What Every Writing Teacher Should Know and Be Able to Do: Reading Outcomes for Faculty Members

2025-07-10 17:50:23 | Article | অংশগ্রহণকারী(রা): Alice Horning

The need for much better preparation of faculty on reading arises from evidence in three areas: students’ problems with critical reading and thinking, lack of extant faculty preparation in reading pedagogy, and an absence of focused faculty development to improve student reading. Many recent...

Surface and Depth: Metalanguage and Professional Development in Canadian Writing Studies

2025-07-10 17:50:23 | Article | অংশগ্রহণকারী(রা): Katja Thieme | https://doi.org/10.31468/cjsdwr.757

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Writing as Responsive, Situated Practice: The Case for Rhetoric in Canadian Writing Studies

2025-07-10 17:50:23 | Article | অংশগ্রহণকারী(রা): Michael Lukas, Tim Personn | https://doi.org/10.31468/cjsdwr.779

This article responds to a widely held presumption that ineffective student writing in Canadian classrooms can be resolved through technical solutions on the model of the popular Grammarly app. In contrast, this article suggests that a solution to the problem of writing instruction should...

Cross-border teaching experiences in Canada and the U.S.: A writing teacher reflects

2025-07-10 17:50:23 | Article | অংশগ্রহণকারী(রা): Laura Dunbar | https://doi.org/10.31468/cjsdwr.763

A writing teacher reflects on her professional experiences in the U.S. and in Canada. This personal narrative focuses on the incongruencies the practitioner notices between faculty representation and program recognition in her roles first as a Limited Term Appointment Assistant Professor of...

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...

The Power of Deficit Discourses in Student Talk about Writing

2025-07-10 17:50:23 | Article | অংশগ্রহণকারী(রা): Shurli Makmillen, Kim Norman | https://doi.org/10.31468/cjsdwr.733

Does engagement with writing centre consultants in one-on-one consultations help students shift from remedial discourses toward meta-cognitive awareness more in keeping with the nature ofpeer review in an academic setting? This study investigates this question through looking longitudinally...

EAL Writers and Peer Tutors: Pedagogies that Resist the “Broken Writer” Myth

2025-07-10 17:50:23 | Article | অংশগ্রহণকারী(রা): Daniel Chang, Amanda Goldrick-Jones | https://doi.org/10.31468/cjsdwr.731

Writing centres offer a safe space for writers, including English-as-additional-language (EAL) students, to negotiate meaning and become more <luent with academic writing genres. However, a disconnect still exists between the writer-centred principles that inform WC tutoring practice and...

2018 Year-End Editorial

2025-07-10 17:50:23 | Essay | অংশগ্রহণকারী(রা): Taylor Morphett | https://doi.org/10.31468/cjsdwr.749

I am thrilled to be writing 2018’s Year-End Editorial for CJSDW/R. One of the (many) benefits to working on an ongoing open access journal is that the editorial occurs after the volume is complete. This allows for a review of the year that considers how the published pieces connect to one...

A Conversation about “Editing” Plurilingual Scholars’ Thesis Writing

2025-07-10 17:50:23 | Article | অংশগ্রহণকারী(রা): James Corcoran, Antoinette Gagné, Megan McIntosh | https://doi.org/10.31468/cjsdwr.589

Drawing on our combined experiences providing thesis writing support, we critically consider the tensions surrounding policies and practices aimed at plurilingual graduate students using English as an additional language (EAL). Our trioethnographic methodology allows us to unpack and explore...

Introduction: Play, Visual strategies and Innovative Approaches to Graduate Student Writing Development

2025-07-10 17:50:23 | Article | অংশগ্রহণকারী(রা): Brittany Amell, Cecile Badenhorst | https://doi.org/10.31468/cjsdwr.724

We begin by introducing the special section of theCanadian Journal for Studies in Discourse and Writing/Rédactologieon play, visual strategies and innovative approaches to graduate student writing development. Most exciting for us to see as editors of this special section is how many authors...

Digital Plagiarism in Second Language Writing: Re-Thinking Relationality in Internet-Mediated Writing

2025-07-10 17:50:22 | Article | অংশগ্রহণকারী(রা): Eugenia Gene Vasilopoulos

This paper explores the complexity of digitally-mediated source-based second language writing, more specifically, complicating the presumed causality between technology and student plagiarism. Building on, and extending the existing scholarship, this discussion draws on the Deleuzian concepts...

