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