Doctoral students’ collaborative practices in developing writer identities : English

2025-07-10 17:50:09 | Article | 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 | Article | 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 | Article | 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 | Article | 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 | Article | 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 | Article | 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 | Article | 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...

Rethinking the Structures of Academic Writing in the Times of Exacerbated Inequity: An Introduction

2025-07-10 17:50:07 | Article | Contributor(s): Sean Zwagerman, Kim M. Mitchell | https://doi.org/10.31468/dwr.985

An introduction to the special issue for Rethinking the Structures of Academic Writing in the Times of Exacerbated Inequity. This paper presents a discussion of the inspiration for this special call for papers, an analysis of the genre presentation of the typical critical examination of...

Élaboration d’une typologie élémentaire des genres écrits professionnels à des fins didactiques

2025-07-10 17:50:06 | Article | Contributor(s): Luca Pallanti | https://doi.org/10.31468/dwr.959

Based on the epistemic field of professional literacies, the study aims to build a basic typology of professional written genres for teaching purposes. It strives to categorize 135 authentic texts that have circulated in three companies whose activities fall within certain branches of the...

Reinventing (with) Theory in Rhetoric and Writing Studies: Essays in Honor of Sharon Crowley. Andrea Alden, Kendall Gerdes, Judy Holiday, & Ryan Skinnell (Eds.). Utah State University Press, 2019

2025-07-10 17:50:06 | Review | Contributor(s): Dana Landry | https://doi.org/10.31468/dwr.899

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Joining the Dialogue: Practices for Ethical Research Writing. Bettina Stumm. Broadview Press, 2021

2025-07-10 17:50:06 | Review | Contributor(s): Andreas Herzog | https://doi.org/10.31468/dwr.953

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Let's Talk...A Pocket Rhetoric. Andrea Lunsford. W. W. Norton & Company, 2021

2025-07-10 17:50:06 | Review | Contributor(s): Jordana Garbati | https://doi.org/10.31468/dwr.973

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What Makes Writing Academic: Rethinking Theory for Practice. Julia Molinari. Bloomsbury, 2022

2025-07-10 17:50:06 | Review | Contributor(s): Sandra Abegglen, Tom Burns, Sandra Sinfield | https://doi.org/10.31468/dwr.971

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Drawing on Readerly Intuition in Sentence Level Feedback

2025-07-10 17:50:05 | Article | Contributor(s): Michael John Kaler, Jonathan Vroom, Christoph Richter | https://doi.org/10.31468/dwr.913

In this paper, we discuss our research into the effects on student writing of giving sentence-level feedback at several stages in a scaffolded assignment in a large second year science course. Our results indicate that feedback that draws on the reader’s intuitive sense for writing, rather...

Academic Literacies in a South African Writing Centre: Student Perspectives on Established Practices

2025-07-10 17:50:05 | Article | Contributor(s): Tyler Evans-Tokaryk, Kabinga Jack Shabanza | https://doi.org/10.31468/dwr.945

Through a case study conducted in 2014 and 2015 at the University of X in South Africa, the researchers collected focus group and survey data to develop a better understanding of the kinds of students who use the university’s Writing Centre and their perceptions of the support they receive....

What Is It Like to Sound Like a Bot?

2025-07-10 17:50:04 | Article | Contributor(s): Amanda Paxton | https://doi.org/10.31468/dwr.1043

This article proposes that the rise of GPT technology presents an opportunity to initiate meaningful discussions in the postsecondary classroom about the connections between writing, language, and personal autonomy. Partly grounded on predictive text, GPT-produced language is often...

The JSTOR Daily Project: Building Genre Awareness through Heuristic Learning

2025-07-10 17:50:04 | Article | Contributor(s): Sarah Seeley | https://doi.org/10.31468/dwr.1035

The article describes a publicly oriented writing assignment that can be adapted across disciplinary contexts. The assignment is linked to the JSTOR Daily publication with its tagline “where news meets its scholarly match.” Emulating the style of writing published in this open-access online...

Editorial Reflections: The Places and Identities of Writing and Writers

2025-07-10 17:50:04 | Essay | Contributor(s): Kim M. Mitchell, Sean Zwagerman | https://doi.org/10.31468/dwr.947

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“A podcast would be fun!”: The fetishization of digital writing projects

2025-07-10 17:50:04 | Article | Contributor(s): Brian Hotson, Stephanie Bell | https://doi.org/10.31468/dwr.915

While digital writing projects (DWPs) like podcasts, videos, and infographics are rigorous sites of scholarly knowledge production, the growth in their popularity as classroom assignments often has more to do with a sense that these are “fun” assignments. Horner, Selfe, and Lockridge (2015)...

The Complexity Paper: A Writing Assignment that Targets Cognitive Bias

2025-07-10 17:50:03 | Article | Contributor(s): James Southworth | https://doi.org/10.31468/dwr.981

Cognitive bias, especially confirmation bias and motivated reasoning, poses a significant challenge to argumentative writing genres, including the persuasive essay. To address this challenge, I introduce the complexity paper. Rather than attempting to convince the reader of a particular...