By Mohsen Hosseinpour Moghaddam,
Graduate Writing Facilitator, Simon Fraser University
Mohsen is a PhD student in Education at Simon Fraser University. He moved to Canada from Iran in 2012. He started learning English at the age of twenty. Before that, he only knew a few words and grammar rules. He is currently working as an Graduate Writing Facilitator on the undergraduate team at the Student Learning Commons (SLC) and WriteAway. At SLC, in addition to offering individual writing consultations, he delivers general and course-integrated writing workshops across disciplines on topics ranging from argumentation to ethical use of research material in writing assignments.
“Body is never simply matter, for it is never divorced from perception and interpretation…and it is subject to examination and speculation” – Carla Peterson (2001, as cited in James Alexander, 2001, p. 108)
Scene 1 (teaching in-person) I started working as an undergraduate writing advisor at the Student Learning Commons (SLC) in the middle of the third year of my PhD program. I have been teaching workshops and having one-on-one consultations with students since then. Coming to Canada as an international student from the Middle East (Iran) and being a non-native speaker/writer (NNS/W) of English made the challenges of being a writing advisor more intense. A question that has always lingered on my mind is if I am a legitimate writing advisor. I am not saying that others directly question my legitimacy and credibility as a writing advisor; this is just a feeling that I have always had with me as a NNS/W of English teaching at a Canadian university. Continue reading “Tutor’s experience: A session reflection on identity occlusion in virtual and in-person spaces”→
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 Maria Eleftheriou, Tamanna Taher, Alaa Itani, Konstantina Spyropoulou, & Zahraa Al-Dawood, The American University of Sharjah
As part of an effort to address writing issues, the American University of Sharjah (AUS) located in the United Arab Emirates established a writing center with a peer-tutoring program in 2004. The Writing Center conducts approximately 3500 appointments a year and has a staff of 30 undergraduate tutors and four graduate tutors. In this video, we describe how our Writing Center responded to the emotional challenges presented by the pandemic. We present our story through a variety of clips which illustrate the ongoing process of introducing emotional intelligence training in our program: the discussions that emphasized the importance of emotions in the teaching and learning process, the role-playing activities and readings we incorporated into our training program, the opportunities tutors are given to discuss strategies for avoiding burn-out and our developing ability to create a safe and supportive atmosphere in our Writing Center. Continue reading “Managing the Emotional Well-being of Tutors and Students in a Middle-Eastern Writing Center”→
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 Nancy Ami, Emily Arvay, Hossein Ghanbari, Kaveh Tagharobi, Madeline Walker, and Medha Yadav, Centre for Academic Communication, University of Victoria
Reflecting on our journey since March 2020, when we moved from our beloved library offices to remote workspaces, we have noted themes of safety, responsiveness, ever-changing technology, and resilience that may speak to us all. We would like to share our personal paths via a blog, to affirm our writing centre colleagues: “You were not alone in experiencing …” and as a way to instill hope for the future: “You will not be alone as you experience…” Our blog features artifacts that document our individual and collective experiences with vacillating S P A C E.
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”→
Emily Carr University of Art + Design Writing Centre Jacqueline Turner, Writing Specialist Sara Osenton, Learning Specialist Emily Carr University of Art + Design Vancouver, BC
The deep fatigue of the pandemic has definitely set in, but this year we’ve focused on our tutors and building their capacity to thrive in changing conditions. We started the year with tutor-led meetings, providing a structure and then letting them learn and practice how to lead. To kick off 2022, we started meetings with a variety of activities such as Jamboard drawing on virtual money envelopes for lunar new year, or sharing our own creative practices from painting, book making, design, and graphic novel creation to sewing and knitting. We talked about how all these practices made us think differently about the moment of writing and how empathy and enthusiasm were key traits for tutor success. This week, we’ll start off our meeting figuring out how our collective skills might help us survive a zombie apocalypse. Too real~
While the ongoing limitations brought on by COVID restrictions meant the cancellation of our yearly, open-house Valentine’s event for the second time now, we found ways to connect with students by pivoting “Love, the Writing Centre” to a Valentine’s swag-bag giveaway. A hundred students signed in to WCOnline to reserve their kit and pick up time. The kits included writing-themed items designed by our tutors, who took these ideas from conception through the design process: notepads of Venn diagrams and writing checklists designed by one of our talented (and Instagram famous) tutors; a real postage stamp designed by tutors in the Letter Writing Collective, tucked into a tiny envelope; Writing Centre pencils and bookmarks; and, of course, candy. A few select kits even included a “golden ticket” redeemable for additional prizes to amp up the excitement.
