Vol. 3, No. 4 (Summer 2022)
By Mohsen Hosseinpour Moghaddam,
Graduate Writing Facilitator, Simon Fraser University
Mohsen is a PhD student in Education at Simon Fraser University. He moved to Canada from Iran in 2012. He started learning English at the age of twenty. Before that, he only knew a few words and grammar rules. He is currently working as an Graduate Writing Facilitator on the undergraduate team at the Student Learning Commons (SLC) and WriteAway. At SLC, in addition to offering individual writing consultations, he delivers general and course-integrated writing workshops across disciplines on topics ranging from argumentation to ethical use of research material in writing assignments.
“Body is never simply matter, for it is never divorced from perception and interpretation…and it is subject to examination and speculation” – Carla Peterson (2001, as cited in James Alexander, 2001, p. 108)
Scene 1 (teaching in-person) I started working as an undergraduate writing advisor at the Student Learning Commons (SLC) in the middle of the third year of my PhD program. I have been teaching workshops and having one-on-one consultations with students since then. Coming to Canada as an international student from the Middle East (Iran) and being a non-native speaker/writer (NNS/W) of English made the challenges of being a writing advisor more intense. A question that has always lingered on my mind is if I am a legitimate writing advisor. I am not saying that others directly question my legitimacy and credibility as a writing advisor; this is just a feeling that I have always had with me as a NNS/W of English teaching at a Canadian university. Continue reading “Tutor’s experience: A session reflection on identity occlusion in virtual and in-person spaces”→
Emily Carr University of Art + Design Writing Centre Jacqueline Turner, Writing Specialist Sara Osenton, Learning Specialist Emily Carr University of Art + Design Vancouver, BC
The deep fatigue of the pandemic has definitely set in, but this year we’ve focused on our tutors and building their capacity to thrive in changing conditions. We started the year with tutor-led meetings, providing a structure and then letting them learn and practice how to lead. To kick off 2022, we started meetings with a variety of activities such as Jamboard drawing on virtual money envelopes for lunar new year, or sharing our own creative practices from painting, book making, design, and graphic novel creation to sewing and knitting. We talked about how all these practices made us think differently about the moment of writing and how empathy and enthusiasm were key traits for tutor success. This week, we’ll start off our meeting figuring out how our collective skills might help us survive a zombie apocalypse. Too real~
While the ongoing limitations brought on by COVID restrictions meant the cancellation of our yearly, open-house Valentine’s event for the second time now, we found ways to connect with students by pivoting “Love, the Writing Centre” to a Valentine’s swag-bag giveaway. A hundred students signed in to WCOnline to reserve their kit and pick up time. The kits included writing-themed items designed by our tutors, who took these ideas from conception through the design process: notepads of Venn diagrams and writing checklists designed by one of our talented (and Instagram famous) tutors; a real postage stamp designed by tutors in the Letter Writing Collective, tucked into a tiny envelope; Writing Centre pencils and bookmarks; and, of course, candy. A few select kits even included a “golden ticket” redeemable for additional prizes to amp up the excitement.
We’ve also had tutors lead out and collaborate on workshops in proposal writing featuring “obnoxious unicorns” (who ask “Why?” and “How?” many times); to moving beyond cliché in artist statement workshops; to MLA sessions; and thesis queries. We’ve had tutors visiting virtual classes and sharing their enthusiasm for writing in Zoom rooms across the curriculum. Tutors have hosted online Study Hall Sessions for students to hang out and work on assignments and hosted a letter-writing collective where they set up a pen-pal system and wrote letters to trees in Australia. Wordsmiths, our long running tutor-led creative writing club, continues to have strong uptake. In this sense, the culture of writing is still strong in our university community.
In essence, we’ve begun to see that the work tutors do beyond one-on-one appointments to build community and a love of writing is even more important in COVID times. Seeking and maintaining connections in the shifting landscape of Writing Centre practice seems like the most significant thing we can do these days. We’re lucky to have such a dynamic and thoughtful group of tutors to carry it all out.
