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

2025-07-10 17:50:23 | Article | 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)...

Cross-border teaching experiences in Canada and the U.S.: A writing teacher reflects

2025-07-10 17:50:23 | Article | 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...

Writing as Responsive, Situated Practice: The Case for Rhetoric in Canadian Writing Studies

2025-07-10 17:50:23 | Article | 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...

Surface and Depth: Metalanguage and Professional Development in Canadian Writing Studies

2025-07-10 17:50:23 | Article | Contributor(s): Katja Thieme | https://doi.org/10.31468/cjsdwr.757

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

2025-07-10 17:50:23 | Article | 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...

Writing Instruction, Academic Labour, and Professional Development

2025-07-10 17:50:22 | Article | 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...

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

2025-07-10 17:50:22 | Article | 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 | Article | 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...

A Foucauldian-Vygotskian Analysis of the Pedagogy of Academic Integrity

2025-07-10 17:50:22 | Article | 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...

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

2025-07-10 17:50:22 | Article | 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...

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

2025-07-10 17:50:22 | Article | 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...

A Tardy Uptake

2025-07-10 17:50:21 | Article | 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,...

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

2025-07-10 17:50:21 | Article | 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 | Article | 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 | Article | 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 | Article | 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...

Exercising Genres: A Rejoinder to Anne Freadman

2025-07-10 17:50:21 | Article | 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...

Always Already in Flux: A Response to Anne Freadman

2025-07-10 17:50:21 | Article | 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...

Notes on Anne Freadman’s Tardy Response

2025-07-10 17:50:21 | Article | 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...

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

2025-07-10 17:50:21 | Article | 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...