Writing on the Ground

2025-07-10 17:50:28 | Article | অংশগ্রহণকারী(রা): Janna Klostermann | https://doi.org/10.31468/cjsdwr.577

This essay responds to the recent “Statement on Writing Centres and Staffing” (Graves, 2016), making visible differing conceptualizations of writing in it. More particularly, I will make visible traces of the statement that position writing as a measurable skill, aligning with the priorities...

Interrogating Conflicting Narratives of Writing in the Academy: A Call for Research

2025-07-10 17:50:28 | Article | অংশগ্রহণকারী(রা): Katie Byrant | https://doi.org/10.31468/cjsdwr.576

A safe haven in an often unsafe place: I would use this metaphor to describe the space writing studies and a university writing centre have offered me, as I’ve attempted to find my own place as a feminist in the academy. I feel these two things are my rocks. They are firm, solid places for me...

The Once and Future Writing Centre: A Reflection and Critique

2025-07-10 17:50:27 | Article | অংশগ্রহণকারী(রা): Anthony Paré | https://doi.org/10.31468/cjsdwr.573

Despite nearly four decades of teaching and studying writing, including many years as a writing centre instructor and director, I really don’t know what will happen to Canadian writing centres, and I am also uncertain about what should happen. However, I have some reflections on our past, some...

Waite, S. (2017). Teaching queer: Radical possibilities for writing and knowing. Pittsburgh, Pennsylvania: University of Pittsburgh.

2025-07-10 17:50:27 | Review | অংশগ্রহণকারী(রা): Brittany Amell | https://doi.org/10.31468/cjsdwr.739

I started reading “Teaching Queer: Radical Possibilities for Writing and Knowing” on an unusually warm day in April, peacefully sitting outside on my blanket under a tree. Now covered in tree sap, the book sticks to my desk, requiring a firm but gentle nudge to remove it. The sap also obscures...

Graves, R. & Hyland, T. (Eds.). (2017). Writing assignments across university disciplines. Bloomington, IN: Trafford.

2025-07-10 17:50:27 | Review | অংশগ্রহণকারী(রা): Daniel Richards | https://doi.org/10.31468/cjsdwr.741

For the last three years, I have been part of a team of multi-disciplinary faculty that holds a weeklong workshop each semester for approximately twenty teachers. These teachers, migrating to our cozy space in the library from all corners of campus, have applied—they get paid a modest sum,...

2017 Year-End Editorial

2025-07-10 17:50:27 | Essay | অংশগ্রহণকারী(রা): Joel Heng Hartse | https://doi.org/10.31468/cjsdwr.628

Traditionally, the editorial note for an issue or volume of a journal would start on page 1—or even page I—but one of the unique things about an article-based, open access publishing model is that we assemble the issue on the go—so rather than “introducing” Vol. 27 of the CJSDW/R, I find...

Intersections between Tutorial Engagement, Directive Feedback, and Critical Reflection

2025-07-10 17:50:26 | Article | অংশগ্রহণকারী(রা): Gail Nash, Morgan Dawson, Kaine Gulozer | https://doi.org/10.31468/cjsdwr.616

A handful of research studies have investigated the effect of writing centre tutorials on subsequent revisions. This classroom-based study adds to that research by reporting results from a collaborative study between a composition professor and a writing centre tutor. The aim of the study was...

Students Speak Out: The Impact of Participation in an Undergraduate Research Journal

2025-07-10 17:50:26 | Article | অংশগ্রহণকারী(রা): Jordana Garbati, Esther Brockett | https://doi.org/10.31468/cjsdwr.618

Universities are places where writing plays a central role in knowledge creation and dissemination (Graves, 2011). Students engage with writing in their courses, at their institution’s Writing Centre, and, perhaps more recently, in co-curricular projects such as an undergraduate research...

The Grammar of Social Justice: Gender Non-Binary Pronouns and the Writing Centre

2025-07-10 17:50:26 | Article | অংশগ্রহণকারী(রা): Travis Sharp, Karen Rosenberg | https://doi.org/10.31468/cjsdwr.615

This paper discusses our writing centre’s outreach to trans and gender non-conforming students on our campus and the subsequent responses to this. Specifically, our writing centre embarked on an outreach campaign through promotional materials and sponsored events. During and following the 2016...

The Languages We May Be: Affiliative Relations and the Work of the Canadian Writing Centre

2025-07-10 17:50:26 | Article | অংশগ্রহণকারী(রা): Frankie Condon | https://doi.org/10.31468/cjsdwr.627

This essay explores the possibility of imagining Canadian writing centres as sites wherein the Canadian commitment to multiculturalism and human rights may be more fully enacted and our country’s historical injustices may be addressed through the collective labours of writing centre scholars,...

