Dissertation Pedagogy in Theory and Practice: Extending Our Roundtable

2025-07-10 17:50:20 | Article | Contribuidor(es): Tommy Mayberry, Sarah Gibbons | https://doi.org/10.31468/cjsdwr.797

In this paper, we extend our roundtable session from the 2019 Canadian Writing Centre Association Conference in Vancouver, which ignited dialogue about how writing centre practitioners and educational developers can help faculty review and strengthen their approaches to providing feedback on...

Out of the Writing Centre and into the Classroom: Academic Literacies in Action

2025-07-10 17:50:20 | Article | Contribuidor(es): Christina J. Page | https://doi.org/10.31468/cjsdwr.799

Writing and learning centre professionals have expertise in supporting the development of academic literacies but are typically positioned outside of departmental contexts, limiting their interaction with instructors in the disciplines. Small scale initiatives towards meaningful collaboration...

An Editorial Passing of the Torch: Future Directions for CJSDW/R

2025-07-10 17:50:19 | Essay | Contribuidor(es): Kim M. Mitchell, Sean Zwagerman, Isabelle Clerc | https://doi.org/10.31468/cjsdwr.841

No description provided. / Aucune description fournie.

Understanding Supervisory Practices: Commonalities and Differences in Ways of Working with Doctoral Writers

2025-07-10 17:50:19 | Article | Contribuidor(es): Rachael Cayley | https://doi.org/10.31468/cjsdwr.775

Thesis supervision is a crucial aspect of the doctoral writing experience. While scholarly attention to both doctoral writing and supervisory dynamics is increasing, supervisory support of doctoral students as novice academic writers is still an under-investigated topic. Not having a clear...

Graduate Transitions: Canadian Master's and PhD Writing Experiences

2025-07-10 17:50:19 | Article | Contribuidor(es): Jordan Stouck, Lori Walter | https://doi.org/10.31468/cjsdwr.853

This exploratory study researches the experiences of Canadian graduate students as they pursue writing tasks for their degree. It also explores the supports currently utilized by such students and the need for additional supports. The research uses a case study design based on qualitative...

The Tutor Development Needs of Writing Centre Consultants Working with Undergraduate Students Using English as an Additional Language

2025-07-10 17:50:19 | Article | Contribuidor(es): Maya Pilin, Michael Henry Landry, Scott Roy Douglas, Amanda Brobbel | https://doi.org/10.31468/cjsdwr.827

Growing numbers of international students and newcomers attending post-secondary studies means that there are more students using English as an additional language (EAL) at Canadian universities. Consequently, writing centres have recognized the need for specialized training for their tutors...

What Can Students Tell Us about “Skill Building” in Canadian Writing Studies?

2025-07-10 17:50:19 | Article | Contribuidor(es): Christopher Eaton | https://doi.org/10.31468/dw/r.829

This paper comes from narrative research that I did with ten former students who reflected on their experiences with writing both in a first-year writing class and beyond. As the participants and I worked together, it became clear that there was the tension between the way they described...

Miller, C. R. & Kelly, A. R. (Ed.). (2017). Emerging genres in new media environments. Palgrave Macmillan/ Springer

2025-07-10 17:50:19 | Review | Contribuidor(es): Tania S. Smith | https://doi.org/10.31468/dw/r.863

No description provided. / Aucune description fournie.

Tooling up the Multi: Paying Attention to Digital Writing Projects at the Writing Centre

2025-07-10 17:50:19 | Article | Contribuidor(es): Stephanie Bell, Brian Hotson | https://doi.org/10.31468/cjsdwr.785

With increasing regularity over the last decade, Canadian undergraduate students are being tasked with digital writing projects (DWPs), including wikis, blogs, video and audio essays, websites, and social media engagements. Currently, Canadian writing centres are silent about how DWPs are or...

Threads, Woven Together: Negotiating the Complex Intersectionality of Writing Centres

2025-07-10 17:50:19 | Article | Contribuidor(es): Srividya Natarajan, Patrick Morley | https://doi.org/10.31468/cjsdwr.801

The Canadian college where the authors are employed has an ethos that supports its writing centre’s commitment to promoting equitable access to power, education, and employment. In recent years, one result of this ongoing commitment has been the hiring of tutoring staff with diverse identities...

