Vol 2., No. 10 (Spring 2021) Vidya Natarajan, Writing Program Coordinator, King’s University College & CWCA/ACCR Conference Co-Chair
Her “Moving Beyond Alright” address, delivered at the 2017 IWCA conference in Chicago, was one of the most stirring calls to righteous action that writing centre professionals had ever heard. Neisha-Anne S. Green, carrying the responsibility of being the first Black person to deliver the annual conference keynote in the 34-year history of the IWCA, made a passionate case for “social and civic justice” in writing centres, and the active accompliceship of those in power towards those disenfranchised. In this year of racial reckoning, she has agreed to deliver the opening keynote at CWCA’s 2021 conference, “Transformative Inclusivity.” I could not be more thrilled.
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.
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”→
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”→
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
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?”→
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”→
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”→
Keith O’Regan is the Graduate Writing Specialist at the York University Writing Centre. He has published on disparate fields such as Post-Graduate Writing Education, Film and Aesthetic Theory, and the Poetics of Escapism. His monograph, a comparative analysis of the poetic and theatrical work of Bertolt Brecht and William Blake will be published with Brill in the Spring of 2021.
Whether it be in the nature of the workshops offered, the limitations of a typical 60-minute appointment, or in the attention to the concrete tasks associated with short essays, current forms of writing centre support are not always best attuned to the needs of graduate student writers working on longer form projects such as masters’ theses or doctoral dissertations.
With increasingly stretched supervisory faculty, the writing mentorship graduate students receive beyond the writing centre can be limited, slow and delayed. This mentorship is sometimes structured as top-down paternalistic programs often organized around bureaucratic or financial incentives. Continue reading “Honest Discussions in Graduate Writing Cafés”→
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”→