A Foucauldian-Vygotskian Analysis of the Pedagogy of Academic Integrity

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

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

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

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

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

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

2025-07-10 17:50:21 | Contributor(s): 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;...

Writing and Research Across the Globe: An Innovative North-North-South-South Collaboration

2025-07-10 17:50:21 | Contributor(s): Katie Bryant, Codie Fortin Lalonde, Rachel Robinson, Trixie G Smith | https://doi.org/10.31468/cjsdwr.809

This article is based on various versions of a panel presented at multiple writing centre and writing studies conferences as well as conversations across partners. Our perspectives come from discussions between our four universities before, during, and after an initial global North/global...

Do This Article

2025-07-10 17:50:21 | Contributor(s): Meredith Barrett | https://doi.org/10.31468/cjsdwr.795

From the multiple theories of experiential learning to discourse on learning styles and preferences, hands-on learning is well known as an important mode of engaging with new ideas and processes. This article runs with this notion by not just sharing interactive activities for training peer...

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

2025-07-10 17:50:21 | Contributor(s): 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...

A Tardy Uptake

2025-07-10 17:50:21 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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...

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

2025-07-10 17:50:21 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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...

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

2025-07-10 17:50:19 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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...