Individual and Collective Self-Efficacy for Teaching Writing in a Multidisciplinary Sample of Canadian Faculty

2025-07-10 17:49:57 | Contributor(s): Kim M. Mitchell | https://doi.org/10.31468/dwr.1039

Background: Teacher self-efficacy can be defined as the confidence teachers hold about their individual and collective capacity to influence student learning. While many faculty assign and assess student writing as part of their course activities, they often perceive the act of writing as...

Inked: Graduate Writing Groups as Writing Centre Pedagogy

2025-07-10 17:49:56 | Contributor(s): Michael Cournoyea, Boba Samuels, David Calloway | https://doi.org/10.31468/dwr.1059

In the post-pandemic era, Canadian writing centres are ideally positioned to organise and support graduate writing groups. At the University of Toronto’s Health Sciences Writing Centre, we have begun offering a weekly, multidisciplinary graduate writing group for students in the health...

Truth and Reconciliation through web design: Integrating Indigenist and Western approaches to teaching writing on a writing centre website

2025-07-10 17:49:55 | Contributor(s): Theresa Bell, Caitlin Keenan, Jonathan Faerber | https://doi.org/10.31468/dwr.1047

We explore relationality and decolonization within the context of our shared attempts to blend Indigenist (Wilson & Hughes, 2019) and Western approaches to information sharing on a redesigned writing centre website. To reflect and honour the importance of story-telling in Indigenous ways...

Introduction: Special Issue on Teaching Academic Writing in Canada

2025-07-10 17:49:54 | Contributor(s): Sarah Seeley, Oguzhan Tekin, Tyler Evans-Tokaryk | https://doi.org/10.31468/dwr.1105

This article introduces a Special Issue of Discourse and Writing/Rédactologie:Teaching Academic Writing in Canada. It contextualizes the research and pedagogical discussions contained herein, and it underlines how these contributions emphasize two major trends on the Canadian landscape of...

Exploring the Writing Process of Multilingual Postsecondary Students

2025-07-10 17:49:53 | Contributor(s): Tessa E. Troughton | https://doi.org/10.31468/dwr.1045

With an increasingly multilingual population made up of domestic and international students at Canadian universities, there is a knowledge gap about the writing practices of multilingual students and the needs of multilingual academic writers. In order to address this knowledge gap, more...

Ctrl+AI+Learn: Contextualizing GenAI Policies for First-Year University Students

2025-07-10 17:49:51 | Contributor(s): Talla Enaya, Sarah Seeley | https://doi.org/10.31468/dwr.1119

This teaching report describes a workshop delivered at the University of Toronto Mississauga as a part of the Robert Gillespie Academic Skills Centre’s (RGASC) Head Start program. The workshop was premised on two guiding ideas: (1) since the University of Toronto maintains flexible guidelines...

Doctoral Student Reading and Writing: Making Our Processes Visible

2025-07-10 17:49:51 | Contributor(s): Melanie Doyle, Chantelle Caissie | https://doi.org/10.31468/dwr.1055

Reading and writing are core components of what it means to be a doctoral student. Although reading and writing are known to be discursive, socialized practices, doctoral programs often focus on the output of these practices and position reading and writing as generic, universal skills....

What We Talk about What We Talk about Gender-Inclusive Language: Teaching and Learning the Singular “They” in the First-Year Writing Classroom

2025-07-10 17:49:50 | Contributor(s): Sarah Copland | https://doi.org/10.31468/dwr.1107

Over the past decade, interest in the singular “they” has burgeoned in scholarly venues and mainstream media, but writing studies scholars are surprisingly absent in these conversations. To contribute a writing studies perspective, I studied the impact, value, and challenges of teaching this...

How do you wish to be cited? Citation practices and a scholarly community of care in trans studies research articles

2025-05-27 00:00:22 | Contributor(s): Katja Thieme, Mary Ann S. Saunders | https://doi.org/10.1016/j.jeap.2018.03.010

citation, trans studies, gender studies, research writing, academic writing, embodied knowledge, pragmatics

Expressive Freedom and Ethical Responsibility at Canadian Universities

2025-05-23 19:37:50 | Contributor(s): Katja Thieme | https://doi.org/10.7202/1108911ar

This article reviews recent government incursions on questions of free speech at universities and colleges in Ontario and Alberta and presents the challenge they pose to university autonomy. Inherent in university autonomy is the possibility—or the obligation—that universities make decisions...

