Supporting students for interview assignments

Vol 2., No. 1 (Spring 2021)
Brian Hotson, Co-Editor, CWCR/RCCR.


Google slides for presenting this material as a workshop.

 

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”

Join the CWCA/ACCR Board of Directors!

CWCA/ACCR members enjoy an evening social during the 2019 annual conference in Vancouver

Serving as a member of the CWCA/ACCR board is an excellent way to contribute to the community’s continued development, develop cross-country connections, and add to your professional CV.

There are a variety of roles for volunteers to undertake. Offer your expertise with organizational skills as Secretary, your social media and web design prowess as Digital Media Chair, or your enthusiasm for social networking as Membership Chair (see below for the full list of open positions). Continue reading “Join the CWCA/ACCR Board of Directors!”

Free-falling into the Digital Divide: Reading on smartphone in writing centres

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.

Of course, now this is quaint nostalgia. None of us has seen student work on 8.5 x 11 sheets of paper since March 2020, and many of us won’t see one again until maybe September. Continue reading “Free-falling into the Digital Divide: Reading on smartphone in writing centres”

Confronting oppressive language in our tutoring practice: Some guiding thoughts

Vol. 2, No. 5. (Winter 2021)
By Roniksha Kumar

Roniksha Kumar is an undergraduate student and a Peer Tutor at the University of Waterloo Writing and Communication Centre. As an aspiring educator, she is committed to learning and applying Diversity, Equity, and Inclusion practices in her work and everyday life.


Anti-oppressive writing goes beyond academics—it reflects the writer’s experiences, their colleagues, and those who do not have opportunities to express themselves. Oppression is intersectional, including, but not limited to, the marginalization of race, socioeconomic status, gender, sexuality and disability. A commitment to learn how intersectionalities of oppression present themselves in writing enhances a critical lens to view historic and existing power structures. Continue reading “Confronting oppressive language in our tutoring practice: Some guiding thoughts”

Black History Month: Black-Authored Resources for Writing Centres

Vol. 2, No. 4 (Winter 2021)
CWCR/ACCR Editorial Board


Canadian writing centre involvement
While Canada recognizes Black History Month, as Writing Centre professionals, it is our responsibility to address the gaps in our own education in February and beyond. Furthermore, we must confront the fact that these gaps were created intentionally to exclude learning about Black excellence, both historical and contemporary. It is our work to both name anti-Black racism as a force that has shaped our knowledge and our field, and to take up antiracist practices to re-shape our knowledge and our field. 

Many Black writers, thinkers, scholars, and educators have made and are continuing to make significant contributions to Writing Centres, both as places of practice and as spaces for theorizing. We are taking this opportunity to amplify this work and to acknowledge and thank our Black colleagues for their contributions, which have been made in environments that are too often exclusionary, hostile, racist, and traumatic. Continue reading “Black History Month: Black-Authored Resources for Writing Centres”

Centre Spotlight: The ECP Tutoring Centre

Vol. 2, No. 3 (Winter 2021)
Stephanie Bell, CWCR/RCCR Co-Editor


Editor’s Introduction

The CWCR/RCCR’s Centre Spotlight series showcases the diversity of Canadian centres of writing support across education institutions. Beginning with Kristen Welbourn’s exposé on one of Nova Scotia’s first and only high school writing centres, this series takes a snapshot of our community today and prompts us to ask questions about the historical forces that have shaped its development.

This Centre Spotlight casts light on a tutoring centre embedded within the writing-in-the-disciplines program founded by Robert Irish in 1995: the Engineering Communication Program or ECP. Interestingly, the ECP originated, in part, from a Writing Centre (see: Weiss, Irish, Chong, & Wilkinson, 2019). In this way, it may be considered a model of success in terms of the vision that Canadian leaders in writing studies had when they turned away from the American trend toward First-Year Composition.

P. Weiss, R. K. Irish, A. Chong, & L. Wilkinson, (2019), We Have Changed: Reflections on 20+ Years of Teaching Communication in Engineering. 2019 IEEE International Professional Communication Conference (ProComm). pp. 286-287. doi: 10.1109/ProComm.2019.00064

Continue reading “Centre Spotlight: The ECP Tutoring Centre”

Is it really worth it to write for a blog?

Image of woman at her computer

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?”

BCWCA “Director’s Day Out”: Meaningful Collaboration Online

Screenshot of collaborative Padlet.

Vol. 2, No. 1 (Winter 2021)


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”

Announcement || CWCA/ACCR 2021 Conference CfP – Transformative Inclusivity: Social Justice and Writing Centres

8th CWCA/ACCR Conference

CWCA 2020 logo

Transformative Inclusivity:
Social Justice and Writing Centres


May 17 – 21, 2021

Virtual Conference


“[A] culture of access is a culture of participation and redesign”
–Elizabeth Brewer, Cynthia L. Selfe, and M. Remi Yergeau


Conference Context

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”

Asynchronous Affordances: WriteAway’s Pandemic Experience

Vol. 2, No. 5 (Fall 2020)
by Megan Robertson

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”