We’ve also had tutors lead out and collaborate on workshops in proposal writing featuring “obnoxious unicorns” (who ask “Why?” and “How?” many times); to moving beyond cliché in artist statement workshops; to MLA sessions; and thesis queries. We’ve had tutors visiting virtual classes and sharing their enthusiasm for writing in Zoom rooms across the curriculum. Tutors have hosted online Study Hall Sessions for students to hang out and work on assignments and hosted a letter-writing collective where they set up a pen-pal system and wrote letters to trees in Australia. Wordsmiths, our long running tutor-led creative writing club, continues to have strong uptake. In this sense, the culture of writing is still strong in our university community.
In essence, we’ve begun to see that the work tutors do beyond one-on-one appointments to build community and a love of writing is even more important in COVID times. Seeking and maintaining connections in the shifting landscape of Writing Centre practice seems like the most significant thing we can do these days. We’re lucky to have such a dynamic and thoughtful group of tutors to carry it all out.
This is the second of three posts from our CWCR/RCCR’s 2022 COVID snapshot of writing centres in Canada. The first post was a snapshot from Hailie Tattrie from the writing centre at MSVU in Halifax. This snapshot come further west–Centre for Writers at the University of Alberta.
Centre for Writers Yan (Belinda) Wang, Acting Director University of Alberta Edmonton, AB
This coming March will mark the two-year transition into remote services since the start of the COVID-19 pandemic. The past year saw the Centre for Writers (C4W) thrive in some areas but also experience unprecedented difficulties and challenges.
What Went Well and Relatively Well Our clients are happy with online tutoring and other services we provide. We echo some other writing centres’ pleasant surprise in students’ willingness and appreciation for us adopting remote services. In the past academic year, when clients were asked if they were happy with the new online tutoring service, 99% of them said they were very happy or somewhat happy. For the first time ever, C4W services were offered later in the day (sometimes up to 10:00 pm) to accommodate clients in different time zones. The WCOnline scheduling system, especially its online consultation feature, continued to function effectively most of the time. Zoom was also used as an alternative when WCOnline malfunctioned.
Prior to the pandemic, asynchronous tutoring (i.e., emailed written feedback) was only offered to Faculty of Extension, U of A’s school of distance learning, students. When it became clear that extending the service in a pandemic setting would be beneficial, we started to offer the service to students of all faculties. Soon after the change was implemented, we experienced a surge in asynchronous tutoring requests. Even though we had three dedicated asynchronous tutors providing written feedback, many synchronous tutors had to assist with asynchronous requests when the number of submissions became overwhelming.
Our guided writing groups (for international graduate students) and group writing support (for writing-intensive undergraduate courses) thrived in the first half of 2021. We offered eight writing groups between January and April 2021, a new record for the C4W. We also supported five writing-intensive undergraduate courses in the same period, another very successful record.
The pandemic also impacted the delivery of our tutor training course, Writing Studies 301/603. Dr. Lucie Moussu, the former Director of the C4W, successfully taught the course online for the first time in Fall 2020. A new approach was developed to facilitate the online practicum portion of the course: student-tutors were given the opportunity to develop their tutoring skills and reflect upon their tutoring practice through online observations, online co-tutoring, online supervised tutoring, and solo tutoring at their own pace throughout the term. However, student-tutors’ individual challenges and efforts necessitated adjustments to this plan, with some never reaching the third or fourth stage of tutoring. A detailed spreadsheet was used to track student-tutors’ hours at each stage, as well as their progress. Justin, our Program Coordinator, did an amazing job scheduling and keeping track of everything and everyone amidst the scheduling madness. In the end, out of 18 students, six undergraduate students and eight graduate students from the course were hired in 2021 to fuel our tutor team.