Harnessing Sources in the Humanities: A Corpus-based Investigation of Citation Practices in English Literary Studies

2025-07-10 17:50:22 | Article | অংশগ্রহণকারী(রা): Peter F Grav | https://doi.org/10.31468/cjsdwr.728

Integrating outside sources for rhetorical purposes is an essential element of academic writing; yetdoing so effectivelycan be problematic for academic writers. While corpus-based research into science writing has provided valuable insights into how published authors work with sources,...

Learner-Created Podcasts: Fostering Information Literacies in a Writing Course

2025-07-10 17:50:22 | Article | অংশগ্রহণকারী(রা): Stephanie Bell | https://doi.org/10.31468/cjsdwr.747

This paper describes an experimental learner-created podcasting assignment in a first-year undergraduate research skills course for professional writers. The podcasting assignment serves as a contextualized experiential writing project that invites students to refine their research skills by...

A Foucauldian-Vygotskian Analysis of the Pedagogy of Academic Integrity

2025-07-10 17:50:22 | Article | অংশগ্রহণকারী(রা): Stephanie Crook | https://doi.org/10.31468/cjsdwr.771

This paper provides a Foucauldian-Vygotskian analysis of the pedagogy of academic integrity in the North American post-secondary context. In particular, the issue of‘unintentional plagiarism’ is examined. The main implication of this analysis is that the notion of unintentional plagiarism...

Reflecting on Assessment: Strategies and Tools for Measuring the Impact of a Canadian WAC Program

2025-07-10 17:50:22 | Article | অংশগ্রহণকারী(রা): Michael Kaler, Tyler Evans-Tokaryk | https://doi.org/10.31468/cjsdwr.737

This paper provides an overview of the process and tools we have developed for assessing the impact of writing development projects carried out in a wide variety of courses at our university. It begins with an overview of writing studies in Canada to provide context for our approach to writing...

Writing Instruction, Academic Labour, and Professional Development

2025-07-10 17:50:22 | Article | অংশগ্রহণকারী(রা): Heidi Darroch, Micaela Maftei, Sara Humphreys | https://doi.org/10.31468/cjsdwr.817

As we envisioned this special section and, in turn, encouraged colleagues to contribute, we confronted one of the ironies of post-secondary writing instruction: many of the people entrusted with the responsibility of supporting student writing development are, essentially, excluded from...

Exercising Genres: A Rejoinder to Anne Freadman

2025-07-10 17:50:21 | Article | অংশগ্রহণকারী(রা): Carolyn R. Miller | https://doi.org/10.31468/cjsdwr.843

Anne Freadman’s engagement with Rhetorical Genre Studies (RGS) is informed, generous, illuminating, and provocative. She does us the service of placing into a broad intellectual context the recent conversations about genre within the developing RGS tradition. She has done me the honour of...

“Dedicated Drop-ins” as a Way of Addressing Some Writing Centre Challenges

2025-07-10 17:50:21 | Article | অংশগ্রহণকারী(রা): Michael J. Kaler | https://doi.org/10.31468/cjsdwr.783

Writing centres need to be integrated into the writing community of their host institutions, but this can be difficult: often students view them as peripheral (Bowles 2019), see them as “fix-it” shops and/or see them as places where one simply “learns to write” (Cheatle & Bullerjahn, 2015;...

A Tardy Uptake

2025-07-10 17:50:21 | Article | অংশগ্রহণকারী(রা): Anne Freadman | https://doi.org/10.31468/cjsdwr.781

Following Carolyn Miller’s (1984) definition of genre as social action, subsequent work in the field of rhetorical genre theory has focused on two aspects of her account. The first is the claim that “a genre is a rhetorical means for mediating private intention and social exigence” (Miller,...

The Multilingual Turn in a Tutor Education Course: Using Threshold Concepts and Reflective Portfolios

2025-07-10 17:50:21 | Article | অংশগ্রহণকারী(রা): Hidy Basta | https://doi.org/10.31468/cjsdwr.807

In this article, I reflect on efforts to revise the instruction and evaluation of an undergraduate writing consultant education course. The revisions are motivated by the desire to adopt practices that reflect the writing center’s commitment to social justice for multilingual/translingual...