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,...

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...

Notes on Anne Freadman’s Tardy Response

2025-07-10 17:50:21 | Article | অংশগ্রহণকারী(রা): Janet Giltrow | https://doi.org/10.31468/cjsdwr.845

So far, I have not been troubled by exigence, finding it a usefully modified version of motive. Now, though, following Freadman’s analysis, I recognize that the concept can interfere with orderly accounts of change, and also with what people call mixture or hybridity, which themselves seem to...

Always Already in Flux: A Response to Anne Freadman

2025-07-10 17:50:21 | Article | অংশগ্রহণকারী(রা): Charles Bazerman | https://doi.org/10.31468/cjsdwr.847

Carolyn Miller’s rich and theoretically complex 1984 essay “Genre as Social Action” has been widely influential among scholars who have been variously identified as part of Rhetorical Genre Studies (Freedman, 1999), North American Genre Studies (Freedman & Medway, 1994; Artemeva, 2004), or...

On Genre as Social Action, Uptake, and Modest Grand Theory

2025-07-10 17:50:21 | Article | অংশগ্রহণকারী(রা): Sune Auken | https://doi.org/10.31468/cjsdwr.823

Carolyn Miller’s (1984) “Genre as Social Action,” the primary topic—or target—of Anne Freadman’s brilliant and thought-provoking article, holds a special place in genre research. If I pick up an unknown piece of research on genre, the first thing I do is look for Miller’s article in the...

Taking Stock and Looking Forward: 2019 Year-End Editorial

2025-07-10 17:50:21 | Essay | অংশগ্রহণকারী(রা): Sibo Chen | https://doi.org/10.31468/cjsdwr.819

It is my great pleasure to write 2019’s Year-End Editorial for CJSDW/R. This year has witnessed a notable increase of publishing activities at the journal: we managed to publish a total of15 articles, along with a record number of submissions at various stages in the editorial pipeline. The...

Social Media Storytelling: Using Blogs and Twitter to Create a Community of Practice for Writing Scholarship

2025-07-10 17:50:21 | Article | অংশগ্রহণকারী(রা): Kim M. Mitchell | https://doi.org/10.31468/cjsdwr.726

This paper argues that social media can function as an informal community of practice in writing scholarship where knowledge is absorbed into a user’s identity and practice through storytelling. Social media has increasingly attracted academics and educators as a method of trialing new...

Dissertation Pedagogy in Theory and Practice: Extending Our Roundtable

2025-07-10 17:50:20 | Article | অংশগ্রহণকারী(রা): Tommy Mayberry, Sarah Gibbons | https://doi.org/10.31468/cjsdwr.797

In this paper, we extend our roundtable session from the 2019 Canadian Writing Centre Association Conference in Vancouver, which ignited dialogue about how writing centre practitioners and educational developers can help faculty review and strengthen their approaches to providing feedback on...

Out of the Writing Centre and into the Classroom: Academic Literacies in Action

2025-07-10 17:50:20 | Article | অংশগ্রহণকারী(রা): Christina J. Page | https://doi.org/10.31468/cjsdwr.799

Writing and learning centre professionals have expertise in supporting the development of academic literacies but are typically positioned outside of departmental contexts, limiting their interaction with instructors in the disciplines. Small scale initiatives towards meaningful collaboration...

An Editorial Passing of the Torch: Future Directions for CJSDW/R

2025-07-10 17:50:19 | Essay | অংশগ্রহণকারী(রা): Kim M. Mitchell, Sean Zwagerman, Isabelle Clerc | https://doi.org/10.31468/cjsdwr.841

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Understanding Supervisory Practices: Commonalities and Differences in Ways of Working with Doctoral Writers

2025-07-10 17:50:19 | Article | অংশগ্রহণকারী(রা): Rachael Cayley | https://doi.org/10.31468/cjsdwr.775

Thesis supervision is a crucial aspect of the doctoral writing experience. While scholarly attention to both doctoral writing and supervisory dynamics is increasing, supervisory support of doctoral students as novice academic writers is still an under-investigated topic. Not having a clear...