Introduction: Selected Papers from the 2017 Canadian Writing Centres Association Conference

2025-07-10 17:50:26 | Article | অংশগ্রহণকারী(রা): Kathy Block, Clare Bermingham, Jordana Garbati | https://doi.org/10.31468/cjsdwr.725

Our 2017 CWCA conference took place on Canada’s 150th anniversary, and these two themes threaded through the conference, connecting with other discussions about our students’ diverse identities and histories that they bring to tutoring sessions in their languages, their stories, and their...

Writing in Graduate School: A Found Poem

2025-07-10 17:50:26 | Article | অংশগ্রহণকারী(রা): Andrea R Olinger | https://doi.org/10.31468/cjsdwr.593

The author presents and reflects on a found poem she composed from the final papers of students in her multidisciplinary graduate writing class.

Drawing as a Way of Knowing: Visual Practices as the Route to Becoming Academic

2025-07-10 17:50:25 | Article | অংশগ্রহণকারী(রা): Sandra Abegglen, Tom Burns, Sandra Sinfield | https://doi.org/10.31468/cjsdwr.600

This case study illustrates what happened when we took a playful approach in a first year undergraduate academic skills module and a graduate Facilitating Student Learning module asking our students to “draw to learn.” We found that they not only enjoyed the challenges we set them, but also...

“I am Done with Toys!” — The Benefits, Joys and Risks of Creativity and Innovation in Graduate Writing Support

2025-07-10 17:50:25 | Article | অংশগ্রহণকারী(রা): Zoe Jones, Nonia Williams | https://doi.org/10.31468/cjsdwr.602

Writing is a necessary part of the graduate student’s journey; it can also be a stressful and frustrating one that leaves students feeling “stuck” and disheartened. In this article we discuss four playful and alternative strategies that aim to free-up and inspire our graduate writers: our use...

A Contemplative Approach to Graduate Writing Development: Reflections from Thai Writing Classrooms

2025-07-10 17:50:24 | Article | অংশগ্রহণকারী(রা): James Burford, Adisorn Juntrasook, Wasana Sriprachya-anunt, Linda Yeh | https://doi.org/10.31468/cjsdwr.599

This article addresses an under-researched area of writing studies: the use of contemplative pedagogies in the development of graduate writing. Drawing on reflective analysis from writing instructors, this article seeks to both contextualize the teaching and learning of writing in the Thai...

Engaging with Play and Graduate Writing Development

2025-07-10 17:50:24 | Article | অংশগ্রহণকারী(রা): Brittany Amell, Eve-Marie C. Blouin-Hudon | https://doi.org/10.31468/cjsdwr.606

We begin by situating this work and ourselves in graduate writing. Although our experiences as burgeoning researchers are not a focus of this article, we are nonetheless present in the background, not unlike a palimpsest. We trace one aspect of this palimpsest—the use of playful and creative...

Scenes from Graduate School: Playing in the Smooth Spaces of Academic Writing

2025-07-10 17:50:24 | Article | অংশগ্রহণকারী(রা): Nancy Bray | https://doi.org/10.31468/cjsdwr.590

In this essay, I describe how I have experienced difficulties writing in particular academic genres. Finding spaces to play in these genres has helped me to ease these difficulties and negotiate the conflicts and contradictions of the academy. To explore and explain innovative spaces within...

Emotions, Play and Graduate Student Writing

2025-07-10 17:50:24 | Article | অংশগ্রহণকারী(রা): Cecile Badenhorst | https://doi.org/10.31468/cjsdwr.625

While playfulness is important to graduate writing to shift students into new ways of thinking about their research, a key obstacle to having fun is writing anxiety. Writing is emotional, and despite a growing field of research that attests to this, emotions are often not explicitly recognized...

Autonomous Writing Groups and Radical Equality: An Innovative Approach to University Writing

2025-07-10 17:50:24 | Article | অংশগ্রহণকারী(রা): Katrin Girgensohn, Felicitas Macgilchrist | https://doi.org/10.31468/cjsdwr.586

This paper presents a program for a university writing group, ran as a trial in Germany, that differs from common writing groups by allowing writers a high level of autonomy and choice. To theoretically frame this writing group model, we draw on the French philosopher Jacques Rancière and his...

Steps on the Path towards Decolonization: A Reflection on Learning, Experience, and Practice in Academic Support at the University of Manitoba

2025-07-10 17:50:23 | Article | অংশগ্রহণকারী(রা): Monique Dumontet, Marion Kiprop, Carla Loewen | https://doi.org/10.31468/cjsdwr.745

This essay comes out of a panel presentation featured at the 2018 Canadian Association Writing Centres Conference entitled, “Steps on the Path of Decolonization” where representatives of the Academic Learning Centre and the Indigenous Student Centre from the University of Manitoba collaborated...