking video conferences with offers of freshly printed textbooks, handy workbooks, new online tools, and easy-to-use mobile apps that promise to make student life easier and save universities and colleges money.
This post is from the 2022 CWCA/ACCR annual conference virtual poster session. – Stevie Bell and Brian Hotson, 2022 CWCA/ACCR conference co-chairs
By Stevie Bell, York University Writing Department & Brian Hotson, Independent Scholar
The digital turn in education, part of the COVID turn, initiated by the pandemic reenergized, recentred, and reoriented asynchronous writing instruction where students engage with writing resources and connect with writing tutors on their schedule. At York University’s writing centre, where Stevie is located, renewed attention is being paid to developing a repertoire of online resources to engage students differently than traditional PDF instructional handouts or webtext pages. Stevie was given a .5 teaching credit in an experimental initiative to develop instructional videos for the Writing Centre and learn about student preferences, engagement, production processes, etc. Of course Stevie invited Brian Hotson, her writing partner, on the adventure. Together, they produced ProTips for Essay Writers. In this piece, we reflect on lessons learned and share some of the behind-the-scenes production workflow, how-tos, and video analytics. Continue reading “ProTips for Essay Writers: From OWL Handouts to Videos”→
Vol. 3, No. 5 (Spring 2022)
I recently interviewed with Casey Wong who is the keynote speaker for the 2022 CWCA/ACCR conference. Wong (he/him) is currently an Assistant Professor of Social Foundations of Education in the Department of Educational Policy Studies at Georgia State University. He is co-editing a forthcoming book, Freedom Moves: Hip Hop Knowledges, Pedagogies, and Futures?, with H. Samy Alim and Jeff Chang.
Thank you for taking the time for to speak with me.
Wong: Thank you! I’m excited about entering into community with you and the CWCA/ACCR attendees.
First off, I’m interested in how you got to where you are now. What was your path to your PhD and UCLA?
Wong: I love this question, and I imagine I could begin academically, but I might start with my upbringing. When I’m thinking about the power of language and rhetorics, I think about all I witnessed growing up in communities in Southern California that were some of the poorest by size in the country. I saw a variety of literacies spraypainted across train cars that actively passed through one of my central places of upbringing, Colton, California. I consider how I grew up among interconnected and overlapping peoples from the African/Black, Latinx, Asian, and Pacific Islander diasporas. I consider how local Native peoples were actively involved in my elementary school in San Bernardino, California. I think about how White supremacy often found its way into the voices and lives of my poor and working-class White peers, but how often there were deep co-conspiracies and solidarities that went unnoticed. With so many peoples, from so many places, it made having access to multiple varieties of language a deep advantage, and their value, and beauty–even as Dominant American English was widely seen as the ideological norm in very oppressive ways. I saw this personally as my Cantonese father secretly refused to let us know he spoke Cantonese, nor let us learn–something myself, my brother and sister would not find out until he passed away while we were in high school. Continue reading “Colonial outposts in the 36th chamber: Hip hop pedagogies and writing centres”→
If you’ve not written a conference proposal, it’s hard to know where to start and what to write, all while following the conference CFP format. This guide (links below) will provide you with some help as you get your proposal started, into shape, and then submitted. This is a step-by-step guide, leading you through each part of the CFP:
Type of session
Provided are instructions on how to structure each section using examples, leading to a final Proposal Description sample. Use it for your own proposal and share it with your colleagues and tutors.
Editor’s note: This is a Session Reflection. If you have a unique tutoring experience to share, submit your Session Reflection to Brian Hotson email@example.com
Stevie Bell is an associate professor in the Writing Department at York University and CWCR/RCCR co-founder
Writing centre tutors may be seeing an increase in multimodal writing projects (DWPs) now that students are primarily producing and submitting their work online―at least this is the case for me. Today’s students have the opportunity to use colour, sound, gifs, and video elements to enhance even traditional essays, and these elements are becoming not just common, but often expected. Students are also being assigned creative projects that require them to focus on becoming design-savvy producers of multimodal texts, using design elements and theory that isn’t always in their writing toolbox
Where on campus can students seek help with multimodal projects? In my opinion, writing centres are well positioned to extend the work they do supporting students as they use writing as a tool of thinking and communicating to include multimodal processes that do not prioritize alphabetic/linguistic modes. Writing centre tutors already know the structure of argumentation, the rhetoric of academic writing, and styles and formats required for writing at university or college levels. They also know how to think along with students, as well as to think in and through the tasks, challenges, and blocks that students come to the centre to work through.
