SURVEY || Tutoring digital assignments

We are surveying Canadian writing support centre directors, managers, and coordinators regarding policies, practices, and frequency of support for digital assignments. The purpose of this survey is to learn more about how Canadian writing centres are supporting digital projects. Your responses will remain anonymous. The results will be used only for research purposes, and will be shared only with those who participate in the survey.

The eleven survey questions will take approximately 20 min to complete. You can link to the survey here or cut-and-paste this URL into to your browser >> https://goo.gl/forms/kKrbeboaIIc3BKao2

Please contact us if you have any questions.

Thank you for taking the time to supply this information!

 

Stephanie Bell, LA&PS Writing Centre Director, York University
Brian Hotson, Director, Academic Learning Services, Saint Mary’s University

Announcement || Rethinking Our Narratives of “Development” | SouthWestern Ontario Writing Centre Symposium, December 11, York University

Rethinking our Narratives of “Development”

Tuesday, December 11th | York University

Featured talk
Dr. Karen-Elizabeth Moroski, Reconsidering Our Rhetorics: Recentering Writing Centre Work To Support Translingual Writing

Please register by Friday November 16th.
Registration

Symposium website


The notion of the “development” of the student writer runs through writing centre narratives. Here at York University’s Writing Centre, our department’s constitution, mission statement, and practiced introductions with new students all clarify that we’re interested in supporting the development of student writers rather than the perfection of student writing. This frees us from taking on the urgency of our students’ deadlines, and serves as a straightforward rationale for our refusals to proofread work on behalf of student writers. However, it raises significant questions about how we conceptualize “development.”

  • What are the assumptions about “good” or “acceptable” writing that inform our understandings of “development”?
  • How are we communicating these standards to our students?
  • What are we telling them they need to learn or do in order to “become better writers”?
  • What forces pressure us to act as gatekeepers, helping to strip away the aspects of student writers’ languages, cultures, or identities that don’t belong in the academy, and what opportunities do we have to resist these pressures?

Continue reading “Announcement || Rethinking Our Narratives of “Development” | SouthWestern Ontario Writing Centre Symposium, December 11, York University”

Call for articles: AEQ special section on Writing Center Theory and Practice

The Winter 2014 (Vol. 18, Iss. 4) Issue of Academic Exchange Quarterly, an independent double-blind-peer-reviewed print journal, is now accepting submissions for its special section on Writing Center Theory and Practice.  Articles may explore issues of theory, practice, and experience in writing center work, including qualitative and empirical studies and discussions of pedagogy.

Articles may also consider the following: How writing center professionals cope with change and the eventuality of needing to expand their efforts in response  to new economic and demographic challenges.  Furthermore, as we move towards increasingly virtual and technologically dependent learning communities,
how can these efforts help meet the evolving demands of our students?

In addition to Writing Center Directors and other Administrators, submissions are welcome from professional staff, faculty tutors, and graduate students who work in the writing center.  Manuscript length should be between 2,000 and 3,000 words.  Please identify your submission with the keyword “Center-2.”

Every published article automatically qualifies for inclusion in the upcoming Sound Instruction Book Writing Center Theory and Practice. Submissions will be accepted now until the end of August; however, early submissions are encouraged as they offer the following incentives:
–       longer time for revision
–       opportunity to be considered for Editor’s Choice
–       eligibility to have article’s abstract and/or full text posted on journal’s main webpage
–       opportunity to be considered for inclusion in Sound Instruction Series

For more information, please visit http://www.rapidintellect.com/AEQweb/center2.htm, or email Feature Editor and Sound Instruction Book Editor Kellie Charron at kajr10@comcast.net.