Difficulties and Challenges The continuation of the COVID-19 pandemic brought to light a few ongoing challenges, especially feelings of isolation and mental health concerns. Additional instabilities emerged in the latter half of 2021, bringing with them significant challenges: our previous director left, and we struggled a little in the aftermath of her departure.
Issues with technology Issues with technology arose for both tutors and clients. Some of these issues included microphone and camera troubles, clients not showing up to online appointments, Internet instability, and a recurring problem with WCOnline malfunctioning and terminating online consultations prematurely. Some of these problems were resolved quickly; for example, we used Zoom to connect tutors with clients during a WCOnline outage. Each tutor was given a private Zoom link (through the U of A) that they shared with clients at the start of each appointment in case issues arose with WCOnline. Some clients preferred Zoom and asked tutors to switch to Zoom at the beginning of their appointments.
Feelings of isolation and mental health concerns The online environment left many feeling isolated, so it was important for tutors to keep in touch with one another. Justin set up a daily check-in window on WCOnline, where the tutors could connect and socialize. We also gave the tutors our personal cell phone numbers so that they could contact us when needed. Tutors needed to be reachable at all times during their shifts in case clients needed a drop-in session or we had other writing-centre related duties for them. Also, tutors checked in with Justin at the start of each shift between 10 am and 4:30 pm in the WCOnline check-in window, and with the director, by text, from 4:30 pm until 10 pm. More frequent staff meetings were also scheduled so that we could connect with the tutors on a weekly basis.
Isolation due to the pandemic also caused some mental health concerns. While C4W staff had the methods of coping mentioned above, many clients felt very isolated. Tutors often found themselves listening to problems and concerns that their clients needed to talk about. While tutors are not expected or encouraged to act as therapists, they graciously listened to clients when they needed a place to vent their frustrations. Tutors themselves were in turn encouraged to reach out to us with any problems they needed to talk about.
The aftermath of Dr. Lucie Moussu leaving the C4W Dr. Lucie Moussu leaving the C4W in June 2021 was a huge loss. Her departure and the Dean of Students’ inaction in finding a permanent replacement threw the rest of us into a panic, and we struggled to cope in her absence. The C4W was without a director for two months, after which I asked the Dean of Students to hire me as Acting Director. (I had already been Acting Director during Dr. Moussu’s last sabbatical leave.)
Dr. Moussu’s departure meant that she could no longer teach the tutor training course, which had been essential in preparing well-trained tutors. For the first time in the C4W history, this course was taught by someone other than the C4W director in Fall 2021; it was instead taught by a full lecturer in the Department of English and Film Studies (EFS). The problem with this arrangement was that the lecturer did not train students specifically for the C4W but rather for other writing tutor positions in EFS. In the end, only two undergraduate students from this class applied for a C4W tutor position. It was very disappointing, as it did not give the C4W any room to select the tutors with the most potential. Also, it defeated the purpose of the tutor training course, which was initially specifically designed to fit the C4W’s purposes.
My limited experience with writing centre work, and even more limited energy as I am trying to complete my own PhD dissertation, means that a number of goals set for the 2021-2022 academic year cannot be achieved. Vigorous promotion of our services, community building, collaboration with various faculties, research-related activities, and professional development opportunities for tutors were greatly reduced, as a result.
Looking Forward The future of the C4W remains uncertain, but we are hopeful that peer writing support will continue to thrive, at least in some areas. Changes are underway and conversations about the future of our tutoring services are ongoing.
Streamlining services and reinventing workshops In an effort to streamline our services, limit the unmanageable number of email exchanges, and encourage clients to book synchronous online tutoring appointments, we decided to retire the email system and implement the eTutoring function already available on WCOnline. Our Quick Guide for Online Tutoring was updated to reflect this new change. Justin created a separate eTutoring schedule for Winter 2022 on WCOnline, opening a few eTutoring appointments each day. Three dedicated eTutors are responsible for checking their appointment windows and attaching written feedback to the appointments within three business days.
