Vol. 2, No. 3 (Winter 2021)
Stephanie Bell, CWCR/RCCR Co-Editor
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”
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”
Vol. 2, No. 1 (Fall 2020)
Stephanie Bell, Co-Editor, CWCR/RCCR
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”