Silent Partners: Student Course Evaluations and the Construction of Pedagogical Worlds

2025-07-10 17:50:34 | Contributor(s): Pia Marks | https://doi.org/10.31468/cjsdwr.16

This pilot study examines the student evaluation of courses as a situated discourse practice. It seeks to understand how the practice informs student and instructor attitudes, practices, and identities by examining a particular case - the course evaluation instrument used in the Faculty of...

Introduction

2025-07-10 17:50:34 | Contributor(s): Gloria Burrows | https://doi.org/10.31468/cjsdwr.15

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Structures narratives et congruence cognitive : cas du summary lead et de la pyramide inversée

2025-07-10 17:50:34 | Contributor(s): Bertrand Labasse | https://doi.org/10.31468/cjsdwr.18

Le summary lead (5W+H) et la construction dite en pyramide inversée sont des préceptes dominants dans le champ de la rédaction. Leur validité est examinée ici dans une triple perspective, historique (quelle origine ?), didactique (quel apport en formation ?) et technique (quelle efficacité...

Awareness Versus Production: Probing Students' Antecedent Genre Knowledge

2025-07-10 17:50:34 | Contributor(s): Natasha Artemeva, Janna Fox | https://doi.org/10.31468/cjsdwr.19

This article explores the role of students' prior, or antecedent, genre knowledge in relation to their developing disciplinary genre competence by drawing on an illustrative example of an engineering genre-competence assessment. The initial outcomes of this diagnostic assessment suggest that...

Assessing Citizen Participation in Public Processes: Making Visible the Ephemera of Decision-Making Talk

2025-07-10 17:50:34 | Contributor(s): Diana Wegner | https://doi.org/10.31468/cjsdwr.17

This paper contributes to current research in communications, rhetoric, and discourse analysis that extends disciplinary interests into the study of citizen participation in public processes. The impetus for this study comes from the troubling consensus that many public decision-making...

Humboldt Meets Bologna: Developments and Debates in Institutional Writing Support in Germany

2025-07-10 17:50:34 | Contributor(s): Felicitas Macgilchrist, Katrin Girgensohn | https://doi.org/10.31468/cjsdwr.9

This article outlines the coming of age of writing pedagogy in German institutions of higher education and explores the role of the ‘Hausarbeit’ in contemporary universities. Traditionally, the 6,000-12,000 word Hausarbeit was the mainstay of academic writing in all university courses in the...

Teaching Undergraduate Researchers to Theorize and Practice Narrative Inquiry

2025-07-10 17:50:34 | Contributor(s): Jaqueline McLeod Rogers | https://doi.org/10.31468/cjsdwr.11

Narrative inquiry has become a growing part of scholarly work across disciplines and a common part of student writing. I begin this article by proposing that undergraduate students can benefit from a course that teaches them about narrative, a mode of knowing many theorists claim is unique to...

Convalescence from Modernity: Writing Assessment in the Epoch of Scientism

2025-07-10 17:50:34 | Contributor(s): Anthony Petruzzi | https://doi.org/10.31468/cjsdwr.12

While some argue that post-modernity has overcome the era of modernity, claiming a rupture from previous ways of thinking and acting, reports of the ‘death of modernity’ have been greatly exaggerated. Its tenets continue to order and constitute values—transmitted by cultural dispositions—and...

Introduction

2025-07-10 17:50:34 | Contributor(s): Eric Kavanagh | https://doi.org/10.31468/cjsdwr.546

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Rediger au gouvernement : entrevue avec Sonya Trudeau, redactrice professionnelle

2025-07-10 17:50:34 | Contributor(s): Isabelle Clerc | https://doi.org/10.31468/cjsdwr.547

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Qualite de la relation entre administration et usagers : la part informationnelle de l'asymetrie. Interpretations d'usagers et approche macro-discursive de la marge redactionnelle

2025-07-10 17:50:34 | Contributor(s): Karine Collette | https://doi.org/10.31468/cjsdwr.548

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Transitional Writing and "Third Space" Learning: Professional Writing Students and the Work Experience

2025-07-10 17:50:34 | Contributor(s): Diana Wegner | https://doi.org/10.31468/cjsdwr.10

This paper is based on a long-term study of professional writing students in an internship, "work experience" course. Building upon work theorizing the problematic gap between classroom instruction and workplace practice, this study extends analysis to explore the role of transitional pedagogy...

Borrowed Voices: Conversational Storytelling in Midwifery Healthcare Visits

2025-07-10 17:50:33 | Contributor(s): Pamela McKenzie, Philippa Spoel | https://doi.org/10.31468/cjsdwr.36

Midwifery in Ontario, Canada exists at the intersection of mainstream healthcare ideology and an alternative, woman-centred ideology of care. As a result, midwifery interaction is characterized by discursive hybridity. We trace this hybridity in the conversational stories co-narrated by...

From the Editors

2025-07-10 17:50:32 | Contributor(s): Jaclyn Rea, Katja Thieme, Anneke Van Enk | https://doi.org/10.31468/cjsdwr.42

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The Historical Formation of Academic Identities: Rhetoric and Composition, Discourse and Writing

2025-07-10 17:50:32 | Contributor(s): Louise Wetherbee Phelps | https://doi.org/10.31468/cjsdwr.37

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Designing Effective Training Programs for Discipline-Specific Peer Writing Tutors

2025-07-10 17:50:29 | Contributor(s): Shelley Appleby-Ostroff | https://doi.org/10.31468/cjsdwr.604

This article demonstrates how the training of peer writing tutors in a disciplinary setting can be informed by writing centre scholarship and framed by the “Statement on Writing Centres and Staffing” (Graves, 2016). More particularly, the article offers a set of theory-supported criteria for...

Locating Canadian Writing Centres: An Empirical Investigation

2025-07-10 17:50:28 | Contributor(s): Pamela Bromley | https://doi.org/10.31468/cjsdwr.578

As writing centres in Canada face challenges to their existence, funding, and stature, it may be helpful to situate the Canadian experience empirically. This project investigates the number of, geographical, institutional, and physical locations of, and longevity of Canadian writing centres...

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

2025-07-10 17:50:28 | Contributor(s): 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...

Writing on the Ground

2025-07-10 17:50:28 | Contributor(s): 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...

What a Generalist Tutor Can Do: A Short Lesson from a Tutoring Session

2025-07-10 17:50:28 | Contributor(s): Tomoyo Okuda | https://doi.org/10.31468/cjsdwr.580

In parallel to the unique history of writing instruction, Canadian writing specialists have drawn on different theories and principles from the U.S. literature in building their writing studies scholarship (Giltrow, 2016; Graves, 1993; Graves & Graves, 2006; Paré, 2017; Smith, 2006). This...