SAAQ : le grand chantier des communications écrites

2025-07-10 17:50:14 | Contributor(s): Christine Côté-Dubuc | https://doi.org/10.31468/dwr.1021

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Revenu Québec : simplification des communications à la Direction générale des particuliers

2025-07-10 17:50:14 | Contributor(s): Isabelle Cyr, Virginie Gagnon-Thibault, Sabrina Santosuosso, Mylène St-Onge | https://doi.org/10.31468/dwr.1023

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Commissariat aux plaintes du CIUSSS : la simplification par la communication verbale

2025-07-10 17:50:13 | Contributor(s): Annick Dallaire | https://doi.org/10.31468/dwr.1009

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CNESST : le grand chantier de clarification des communications écrites: Entretien avec Pierre Cyr, directeur à la direction de la planification et de l’innovation

2025-07-10 17:50:13 | Contributor(s): Émilie Michaud | https://doi.org/10.31468/dwr.1013

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La simplification des communications : mode d’emploi: Une volonté de rapprochement entre l’État et le citoyen

2025-07-10 17:50:12 | Contributor(s): Isabelle Clerc, Krystel Delage, Émilie Michaud | https://doi.org/10.31468/dwr.1007

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Pratiques de rédaction claire de rédacteurs fonctionnels en Belgique francophone

2025-07-10 17:50:11 | Contributor(s): Adeline Müller, Thomas François | https://doi.org/10.31468/dwr.955

Dans les administrations belges francophones, on retrouve surtout des rédacteurs fonctionnels, c’est-à-dire des rédacteurs n’ayant pas suivi de formation en rédaction professionnelle, et qui réalisent des tâches de rédaction de façon occasionnelle. Nous avons étudié empiriquement, à l’aide...

User Experience and Digital Government: Exploring a Practice-Based Participatory Approach to Identify Research Opportunities

2025-07-10 17:50:11 | Contributor(s): Isabelle Sperano, Robert Andruchow, Luca Petryshyn, Vik Chu | https://doi.org/10.31468/dwr.979

In this case study, the research team (RT) explores user experience design in relation to digital practices adopted by governments. The goal of this first phase was to identify research opportunities. To do so, the RT adopted a practice-centered participatory research approach (Holkup, 2004)....

Communication écrite État-citoyens : Défis Numériques, Perspectives Rédactologiques. Isabelle Clerc (dir.). Les Presses de l’Université Laval, 2022

2025-07-10 17:50:11 | Contributor(s): Émilie Michaud | https://doi.org/10.31468/dwr.1005

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Spacious Grammar: Agency and Intention in the Teaching of Research Writing

2025-07-10 17:50:10 | Contributor(s): Katja Thieme | https://doi.org/10.31468/dwr.931

Standardized academic English is now understood to be rooted in histories and practices that are colonial, classist, nationalist, heteronormative, ableist, and sexist. Current teaching of academic English carries an ethos of making practices of research writing accessible to students from...

Inside the Hidden Curriculum: “How-To” Practices for Supporting Underprepared Student Writers in the First-Year Writing Classroom

2025-07-10 17:50:10 | Contributor(s): Kristen Starkowski | https://doi.org/10.31468/dwr.919

First-year writing pedagogies prioritize encouraging students to forge an academic identity by conceptualizing and intervening in scholarly conversations. Student writers from institutionally underprepared backgrounds often find this process both limiting and empowering because specific...

Opening Up Contested Spaces: Interdisciplinary Writing at an HBCU

2025-07-10 17:50:10 | Contributor(s): Shawn Miklaucic, Erin DiCesare | https://doi.org/10.31468/dwr.941

Inequalities in academic writing are not uncommon in higher education and become more complex when we look at the landscape of historically black colleges and universities (HBCUs), which serve a large number of first-generation Black students. HBCUs serve minority students and provide them a...

Speaking Against Inequity in the Writing Classroom: Challenging the Performance Paradigm for Undergraduate Oral Presentations

2025-07-10 17:50:10 | Contributor(s): Moberley Luger, Craig Stensrud | https://doi.org/10.31468/dwr.939

Many existing scholarly speaking pedagogies continue to think of oral presentations as performances for an audience rather than dialogic exchanges of research. Such approaches, prominent in Canadian universities, can exacerbate classroom inequities by valuing certain ways of speaking and, by...

Student Inclusion through Theoretical Reframing: English

2025-07-10 17:50:09 | Contributor(s): Adrienne Lamberti | https://doi.org/10.31468/dwr.923

In the wake of COVID-19, educators are reconsidering not only conventional methods but also those comparatively recent to pedagogy. However, a change in pedagogical strategy can risk being little more than reactive if its philosophical grounding is unvetted. This piece reconsiders the...

Doctoral students’ collaborative practices in developing writer identities : English

2025-07-10 17:50:09 | Contributor(s): Carla Tapia, Nicola Stewart | https://doi.org/10.31468/dwr.929

En route to their final thesis examinations, doctoral students face continuous challenges. These include institutional, instructional, personal, and social issues (Cotterall, 2011). These challenges can cause students to question their competency and ability to complete their programmes,...

Doctoral writing and the politics of citation use

2025-07-10 17:50:09 | Contributor(s): Cecile Badenhorst, Abu Arif, Kelvin Quintyne | https://doi.org/10.31468/dwr.969

Conventions shape scholarly writing and citations practices are one set of conventions that dominate how and what we write. Yet, many of these practices naturalize exclusion and discrimination in a way that becomes normalized and, consequently, invisible. For doctoral students, learning the...

Learning to Unlearn the Teaching and Assessment of Academic Writing

2025-07-10 17:50:08 | Contributor(s): Mya Poe | https://doi.org/10.31468/dwr.977

The last two years have raised important questions about how we can make the teaching of academic writing more equitable. In fact, the current moment invites us to “learn to unlearn” ways of teaching academic writing that perpetuate inequity. In this reflective article, I draw on decolonial...

Disrupting Institutional Models of Writing

2025-07-10 17:50:08 | Contributor(s): Dale Tracy | https://doi.org/10.31468/dwr.937

To invite more than imitation, institutional models—of writing and beyond—must leave space for individuals to bring their specific creative intelligence to bear on the rhetorical context. This reciprocal use of models depends on preparing for all students but also on having an open stance to...

Developing Dissertation Support in the Writing Centre

2025-07-10 17:50:07 | Contributor(s): Keith O'Regan | https://doi.org/10.31468/dwr.889

The uneven levels of writing support that dissertation writers receive throughout each stage of their PhDs has contributed to low completion rates and general dissatisfaction with the doctoral process. By offering both collective and individual assistance, the Café and one-to-one writing...

Research Article Introductions as Hero Narratives: A Reading Strategy for Undergraduate Students

2025-07-10 17:50:07 | Contributor(s): Jonathan Vroom | https://doi.org/10.31468/dwr.917

This article describes a strategy for teaching undergraduate students to read research articles (RAs)—called the hero narrative reading strategy. This strategy modifies an existing approach to reading RAs (the Scientific Argumentation Model [SAM]), which teaches students to identify an...

Labour-Based Grading Contracts in an Indigenous-Specific Section of Academic Reading and Writing

2025-07-10 17:50:07 | Contributor(s): Loren Gaudet | https://doi.org/10.31468/dwr.975

This essay outlines the experience of introducing a labour-based grading contract in a section of the University of Victoria’s standard introduction to academic reading and writing that was only open to students who self-identified as Indigenous. Labour-based grading contracts offer an...