This is the second of three posts from our CWCR/RCCR’s 2022 COVID snapshot of writing centres in Canada. The first post was a snapshot from Hailie Tattrie from the writing centre at MSVU in Halifax. This snapshot come further west–Centre for Writers at the University of Alberta.
Centre for Writers Yan (Belinda) Wang, Acting Director University of Alberta Edmonton, AB
This coming March will mark the two-year transition into remote services since the start of the COVID-19 pandemic. The past year saw the Centre for Writers (C4W) thrive in some areas but also experience unprecedented difficulties and challenges.
What Went Well and Relatively Well Our clients are happy with online tutoring and other services we provide. We echo some other writing centres’ pleasant surprise in students’ willingness and appreciation for us adopting remote services. In the past academic year, when clients were asked if they were happy with the new online tutoring service, 99% of them said they were very happy or somewhat happy. For the first time ever, C4W services were offered later in the day (sometimes up to 10:00 pm) to accommodate clients in different time zones. The WCOnline scheduling system, especially its online consultation feature, continued to function effectively most of the time. Zoom was also used as an alternative when WCOnline malfunctioned.
Prior to the pandemic, asynchronous tutoring (i.e., emailed written feedback) was only offered to Faculty of Extension, U of A’s school of distance learning, students. When it became clear that extending the service in a pandemic setting would be beneficial, we started to offer the service to students of all faculties. Soon after the change was implemented, we experienced a surge in asynchronous tutoring requests. Even though we had three dedicated asynchronous tutors providing written feedback, many synchronous tutors had to assist with asynchronous requests when the number of submissions became overwhelming.
Our guided writing groups (for international graduate students) and group writing support (for writing-intensive undergraduate courses) thrived in the first half of 2021. We offered eight writing groups between January and April 2021, a new record for the C4W. We also supported five writing-intensive undergraduate courses in the same period, another very successful record.
The pandemic also impacted the delivery of our tutor training course, Writing Studies 301/603. Dr. Lucie Moussu, the former Director of the C4W, successfully taught the course online for the first time in Fall 2020. A new approach was developed to facilitate the online practicum portion of the course: student-tutors were given the opportunity to develop their tutoring skills and reflect upon their tutoring practice through online observations, online co-tutoring, online supervised tutoring, and solo tutoring at their own pace throughout the term. However, student-tutors’ individual challenges and efforts necessitated adjustments to this plan, with some never reaching the third or fourth stage of tutoring. A detailed spreadsheet was used to track student-tutors’ hours at each stage, as well as their progress. Justin, our Program Coordinator, did an amazing job scheduling and keeping track of everything and everyone amidst the scheduling madness. In the end, out of 18 students, six undergraduate students and eight graduate students from the course were hired in 2021 to fuel our tutor team.
Difficulties and Challenges The continuation of the COVID-19 pandemic brought to light a few ongoing challenges, especially feelings of isolation and mental health concerns. Additional instabilities emerged in the latter half of 2021, bringing with them significant challenges: our previous director left, and we struggled a little in the aftermath of her departure.
Issues with technology Issues with technology arose for both tutors and clients. Some of these issues included microphone and camera troubles, clients not showing up to online appointments, Internet instability, and a recurring problem with WCOnline malfunctioning and terminating online consultations prematurely. Some of these problems were resolved quickly; for example, we used Zoom to connect tutors with clients during a WCOnline outage. Each tutor was given a private Zoom link (through the U of A) that they shared with clients at the start of each appointment in case issues arose with WCOnline. Some clients preferred Zoom and asked tutors to switch to Zoom at the beginning of their appointments.
Feelings of isolation and mental health concerns The online environment left many feeling isolated, so it was important for tutors to keep in touch with one another. Justin set up a daily check-in window on WCOnline, where the tutors could connect and socialize. We also gave the tutors our personal cell phone numbers so that they could contact us when needed. Tutors needed to be reachable at all times during their shifts in case clients needed a drop-in session or we had other writing-centre related duties for them. Also, tutors checked in with Justin at the start of each shift between 10 am and 4:30 pm in the WCOnline check-in window, and with the director, by text, from 4:30 pm until 10 pm. More frequent staff meetings were also scheduled so that we could connect with the tutors on a weekly basis.
