Writing in Graduate School: A Found Poem

2025-07-10 17:50:26 | Article | Contribuidor(es): Andrea R Olinger | https://doi.org/10.31468/cjsdwr.593

The author presents and reflects on a found poem she composed from the final papers of students in her multidisciplinary graduate writing class.

Introduction: Selected Papers from the 2017 Canadian Writing Centres Association Conference

2025-07-10 17:50:26 | Article | Contribuidor(es): Kathy Block, Clare Bermingham, Jordana Garbati | https://doi.org/10.31468/cjsdwr.725

Our 2017 CWCA conference took place on Canada’s 150th anniversary, and these two themes threaded through the conference, connecting with other discussions about our students’ diverse identities and histories that they bring to tutoring sessions in their languages, their stories, and their...

The Languages We May Be: Affiliative Relations and the Work of the Canadian Writing Centre

2025-07-10 17:50:26 | Article | Contribuidor(es): Frankie Condon | https://doi.org/10.31468/cjsdwr.627

This essay explores the possibility of imagining Canadian writing centres as sites wherein the Canadian commitment to multiculturalism and human rights may be more fully enacted and our country’s historical injustices may be addressed through the collective labours of writing centre scholars,...

Students Speak Out: The Impact of Participation in an Undergraduate Research Journal

2025-07-10 17:50:26 | Article | Contribuidor(es): Jordana Garbati, Esther Brockett | https://doi.org/10.31468/cjsdwr.618

Universities are places where writing plays a central role in knowledge creation and dissemination (Graves, 2011). Students engage with writing in their courses, at their institution’s Writing Centre, and, perhaps more recently, in co-curricular projects such as an undergraduate research...

The Grammar of Social Justice: Gender Non-Binary Pronouns and the Writing Centre

2025-07-10 17:50:26 | Article | Contribuidor(es): Travis Sharp, Karen Rosenberg | https://doi.org/10.31468/cjsdwr.615

This paper discusses our writing centre’s outreach to trans and gender non-conforming students on our campus and the subsequent responses to this. Specifically, our writing centre embarked on an outreach campaign through promotional materials and sponsored events. During and following the 2016...

Drawing as a Way of Knowing: Visual Practices as the Route to Becoming Academic

2025-07-10 17:50:25 | Article | Contribuidor(es): Sandra Abegglen, Tom Burns, Sandra Sinfield | https://doi.org/10.31468/cjsdwr.600

This case study illustrates what happened when we took a playful approach in a first year undergraduate academic skills module and a graduate Facilitating Student Learning module asking our students to “draw to learn.” We found that they not only enjoyed the challenges we set them, but also...

“I am Done with Toys!” — The Benefits, Joys and Risks of Creativity and Innovation in Graduate Writing Support

2025-07-10 17:50:25 | Article | Contribuidor(es): Zoe Jones, Nonia Williams | https://doi.org/10.31468/cjsdwr.602

Writing is a necessary part of the graduate student’s journey; it can also be a stressful and frustrating one that leaves students feeling “stuck” and disheartened. In this article we discuss four playful and alternative strategies that aim to free-up and inspire our graduate writers: our use...

A Contemplative Approach to Graduate Writing Development: Reflections from Thai Writing Classrooms

2025-07-10 17:50:24 | Article | Contribuidor(es): James Burford, Adisorn Juntrasook, Wasana Sriprachya-anunt, Linda Yeh | https://doi.org/10.31468/cjsdwr.599

This article addresses an under-researched area of writing studies: the use of contemplative pedagogies in the development of graduate writing. Drawing on reflective analysis from writing instructors, this article seeks to both contextualize the teaching and learning of writing in the Thai...

Emotions, Play and Graduate Student Writing

2025-07-10 17:50:24 | Article | Contribuidor(es): Cecile Badenhorst | https://doi.org/10.31468/cjsdwr.625

While playfulness is important to graduate writing to shift students into new ways of thinking about their research, a key obstacle to having fun is writing anxiety. Writing is emotional, and despite a growing field of research that attests to this, emotions are often not explicitly recognized...

Autonomous Writing Groups and Radical Equality: An Innovative Approach to University Writing

2025-07-10 17:50:24 | Article | Contribuidor(es): Katrin Girgensohn, Felicitas Macgilchrist | https://doi.org/10.31468/cjsdwr.586

This paper presents a program for a university writing group, ran as a trial in Germany, that differs from common writing groups by allowing writers a high level of autonomy and choice. To theoretically frame this writing group model, we draw on the French philosopher Jacques Rancière and his...

Scenes from Graduate School: Playing in the Smooth Spaces of Academic Writing

2025-07-10 17:50:24 | Article | Contribuidor(es): Nancy Bray | https://doi.org/10.31468/cjsdwr.590

In this essay, I describe how I have experienced difficulties writing in particular academic genres. Finding spaces to play in these genres has helped me to ease these difficulties and negotiate the conflicts and contradictions of the academy. To explore and explain innovative spaces within...

Engaging with Play and Graduate Writing Development

2025-07-10 17:50:24 | Article | Contribuidor(es): Brittany Amell, Eve-Marie C. Blouin-Hudon | https://doi.org/10.31468/cjsdwr.606

We begin by situating this work and ourselves in graduate writing. Although our experiences as burgeoning researchers are not a focus of this article, we are nonetheless present in the background, not unlike a palimpsest. We trace one aspect of this palimpsest—the use of playful and creative...

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

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

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

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

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

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

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

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

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

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

Steps on the Path towards Decolonization: A Reflection on Learning, Experience, and Practice in Academic Support at the University of Manitoba

2025-07-10 17:50:23 | Article | Contribuidor(es): Monique Dumontet, Marion Kiprop, Carla Loewen | https://doi.org/10.31468/cjsdwr.745

This essay comes out of a panel presentation featured at the 2018 Canadian Association Writing Centres Conference entitled, “Steps on the Path of Decolonization” where representatives of the Academic Learning Centre and the Indigenous Student Centre from the University of Manitoba collaborated...

EAL Writers and Peer Tutors: Pedagogies that Resist the “Broken Writer” Myth

2025-07-10 17:50:23 | Article | Contribuidor(es): Daniel Chang, Amanda Goldrick-Jones | https://doi.org/10.31468/cjsdwr.731

Writing centres offer a safe space for writers, including English-as-additional-language (EAL) students, to negotiate meaning and become more <luent with academic writing genres. However, a disconnect still exists between the writer-centred principles that inform WC tutoring practice and...

The Power of Deficit Discourses in Student Talk about Writing

2025-07-10 17:50:23 | Article | Contribuidor(es): Shurli Makmillen, Kim Norman | https://doi.org/10.31468/cjsdwr.733

Does engagement with writing centre consultants in one-on-one consultations help students shift from remedial discourses toward meta-cognitive awareness more in keeping with the nature ofpeer review in an academic setting? This study investigates this question through looking longitudinally...