Rethinking our Narratives of “Development”
Tuesday, December 11th | York University
Dr. Karen-Elizabeth Moroski, Reconsidering Our Rhetorics: Recentering Writing Centre Work To Support Translingual Writing
Please register by Friday November 16th.
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”
“In an effort to improve writing skills, the Writing Centre at Wilfrid Laurier University developed a series of free online resources and tools for students. However, a recent study by the Higher Education Quality Council of Ontario (HEQCO) found that even when integrated into the classroom experience, only a small number of students actually used the tool as they felt it was not relevant to them, and those who did saw no impact on their grades. The authors feel further research is needed into how to best integrate the service into the classroom, including potentially assigning grades for its use.”
Comments are open.
Inkshed Publications is currently seeking proposals for edited collections (~250 pages), monographs (~100-125 pages), and studies (30-70 pages) on a wide variety of topics including:
- writing studies research and pedagogy
- writing centre research and practice
- rhetoric (theories of and specific practices)
- critical literacy studies of all kinds
- studies of texts and how they are composed, read, and used
- studies of literature and response to literature
- studies of multilingual writers working in English
- and other fields
To view the full call for proposals, visit the Inkshed blog.
If you have questions about the call or the suitability of a project, contact any member of the editorial team:
Roger Graves & Heather Graves, University of Alberta
Kathryn Alexander, Independent scholar
Brian Hotson, Saint Mary’s University
Theresa Hyland, Huron University College
Anne Parker, University of Manitoba
Graham Smart, Carleton University
Andrea Williams, University of Toronto