Isolation due to the pandemic also caused some mental health concerns. While C4W staff had the methods of coping mentioned above, many clients felt very isolated. Tutors often found themselves listening to problems and concerns that their clients needed to talk about. While tutors are not expected or encouraged to act as therapists, they graciously listened to clients when they needed a place to vent their frustrations. Tutors themselves were in turn encouraged to reach out to us with any problems they needed to talk about.
The aftermath of Dr. Lucie Moussu leaving the C4W Dr. Lucie Moussu leaving the C4W in June 2021 was a huge loss. Her departure and the Dean of Students’ inaction in finding a permanent replacement threw the rest of us into a panic, and we struggled to cope in her absence. The C4W was without a director for two months, after which I asked the Dean of Students to hire me as Acting Director. (I had already been Acting Director during Dr. Moussu’s last sabbatical leave.)
Dr. Moussu’s departure meant that she could no longer teach the tutor training course, which had been essential in preparing well-trained tutors. For the first time in the C4W history, this course was taught by someone other than the C4W director in Fall 2021; it was instead taught by a full lecturer in the Department of English and Film Studies (EFS). The problem with this arrangement was that the lecturer did not train students specifically for the C4W but rather for other writing tutor positions in EFS. In the end, only two undergraduate students from this class applied for a C4W tutor position. It was very disappointing, as it did not give the C4W any room to select the tutors with the most potential. Also, it defeated the purpose of the tutor training course, which was initially specifically designed to fit the C4W’s purposes.
My limited experience with writing centre work, and even more limited energy as I am trying to complete my own PhD dissertation, means that a number of goals set for the 2021-2022 academic year cannot be achieved. Vigorous promotion of our services, community building, collaboration with various faculties, research-related activities, and professional development opportunities for tutors were greatly reduced, as a result.
Looking Forward The future of the C4W remains uncertain, but we are hopeful that peer writing support will continue to thrive, at least in some areas. Changes are underway and conversations about the future of our tutoring services are ongoing.
Streamlining services and reinventing workshops In an effort to streamline our services, limit the unmanageable number of email exchanges, and encourage clients to book synchronous online tutoring appointments, we decided to retire the email system and implement the eTutoring function already available on WCOnline. Our Quick Guide for Online Tutoring was updated to reflect this new change. Justin created a separate eTutoring schedule for Winter 2022 on WCOnline, opening a few eTutoring appointments each day. Three dedicated eTutors are responsible for checking their appointment windows and attaching written feedback to the appointments within three business days.
As our clients and tutors have grown accustomed to the new norm of online learning, interest in and demand for workshops kept growing. As a result, we decided to bring back the writing workshops, which were cancelled at the beginning of the pandemic. Our graduate tutors responded positively to the idea of resuming the workshops in an online setting, and many created new workshop topics and materials relevant to clients’ current concerns. Most of the workshops have been well-attended and all of them well-received.
Resuming in-person services and the future of the tutor training course We have been having ongoing conversations with the Dean of Students about resuming in-person services once COVID-19 restrictions are lifted. We might return to campus in the coming Fall 2022 semester, and we would like to explore a hybrid model to accommodate clients’ different needs. Discussions about alternative formats of the tutor training course are also underway, as entrusting the Department of EFS to teach the course proved to be less than ideal.
In both March 2020 and 2021, CWCR/RCCR published snapshots of writing centres in Canada and their responses to the disruption of COVID 19. Now, two years on, while the thesaurus is busy writing new adjectives to describe our new realities, CWCR/RCCR is providing a snapshot from centres around Canada for 2022. We will post three snapshots—here is the first from MSVU in Halifax.
Mount Saint Vincent University Writing Centre
Hailie Tattrie, PhD Student
Mount Saint Vincent University
Making the best of COVID19: Learning together
“I really feel like this meeting has helped me!”, words from one of my regular students, Student M, who visits me at the Mount Saint Vincent University Writing Centre. Some days we edit her work together, other days we converse for the entire hour; sharing ideas, asking one another questions as we sip coffee at our desks, each of us in a different country. Despite the distance and the low hum of our laptops we make online tutoring work.