Constitutive Rhetoric as an Aspect of Audience Design: The Public Texts of Canadian Suffragists

2025-05-23 19:08:38 | Contributor(s): Katja Thieme | https://doi.org/10.1177/0741088309353505

This article offers a way of using the theory of audience design—how speakers position different audience groups as main addressees, overhearers, or bystanders—for written discourse. It focuses on main addressees, that is, those audience members who are expected to participate in and respond to...

A Principled Uncertainty: Writing Studies Methods in Contexts of Indigeneity

2025-05-23 18:24:47 | Contributor(s): Katja Thieme, Shurli Makmillen | https://doi.org/10.58680/ccc201728963

This article uses rhetorical genre theory to discuss methods for writing studies research in light of increasing participation of Indigenous scholars and students in disciplines throughout the academy. Like genres, research methods are embedded in systems of interaction that create subject...

A Principled Uncertainty: Writing Studies Methods in Contexts of Indigeneity

2025-04-11 19:46:03 | Contributor(s): Katja Thieme, Shurli Makmillen | https://doi.org/10.58680/ccc201728963

This article uses rhetorical genre theory to discuss methods for writing studies research in light of increasing participation of Indigenous scholars and students in disciplines throughout the academy. Like genres, research methods are embedded in systems of interaction that create subject...

The state of post-secondary food studies pedagogy in Canada: An exploration of philosophical and normative underpinnings

2025-03-19 22:13:19 | Contributor(s): Phoebe Stephens, Lucy Hinton | https://doi.org/10.15353/cfs-rcea.v8i4.468

To date, there has been little empirical research on how food studies pedagogy has developed in Canada. Yet, across Canada, more and more postsecondary institutions are offering food studies in formalized programs and individual courses to undergraduate students. This paper contributes to the...

Understanding and developing food pedagogies in Ontario pre-service education

2025-03-19 22:13:18 | Contributor(s): Rachelle Campigotto, Sarah Barrett, Rod MacRae | https://doi.org/10.15353/cfs-rcea.v8i4.464

Policy documents implore Ontario teachers to integrate environmental education (EE) in the curriculum. Evidence of significant barriers such as lack of time, resources and knowledge, and lack of preparation at the Bachelor of Education level to teaching EE is well documented (Barrett, 2007,...

Kitchen Wizards: Community Engaged Learning at The Wolfville Farmers’ Market

2025-03-19 22:13:18 | Contributor(s): Mary Margaret Sweatman, Barb Anderson, Kelly Marie Redcliffe, Alan Warner, Janine Annett | https://doi.org/10.15353/cfs-rcea.v8i4.470

This article tells the story of an introductory, undergraduate required course with a significant community service-learning project developed in partnership between the School of Nutrition and Dietetics at Acadia University and the Wolfville Farmers’ Market. This partnership began in 2009,...

Preserving stories, preserving food: Intergenerational and multicultural pedagogies for food waste reduction from Pakistan, China and Canada

2025-03-19 22:13:18 | Contributor(s): Tammara Soma, Jayda Wilson, Molly Mackay, Yuting Cao | https://doi.org/10.15353/cfs-rcea.v8i4.455

Worldviews, cultures, spirituality, and history not only influence how societies define “food” and “waste”, they also shape how we consume food and the relationship we have with the broader food system. While food waste has emerged as a global concern and a complex “wicked problem” that...

Eating and learning about food at school and on campus: Farm to Cafeteria Canada (F2CC) in Metro Vancouver

2025-03-19 22:13:18 | Contributor(s): Estevan Coca | https://doi.org/10.15353/cfs-rcea.v8i4.460

Food is an interdisciplinary topic that transverses different areas of knowledge, allowing it to be used as a pedagogical resource in numerous teaching-learning processes and environments. This paper seeks to contribute to early debates on the relationship between public procurement and food...

Digesting performance: An embodied-environmental approach to food pedagogy

2025-03-19 22:13:18 | Contributor(s): David Szanto | https://doi.org/10.15353/cfs-rcea.v8i4.454

Food and food systems are distinct from many other areas of study, in part because of the material, experiential, and affective elements they comprise. Teaching about food can therefore benefit from pedagogical approaches that acknowledge, account for, and activate intersubjectivity, emotions,...

Addressing the call: A review of food justice courses in Canada and the USA

2025-03-19 22:13:18 | Contributor(s): Meryn Corkery, Will Valley, Joyce Liao 廖釆約, Colin Dring | https://doi.org/10.15353/cfs-rcea.v8i4.456

To address inequality's root causes both within and beyond the food chain, food justice scholars have called for explicit integration of trauma/inequity, land, labour, exchange, and governance into post-secondary education food studies and related fields. This paper explores how instructors of...