Graduate Transitions: Canadian Master's and PhD Writing Experiences

2025-07-10 17:50:19 | Article | অংশগ্রহণকারী(রা): Jordan Stouck, Lori Walter | https://doi.org/10.31468/cjsdwr.853

This exploratory study researches the experiences of Canadian graduate students as they pursue writing tasks for their degree. It also explores the supports currently utilized by such students and the need for additional supports. The research uses a case study design based on qualitative...

The Tutor Development Needs of Writing Centre Consultants Working with Undergraduate Students Using English as an Additional Language

2025-07-10 17:50:19 | Article | অংশগ্রহণকারী(রা): Maya Pilin, Michael Henry Landry, Scott Roy Douglas, Amanda Brobbel | https://doi.org/10.31468/cjsdwr.827

Growing numbers of international students and newcomers attending post-secondary studies means that there are more students using English as an additional language (EAL) at Canadian universities. Consequently, writing centres have recognized the need for specialized training for their tutors...

What Can Students Tell Us about “Skill Building” in Canadian Writing Studies?

2025-07-10 17:50:19 | Article | অংশগ্রহণকারী(রা): Christopher Eaton | https://doi.org/10.31468/dw/r.829

This paper comes from narrative research that I did with ten former students who reflected on their experiences with writing both in a first-year writing class and beyond. As the participants and I worked together, it became clear that there was the tension between the way they described...

Miller, C. R. & Kelly, A. R. (Ed.). (2017). Emerging genres in new media environments. Palgrave Macmillan/ Springer

2025-07-10 17:50:19 | Review | অংশগ্রহণকারী(রা): Tania S. Smith | https://doi.org/10.31468/dw/r.863

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Tooling up the Multi: Paying Attention to Digital Writing Projects at the Writing Centre

2025-07-10 17:50:19 | Article | অংশগ্রহণকারী(রা): Stephanie Bell, Brian Hotson | https://doi.org/10.31468/cjsdwr.785

With increasing regularity over the last decade, Canadian undergraduate students are being tasked with digital writing projects (DWPs), including wikis, blogs, video and audio essays, websites, and social media engagements. Currently, Canadian writing centres are silent about how DWPs are or...

Threads, Woven Together: Negotiating the Complex Intersectionality of Writing Centres

2025-07-10 17:50:19 | Article | অংশগ্রহণকারী(রা): Srividya Natarajan, Patrick Morley | https://doi.org/10.31468/cjsdwr.801

The Canadian college where the authors are employed has an ethos that supports its writing centre’s commitment to promoting equitable access to power, education, and employment. In recent years, one result of this ongoing commitment has been the hiring of tutoring staff with diverse identities...

A Tutor-Led Collaborative Modelling Approach to Teaching Paraphrasing to International Graduate Students

2025-07-10 17:50:19 | Article | অংশগ্রহণকারী(রা): Antoanela Denchuk | https://doi.org/10.31468/cjsdwr.789

Language learners are at particular risk of being accused of plagiarism, and this is often due to incorrect paraphrasing and quoting practices. Tertiary institutions tend to provide rudimentary citation resources through their academic integrity initiatives. Handouts, webinars and one-hour...

Words have a Past: The English Language, Colonialism, and the Newspapers of Indian Boarding Schools. Jane Griffith. University of Toronto Press, 2019.

2025-07-10 17:50:18 | Review | অংশগ্রহণকারী(রা): Shurli Makmillen | https://doi.org/10.31468/dwr.877

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Changing practices for the L2 Writing Classroom: Moving beyond the five-paragraph essay. Nigel A. Caplan and Ann M. Johns (Eds.). The University of Michigan Press, 2019

2025-07-10 17:50:18 | Review | অংশগ্রহণকারী(রা): Subrata Bhowmik | https://doi.org/10.31468/dwr.867

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