A Tutor-Led Collaborative Modelling Approach to Teaching Paraphrasing to International Graduate Students

2025-07-10 17:50:19 | Article | Contribuidor(es): Antoanela Denchuk | https://doi.org/10.31468/cjsdwr.789

Language learners are at particular risk of being accused of plagiarism, and this is often due to incorrect paraphrasing and quoting practices. Tertiary institutions tend to provide rudimentary citation resources through their academic integrity initiatives. Handouts, webinars and one-hour...

Words have a Past: The English Language, Colonialism, and the Newspapers of Indian Boarding Schools. Jane Griffith. University of Toronto Press, 2019.

2025-07-10 17:50:18 | Review | Contribuidor(es): Shurli Makmillen | https://doi.org/10.31468/dwr.877

No description provided. / Aucune description fournie.

Changing practices for the L2 Writing Classroom: Moving beyond the five-paragraph essay. Nigel A. Caplan and Ann M. Johns (Eds.). The University of Michigan Press, 2019

2025-07-10 17:50:18 | Review | Contribuidor(es): Subrata Bhowmik | https://doi.org/10.31468/dwr.867

No description provided. / Aucune description fournie.

Genre-based writing: What every ESL teacher needs to know. Christine M. Tardy. University of Michigan Press, 2019

2025-07-10 17:50:18 | Review | Contribuidor(es): Subrata Bhowmik | https://doi.org/10.31468/dwr.861

No description provided. / Aucune description fournie.

A Genre Analysis of Social Change: Uptake of the Housing-First Solution to Homelessness in Canada. Diana Wegner. Inkshed, 2020.

2025-07-10 17:50:18 | Review | Contribuidor(es): Laila Ferreira | https://doi.org/10.31468/dwr.879

This is a book review so there is no abstract.

An A to W of Academic Literacy: Key Concepts and Practices for Graduate Students. Mary Jane Curry, Fangzhi He, Weijia Li, Ting Zhang, Yanhong Zuo, Mahmoud Altalouli, & Jihan Ayesh. University of Michigan Press, 2021.

2025-07-10 17:50:18 | Review | Contribuidor(es): Caroline Diezyn | https://doi.org/10.31468/dwr.907

In the 2018-2019 academic year, the number of international students registered at Canadian universities rose to over 318,000 (Government of Canada, 2020). Hailing from diverse linguistic and socioeconomic backgrounds, these students face unique challenges when starting academic studies in...

Unruly rhetorics: Protest, persuasion, and publics. Jonathan Alexander, Susan C. Jarratt, & Nancy Welch (Eds.). University of Pittsburgh Press, 2018.

2025-07-10 17:50:18 | Review | Contribuidor(es): Sarah Banting | https://doi.org/10.31468/dwr.885

None: this is a book review

Ungrading: Why Rating Students Undermines Learning (and What to do Instead). Susan D. Blum (Ed). West Virginia University Press, 2020.

2025-07-10 17:50:18 | Review | Contribuidor(es): Kim M. Mitchell | https://doi.org/10.31468/dwr.881

No description provided. / Aucune description fournie.

Genre-specific conventions of the Engineering Notebook.: Writing in Practice

2025-07-10 17:50:18 | Article | Contribuidor(es): Faye D'Silva | https://doi.org/10.31468/dwr.865

First-year engineering students not only have to grapple with academic discursive practices specific to their discipline, but they also have to learn genre-specific conventions. The engineering notebook is one such genre common in the field of engineering. This article describes specific...

Developing disciplinary discourse in a first-year engineering course: The DELNA initiative

2025-07-10 17:50:18 | Article | Contribuidor(es): Faye D'Silva, Penny Kinnear | https://doi.org/10.31468/dwr.909

First-year students in higher education settings tend to face ongoing challenges with variations in discursive practices and genres within their discipline. Within this context, a Diagnostic English Language Needs Assessment (DELNA) was administered to first-year engineering students to assess...