As our clients and tutors have grown accustomed to the new norm of online learning, interest in and demand for workshops kept growing. As a result, we decided to bring back the writing workshops, which were cancelled at the beginning of the pandemic. Our graduate tutors responded positively to the idea of resuming the workshops in an online setting, and many created new workshop topics and materials relevant to clients’ current concerns. Most of the workshops have been well-attended and all of them well-received.
Resuming in-person services and the future of the tutor training course We have been having ongoing conversations with the Dean of Students about resuming in-person services once COVID-19 restrictions are lifted. We might return to campus in the coming Fall 2022 semester, and we would like to explore a hybrid model to accommodate clients’ different needs. Discussions about alternative formats of the tutor training course are also underway, as entrusting the Department of EFS to teach the course proved to be less than ideal.
In both March 2020 and 2021, CWCR/RCCR published snapshots of writing centres in Canada and their responses to the disruption of COVID 19. Now, two years on, while the thesaurus is busy writing new adjectives to describe our new realities, CWCR/RCCR is providing a snapshot from centres around Canada for 2022. We will post three snapshots—here is the first from MSVU in Halifax.
Mount Saint Vincent University Writing Centre
Hailie Tattrie, PhD Student
Mount Saint Vincent University
Making the best of COVID19: Learning together
“I really feel like this meeting has helped me!”, words from one of my regular students, Student M, who visits me at the Mount Saint Vincent University Writing Centre. Some days we edit her work together, other days we converse for the entire hour; sharing ideas, asking one another questions as we sip coffee at our desks, each of us in a different country. Despite the distance and the low hum of our laptops we make online tutoring work.
Revolutionary educator, Paulo Freire, is known for his work on critical pedagogy, as well as his exploration of the banking-model of education and the problem-posing model of education. The form of education that many in North America grew up with is known as the banking-model of education. This model is a subject-object relationship. As a tutor under the banking-model of education, I would simply sit at my desk and tell the student to remain silent as I edit their paper and make comments; there would be very little conversing. Under this model, the teacher is the subject, the bringer of knowledge, and the students are the object, empty and knowing nothing (Freire, 1970). Under the banking-model of education, students are seen as empty vessels, waiting to be filled with what is deemed the “correct” knowledge. In the banking-model, there’s no room for dialogue, critical thinking, or creativity. The banking model can be seen as Eurocentric in nature (Beattie, 2019; Kanu, 2006). However, Freire dreamed of more than the banking-model; he suggested an alternative, the problem-posing model of education. Continue reading “Two years on: COVID Snapshot of writing centres in Canada – Mount Saint Vincent University Writing Centre”→
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”→
Emma Sylvester is Coordinator, Writing Centre and Academic Communications, Saint Mary’s University.
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 their expressions of gratitude gives me some indication that I’m doing something right. Unfortunately, these experiences aren’t reliable or comprehensive indicators of the benefits of the WC, and they don’t tell me about the student’s full emotional experience in session or their long-term learning. Further, in the post-covid era, ripe with asynchronous sessions and cameras left off, these moments are potentially fewer and farther between.
Post-session surveys are widely used across WCs not only to learn about how students value writing tutorials, but also to inform program development, assess and refine tutor practice, collect data for study and publication, and even to justify the existence of the centres themselves (Bromley et al., 2013). The need to collect, analyse, and apply data related to students’ experience in session is obvious and inherent in the ongoing development of WC practice, but taking a rigorous approach to this process is often forgotten amidst other seemingly more important (and let’s just say it, more interesting) work.
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 week of everything shutting down the first time. We have been told to maintain distance from one another to keep each other safe, but that doesn’t mean that we can safely forego the social. It is clear that Kate’s emphasis on the ongoing need for social connection remains central. Throughout this past year, writing centres have been challenged to re-consider and re-imagine our roles in our wider institutions and to get creative with opportunities to support human connection—remotely—while we all experience ongoing crisis. Continue reading “There will be no switch flipping in my future: A look at post-COVID writing centres”→
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 speaking with me about your experiences this year.
Could you tell me a bit about who you are and what you do at your institutions?
