A Conversation about “Editing” Plurilingual Scholars’ Thesis Writing

2025-07-10 17:50:23 | Article | Contribuidor(es): James Corcoran, Antoinette Gagné, Megan McIntosh | https://doi.org/10.31468/cjsdwr.589

Drawing on our combined experiences providing thesis writing support, we critically consider the tensions surrounding policies and practices aimed at plurilingual graduate students using English as an additional language (EAL). Our trioethnographic methodology allows us to unpack and explore...

Introduction: Play, Visual strategies and Innovative Approaches to Graduate Student Writing Development

2025-07-10 17:50:23 | Article | Contribuidor(es): Brittany Amell, Cecile Badenhorst | https://doi.org/10.31468/cjsdwr.724

We begin by introducing the special section of theCanadian Journal for Studies in Discourse and Writing/Rédactologieon play, visual strategies and innovative approaches to graduate student writing development. Most exciting for us to see as editors of this special section is how many authors...

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...

Writing Instruction, Academic Labour, and Professional Development

2025-07-10 17:50:22 | Article | Contribuidor(es): 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...

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

2025-07-10 17:50:22 | Article | Contribuidor(es): 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 | Contribuidor(es): 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 Foucauldian-Vygotskian Analysis of the Pedagogy of Academic Integrity

2025-07-10 17:50:22 | Article | Contribuidor(es): 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...

Learner-Created Podcasts: Fostering Information Literacies in a Writing Course

2025-07-10 17:50:22 | Article | Contribuidor(es): 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...

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

2025-07-10 17:50:22 | Article | Contribuidor(es): 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,...

Taking Stock and Looking Forward: 2019 Year-End Editorial

2025-07-10 17:50:21 | Essay | Contribuidor(es): Sibo Chen | https://doi.org/10.31468/cjsdwr.819

It is my great pleasure to write 2019’s Year-End Editorial for CJSDW/R. This year has witnessed a notable increase of publishing activities at the journal: we managed to publish a total of15 articles, along with a record number of submissions at various stages in the editorial pipeline. The...

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

2025-07-10 17:50:21 | Article | Contribuidor(es): 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 | Contribuidor(es): 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 | Contribuidor(es): 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 | Contribuidor(es): 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...

A Tardy Uptake

2025-07-10 17:50:21 | Article | Contribuidor(es): 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,...

Notes on Anne Freadman’s Tardy Response

2025-07-10 17:50:21 | Article | Contribuidor(es): 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 | Contribuidor(es): 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...

On Genre as Social Action, Uptake, and Modest Grand Theory

2025-07-10 17:50:21 | Article | Contribuidor(es): Sune Auken | https://doi.org/10.31468/cjsdwr.823

Carolyn Miller’s (1984) “Genre as Social Action,” the primary topic—or target—of Anne Freadman’s brilliant and thought-provoking article, holds a special place in genre research. If I pick up an unknown piece of research on genre, the first thing I do is look for Miller’s article in the...

Exercising Genres: A Rejoinder to Anne Freadman

2025-07-10 17:50:21 | Article | Contribuidor(es): 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 | Contribuidor(es): 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...