Intersections between Tutorial Engagement, Directive Feedback, and Critical Reflection

2025-07-10 17:50:26 | Contributor(s): 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...

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

2025-07-10 17:50:25 | Contributor(s): 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...

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

2025-07-10 17:50:25 | Contributor(s): 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...

Engaging with Play and Graduate Writing Development

2025-07-10 17:50:24 | Contributor(s): 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 | Contributor(s): 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...

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

2025-07-10 17:50:24 | Contributor(s): 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...

Emotions, Play and Graduate Student Writing

2025-07-10 17:50:24 | Contributor(s): 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...

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

2025-07-10 17:50:24 | Contributor(s): 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...

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

2025-07-10 17:50:23 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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...

Introduction to the Special Section of Conference Proceedings from the 2018 Canadian Writing Centres Association

2025-07-10 17:50:23 | Contributor(s): Nadine Fladd, Liv C Marken | https://doi.org/10.31468/cjsdwr.813

In this special section of the Canadian Journal for the Study of Discourse and Writing/ Rédactologie (CJSDW/R), we are pleased to share three articles that were originally presented at the 2018 Canadian Writing Centres Association / L’Association canadienne des centres de rédaction (CWCA/ACCR)...

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 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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...

A Conversation about “Editing” Plurilingual Scholars’ Thesis Writing

2025-07-10 17:50:23 | Contributor(s): 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 | Contributor(s): 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...

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

2025-07-10 17:50:22 | Contributor(s): 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 | Contributor(s): 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...