Nadine: Sure. I am one of several Writing and Multimodal Communication Specialists at the Writing and Communication Centre at UWaterloo. My role, in particular, focuses on supporting graduate students, postdoctoral fellows and faculty, so a lot of the work that I do focuses on developing programs for graduate students, such as Dissertation Boot Camp, a program called Rock Your Thesis that is designed to help students start their dissertation or thesis writing process on the right foot, and orchestrating and coordinating writing groups and writing communities. In between these activities, I also do a handful of appointments with grad students, postdocs, and faculty each week.
Jill: I’m a Learning Specialist, and I work with Student Learning Services. And yes, there’s a lot of overlap in terms of Nadine’s and my dossiers; there is a focus on programming—facilitating workshops, designing new workshops, trying to think of new initiatives that are going to have value for our graduate student population. I’ve also been hosting virtual writing groups and offer one-to-one appointments, though the majority of the one-to-one support comes from our amazing writing help centre. I also offer a course for international grad students. But otherwise, the focus is on designing new programs, creating new initiatives, trying to connect to other campus partners, and thinking of how we can pool resources, which I think is especially important these days as we just try and figure out how we can offer support without replicating services.
Liv: Have either of you have you found that moving online has helped to reduce that duplication and increase communication between communication units?
Nadine: Maybe, but I feel like every university does have that compartmentalizing of units.
Liv: Has that lessened during the pandemic, stayed the same, or intensified?
Nadine: I think that the Writing and Communication Centre had pretty strong collaborative relationships with campus partners before the pandemic, and that has been a blessing. What I’ve seen is more communication between those campus partners and each other than I’ve seen in the past. So, for example, our Student Success Office has traditionally hosted an orientation for graduate students and during the pandemic the Graduate Studies and Postdoctoral Affairs office helped design and took the lead on building an infrastructure for an online orientation program and has since handed that program over to the Student Success Office. So there’s collaboration there that didn’t exist before that I think has been really useful.
Liv: That’s positive. Jill, what have you noticed?
Jill: It’s certainly helped me as someone who is relatively new to campus to make some of those connections a bit more easily. Of course, you still encounter some of these instances where there is duplication popping up, but then you reach out and make that connection. And so, it’s possible that that duplication will eventually turn into a collaboration at a future point. So, I think that in some ways I do recognize that there have been some strange benefits to how everything has happened over the last year in terms of the shift to remote teaching and learning. I think it really has forced people to think, “oh, how do we make use of the limited resources that are currently available to maximize the student experience?”
Nadine: We have an incentive system. So, students have a digital coffee card that they can fill out every time they attend a writing session. And when you’ve attended 12 writing sessions, you earn a mug that has a #WaterlooWrites logo on it. We see a lot of repeat members in our writing community, and people get to know each other and talk to each other during the breaks and help each other. We see a lot of regulars in those communities for sure.
Liv: Interesting. Now, in terms of your own work, how have you kept up professionally or what’s really helped to you in your job?
Nadine: I’m lucky because unlike a lot of writing centres, I have a team I work with of full-time permanent staff who do the same work I do. I’ve learnt a lot from other members on the team as we navigated this together. A lot of my professional development this past year has been technological. One of my colleagues, Elise Vist, our digital guru on the team, has taught me how to do things like build online asynchronous workshops through Rise 360, and so now we can build these really slick looking modules full of videos and interactive elements. And that’s not something that I ever would have even considered trying to attempt a year and a half ago. It wasn’t on my radar.
So, in some ways, the pandemic has been a push to expand my range of teaching tools. And in a lot of ways, at the beginning of the pandemic, we were focused on trying to recreate what exists in our in-person programming in an online format. And I think that worked for a while. But what students have needed after a year in isolation and after a year of video calls has changed. I think my approach to teaching has really gotten back to the very basics of starting with what is the goal, what is the objective and building from there rather than trying to transfer an in-person equivalent to an online environment.
Jill: We have an academic integrity tutorial now and we’re currently just beginning to work on some new writing modules. So, you know, it’s been good to learn all about Panopto, WebEx and other online platforms.
In part two, posted next week, Jill and Nadine share their thoughts on accessibility, especially around international student writing support.
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.