Revolutionary educator, Paulo Freire, is known for his work on critical pedagogy, as well as his exploration of the banking-model of education and the problem-posing model of education. The form of education that many in North America grew up with is known as the banking-model of education. This model is a subject-object relationship. As a tutor under the banking-model of education, I would simply sit at my desk and tell the student to remain silent as I edit their paper and make comments; there would be very little conversing. Under this model, the teacher is the subject, the bringer of knowledge, and the students are the object, empty and knowing nothing (Freire, 1970). Under the banking-model of education, students are seen as empty vessels, waiting to be filled with what is deemed the “correct” knowledge. In the banking-model, there’s no room for dialogue, critical thinking, or creativity. The banking model can be seen as Eurocentric in nature (Beattie, 2019; Kanu, 2006). However, Freire dreamed of more than the banking-model; he suggested an alternative, the problem-posing model of education. Continue reading “Two years on: COVID Snapshot of writing centres in Canada – Mount Saint Vincent University Writing Centre”→
Editor’s note: This is a Session Reflection. If you have a unique tutoring experience to share, submit your Session Reflection to Brian Hotson firstname.lastname@example.org
Stevie Bell is an associate professor in the Writing Department at York University and CWCR/RCCR co-founder
Writing centre tutors may be seeing an increase in multimodal writing projects (DWPs) now that students are primarily producing and submitting their work online―at least this is the case for me. Today’s students have the opportunity to use colour, sound, gifs, and video elements to enhance even traditional essays, and these elements are becoming not just common, but often expected. Students are also being assigned creative projects that require them to focus on becoming design-savvy producers of multimodal texts, using design elements and theory that isn’t always in their writing toolbox
Where on campus can students seek help with multimodal projects? In my opinion, writing centres are well positioned to extend the work they do supporting students as they use writing as a tool of thinking and communicating to include multimodal processes that do not prioritize alphabetic/linguistic modes. Writing centre tutors already know the structure of argumentation, the rhetoric of academic writing, and styles and formats required for writing at university or college levels. They also know how to think along with students, as well as to think in and through the tasks, challenges, and blocks that students come to the centre to work through.
Early in the pandemic, Kate Elliott, a Graduate Writing Facilitator with the SFU Student Learning Commons, wrote Maintaining Social Cohesion in a Time of Social Distancing, a blog post which she generously allowed me to contribute to. The post was about the opportunities that this moment of seeming isolation presents to get creative about supporting connectivity through virtual means.
Here I am over a year later reflecting once again on Kate’s incredible ability to focus on connectivity in the time of social/physical distancing within a week of everything shutting down the first time. We have been told to maintain distance from one another to keep each other safe, but that doesn’t mean that we can safely forego the social. It is clear that Kate’s emphasis on the ongoing need for social connection remains central. Throughout this past year, writing centres have been challenged to re-consider and re-imagine our roles in our wider institutions and to get creative with opportunities to support human connection—remotely—while we all experience ongoing crisis. Continue reading “There will be no switch flipping in my future: A look at post-COVID writing centres”→
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”→
CWCR/RCCR editorial team
Liv Marken, Stephanie Bell, & Brian Hotson
Vol. 1, No. 8 (Winter 2020)
Now that we’re all a week into this new reality of writing centre work, and university life in general, here are two final submissions from our colleagues at UBC and UOttawa, and their responses to COVID-19.
CWCR/RCCR editorial team Liv Marken, Stephanie Bell, & Brian Hotson
Over the previous two posts, our colleagues spoke to the adaptation and changes they’ve made due to COVID-19. In this third instalment, writing centres from northern Manitoba, Québec, Ontario, and Alberta speak to their experiences.
CWCR/RCCR editorial team
Liv Marken, Stephanie Bell, & Brian Hotson
Vol. 1, No. 7 (Winter 2020)
From the previous post, there are common themes and processes centres are following. What is apparent is the ability to adapt and pull together programming quickly. With so much uncertainty, we’re all planning for the best while looking at all the unknowns.
We asked twenty writing centres from coast to coast to coast to provide a short description of their centre’s response to COVID-19. We will publish these responses in parts by the day they were received, from March 17th to March 19th.