Brian Hotson, Editor, CWCR/RCCR
Stevie Bell, Associate Professor, York University
Guest editor: Lauren Mackenzie
In 2008, the then CWCA/ACCR president participated in “setting up of the first writing centre” in India (Holock, 2009, p. 6) through the University of Ottawa. In a piece in the 2009 CWCA/ACCR Newsletter, Writing into India: Setting up the first Writing Centre in the country, Holock describes his experience at Parvatibai Chowgule College of Arts and Science in Gogol, Goa, India in a travel diary style recounting,
On Friday, June 27, 2008, we step off of our fifteen-hour flight in Mumbai, my boss and I, and immediately feel the weight of our endeavour. It is not only the heat and thickness of the air, but the realization that we have finally arrived to start work on Monday, in a country and an educational system that neither of us have ever been exposed to. (Holock, 2009, p. 6)
Stephanie Bell, Associate Professor, York University Writing Centre; co-founder, CWCR/RCCR
A clear-cut strategy for undermining the writing centre’s relationship with student writers is to become reporters, adjudicators, or punishers of plagiarism and cheating (Bell, 2018).
In its heavy-handed discourse around academic dishonesty, the institution draws a divide between itself and students. Students arrive on campuses to find themselves positioned as likely criminals, and their work is policed by AI that scans it for infractions. Ironically, the institution’s academic dishonesty rhetoric can so undermine the institution-student relationship that it fosters academically dishonest student behaviour (see Strayhorn, 2012). To fulfill their missions, writing centres must carefully navigate the issue of academic dishonesty and the institution-student divide it constructs. Continue reading “If you could say anything to faculty about academic integrity…”→
Although writing centres in Canada date to the mid-1960s (See Table 1) (Proctor, 2011, p. 418; Bromley, 2017, p. 35), writing tutoring and writing instruction, of course, didn’t begin with the first writing centres. Writing instruction has a progenitor dating to the first European colonizers in what is now called Canada (Halifax Gazette, 1752). Because the Canadian writing centre field is young, many of the key founders and figures in its development continue to add to its literature and practice. These writing centre practitioners in the past thirty years have created a significant body of work, including publications, repositories of information, modes of practice, national and regional associations and conferences, and proactive advocacy and social justice work. While there have been times in the past where shifts in writing centres in Canada have caused worries about centre funding and importance, writing centres will not disappear from Canada’s education field. In fact, writing centres will continue to grow in importance, as writing centres Continue reading “A Short History of CWCA/ACCR: Fifteen years on”→
Vol 2, No. 3 (Spring 2021) Brian Hotson, Co-Editor, CWCR/RCCR
At the beginning of the lockdown across Canada and the move to online support, we asked our colleagues to provide a snapshot of their centres. These posts from March 2020 (here, here, here, and here) are historical markers and records of an unprecedented time in higher education in Canada. One year on, we’ve asked again for a March snapshot–how have tour centres changed, what have you learned, and where are we going. Here are the responses.
Interviewing gives students greater intimacy with an event or subject in a way not otherwise possible with secondary research. In interview assignments, students connect first-hand to an individual’s accounts of, for instance, their participation in a protest event or reflections on their career in ways that support their understanding of course content. Interviewing is a process that is very much like writing; it involves stages of researching, outlining, writing, rewriting, and editing. For this reason, writing specialists and tutors situated within locations of writing support have much to offer students as they prepare for and write about interviews. Continue reading “Supporting students for interview assignments”→
Vol. 2., No. 6 (Winter 2021) Brian Hotson, Co-Editor, CWCR/RCCR
Then students started saying that they didn’t need to hand in a printed copy of their papers; the instructor asked them to submit them electronically only. They weren’t getting hardcopies of their assignments from their instructors either; they were showing us their assignment instructions on their phones. I remember the all-staff training session where I said that we would allow students to use their devices to show us their assignments. There were protests and conversation, but we agreed that it was the right thing to do for our students. It was a fundamental change, and we all felt it. I developed guidance for the tutors and students. The students were happy with the change, and the tutors who protested adapted were happy the students were happy
Vol. 2, No. 2 (Winter 2021) Brian Hotson, Co-Editor, CWCR/RCCR
Brian Hotson is the director of Academic Learning Services at Saint Mary’s University. He is the current Co-Editor the Canadian Writing Centre Review / revue Canadienne des centres de rédaction (CWCR/RCCR), and past editor of the WLN blog, Connecting Writing Centers Across Borders.
You’ve just received an unsolicited e-mail to write a post for an academic blog. The blog looks interesting, and you’re considering replying. But you have questions
Blogging is growing, not waning, in importance for academic writers who are interested in testing and workshopping ideas, as well as finding collaborators and publishers. When used in combination with other media platforms, such as twitter, blogging can amplify a writer’s voice, audience reach, and provide a platform to promote ideas and concepts into their field and literature. Writers can use info graphics, gifs, and other multimodalities in addition to text, things often associated with academic journals. And, they are usually fairly quick to turn out. Continue reading “Is it really worth it to write for a blog?”→