While the pivot to a remote environment has created significant disconnection and isolation, it has also opened unexpected and creative possibilities for collaboration. Our boundaries are no longer so firmly institutional or geographical.
Previously, our British Columbia Writing Centres Association’s (BCWCA) “Director’s Day Out” events were planned and hosted by one institution, and often at what was deemed to be a more central geographical location. 2020’s virtual event was necessitated by pandemic restrictions and made possible by our increased familiarity with collaborative writing tools. Continue reading “BCWCA “Director’s Day Out”: Meaningful Collaboration Online”→
Social Justice and Writing Centres
May 17 – 21, 2021
“[A] culture of access is a culture of participation and redesign” –Elizabeth Brewer, Cynthia L. Selfe, and M. Remi Yergeau
For our 2021 conference, the Canadian Writing Centres Association / association canadienne des centres de rédaction welcomes proposals on any writing centre-related subject, but particularly proposals that consider and/or critique frameworks of inclusion, access, and accessibility. These themes may be related to anti-racist work and Indigenization at writing centres, to our recent experiences arising from the COVID-19 pandemic, as well as to writing and writing centre theory, pedagogy, praxis, programming, administration, research, physical and online environments, advocacy, or activism.
Writing centres have committed to making their spaces and services accessible, inclusive, and democratic, not least to students and tutors from marginalized backgrounds (Geller et al., 2007; Greenfield & Rowan, 2011; Hitt, 2012; Lang, 2017; Martini & Webster, 2017). Even as COVID-19 has inflected, sharpened, and foregrounded systemic inequities, the Black Lives Matter movement, Indigenous movements for social justice such as 1492 Land Back Lane and Idle No More, and the Disability Rights Movement have called upon us, with greater urgency than ever before, to expand the definition and the scope of access, and revitalize writing centres as social justice projects. Continue reading “Announcement || CWCA/ACCR 2021 Conference CfP – Transformative Inclusivity: Social Justice and Writing Centres”→
Megan is a BC ELN (British Columbia Electronic Library Network) Coordinator providing support for tutors and coordinators throughout BC and Alberta.
While the rush to emergency remote teaching occurred out of necessity due to the COVID-19 disruption, writing supports already operating only online have an opportunity to reflect on their existing approaches. WriteAway, British Columbia and Alberta’s online asynchronous writing support consortium of post-secondary students, was first piloted in 2012. Through a series of cautious expansions over several years, the service enters this new reality of online tutoring firmly in its operating stage with eighteen participating institutions. Continue reading “Asynchronous Affordances: WriteAway’s Pandemic Experience”→
Vol. 2, No. 2 (Fall 2020) Lauren Mckenzie, Language Specialist Saint Mary’s University Writing Centre and Academic Communication
Lauren Mckenzie lives in Halifax, Nova Scotia and works at the Writing Centre and Academic Communications at Saint Mary’s University. Lauren is currently completing her MA TESOL and research interests include critical and social justice pedagogy, rebellious thinking, fascination and distraction.
Writing can be a challenging process that takes time, thought, revision, and mental focus. Students are challenged more than ever to find or recreate writing spaces as traditional venues such as the library or student lounges have limited or no availability. However, it is possible to create the mental and environmental conditions that will help you to enjoy the writing process and increase productivity as you adjust to studying from home. Continue reading “Writing: It’s an outdoor vibe”→
As this new academic year begins, I find myself putting writing centre praxis into historical context for the team of graduate writing instructors joining us at York. Writing Centre studies is a field of practice with a contentious history and a rich body of research. Because the pedagogical approaches we choose to put into practice are shaped by these discourses, it is useful for all writing centre tutors to know this context. So, in the spirit of orientation at the outset of this new year, I am providing here a “quick and dirty” accounting of this history.
Our current conception of writing centres began to emerge in the 1980s when writing centre professionals set about constructing arguments that writing centres are a part of regular, normative scholarly life. These arguments involve theorizations of writing centres as places in which writers are nurtured, offered access to academic discourse and academic identities, and invited to engage in collaborative talk about writing (Dinitz & Kiedaisch, p. 63). Continue reading “Writing centres in context: The quick and dirty”→