Teaching and Learning in a First-Year Writing Skills Transfer Course: Investigating College Professor and Student Experiences

2025-07-10 17:50:00 | Article | Contribuidor(es): Taunya Tremblay, Jamie Zeppa, Shannon Blake, Kiley Bolton, Katarina Ohlsson, Christine Dalton, Victoria Yeoman, Lavaughn John | https://doi.org/10.31468/dwr.1067

When Seneca Polytechnic replaced EAC150, an essay-based English course, with COM101, a first-semester writing course based on writing skills transfer, we saw the opportunity to investigate both professors’ and students’ experiences of the new approach. Specifically, we wanted to know how...

A Diverse Contributing Body: A Study of Second Language Writing’s Influence on Writing Studies in Inkshed

2025-07-10 17:50:00 | Article | Contribuidor(es): Christin Wright-Taylor | https://doi.org/10.31468/dwr.1053

In 1962, the CCCC released a report titled “The Freshman Whose Native Language is Not English.” In this report, the chair argued for separate courses dedicated to teaching language-diverse students and staffed by instructors specially trained in Linguistics. Paul Kei Matsuda (1999; 2013)...

Welcoming Writers, Welcoming Instructors: Integrating Antiracist and Decolonial Pedagogies via Multimodal Assignments in Canadian Postsecondary Writing Courses

2025-07-10 17:49:59 | Article | Contribuidor(es): Marci Prescott-Brown | https://doi.org/10.31468/dwr.1069

Canadian scholars increasingly recognize the importance of diverse and inclusive writing pedagogies to welcome students of various races, languages, orientations, genders, and abilities. Yet, if instructors do not feel welcomed into using the tools of antiracist and decolonial writing...

Doing our work in a good way: a framework of collaboration and a case for Indigenous-only writing classrooms

2025-07-10 17:49:59 | Article | Contribuidor(es): Lydia Toorenburgh, Loren Gaudet | https://doi.org/10.31468/dwr.1049

Since fall of 2021, UVic has offered a section of the foundational writing course, ATWP 135: Intro to Academic Writing that is dedicated for Indigenous students. This course provides a space for first-year Indigenous students to find a sense of belonging with each other and in the university...

New Tropes for Old: Changing the Conversation in Canadian Writing Centres

2025-07-10 17:49:58 | Article | Contribuidor(es): Srividya Natarajan | https://doi.org/10.31468/dwr.1095

Many of the celebrated and generative tropes that defined the work and self-image of American writing centres—tropes like Stephen North’s “fix-it shop in the basement,” Andrea Lunsford’s “Burkean Parlour,”and Kenneth Bruffee’s “conversation of mankind”—also helped create and affirm an apparent...

Examining AI Guidelines in Canadian Universities: Implications on Academic Integrity in Academic Writing

2025-07-10 17:49:57 | Article | Contribuidor(es): Faith Marcel, Phoebe Kang | https://doi.org/10.31468/dwr.1051

Academic integrity is a crucial aspect of higher education that fosters intellectual honesty and upholds the principles of fairness and trustworthiness (Stoez & Eaton, 2020; Kang, 2022; Eaton, 2022). As the introduction and integration of artificial intelligence (AI) technologies becomes...

Individual and Collective Self-Efficacy for Teaching Writing in a Multidisciplinary Sample of Canadian Faculty

2025-07-10 17:49:57 | Article | Contribuidor(es): Kim M. Mitchell | https://doi.org/10.31468/dwr.1039

Background: Teacher self-efficacy can be defined as the confidence teachers hold about their individual and collective capacity to influence student learning. While many faculty assign and assess student writing as part of their course activities, they often perceive the act of writing as...

Inked: Graduate Writing Groups as Writing Centre Pedagogy

2025-07-10 17:49:56 | Article | Contribuidor(es): Michael Cournoyea, Boba Samuels, David Calloway | https://doi.org/10.31468/dwr.1059

In the post-pandemic era, Canadian writing centres are ideally positioned to organise and support graduate writing groups. At the University of Toronto’s Health Sciences Writing Centre, we have begun offering a weekly, multidisciplinary graduate writing group for students in the health...

Truth and Reconciliation through web design: Integrating Indigenist and Western approaches to teaching writing on a writing centre website

2025-07-10 17:49:55 | Article | Contribuidor(es): Theresa Bell, Caitlin Keenan, Jonathan Faerber | https://doi.org/10.31468/dwr.1047

We explore relationality and decolonization within the context of our shared attempts to blend Indigenist (Wilson & Hughes, 2019) and Western approaches to information sharing on a redesigned writing centre website. To reflect and honour the importance of story-telling in Indigenous ways...

Two perspectives on generative AI now

2025-07-10 17:49:54 | Review | Contribuidor(es): Boba Samuels | https://doi.org/10.31468/dwr.1093

Two recently published books present perspectives on the impact of generative Artificial Intelligence on writing. Baron’s book attempts to discuss the question of how we might maintain distinctions between the writing done by humans versus that done by genAI, while Tenen’s book takes a...

Introduction: Special Issue on Teaching Academic Writing in Canada

2025-07-10 17:49:54 | Article | Contribuidor(es): Sarah Seeley, Oguzhan Tekin, Tyler Evans-Tokaryk | https://doi.org/10.31468/dwr.1105

This article introduces a Special Issue of Discourse and Writing/Rédactologie:Teaching Academic Writing in Canada. It contextualizes the research and pedagogical discussions contained herein, and it underlines how these contributions emphasize two major trends on the Canadian landscape of...

Exploring the Writing Process of Multilingual Postsecondary Students

2025-07-10 17:49:53 | Article | Contribuidor(es): Tessa E. Troughton | https://doi.org/10.31468/dwr.1045

With an increasingly multilingual population made up of domestic and international students at Canadian universities, there is a knowledge gap about the writing practices of multilingual students and the needs of multilingual academic writers. In order to address this knowledge gap, more...

Ctrl+AI+Learn: Contextualizing GenAI Policies for First-Year University Students

2025-07-10 17:49:51 | Article | Contribuidor(es): Talla Enaya, Sarah Seeley | https://doi.org/10.31468/dwr.1119

This teaching report describes a workshop delivered at the University of Toronto Mississauga as a part of the Robert Gillespie Academic Skills Centre’s (RGASC) Head Start program. The workshop was premised on two guiding ideas: (1) since the University of Toronto maintains flexible guidelines...

Locked In: Looking Back and Moving Forward at the DW/R

2025-07-10 17:49:51 | Essay | Contribuidor(es): Jordana Garbati, Taylor Morphett | https://doi.org/10.31468/dwr.1113

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Doctoral Student Reading and Writing: Making Our Processes Visible

2025-07-10 17:49:51 | Article | Contribuidor(es): Melanie Doyle, Chantelle Caissie | https://doi.org/10.31468/dwr.1055

Reading and writing are core components of what it means to be a doctoral student. Although reading and writing are known to be discursive, socialized practices, doctoral programs often focus on the output of these practices and position reading and writing as generic, universal skills....

What We Talk about What We Talk about Gender-Inclusive Language: Teaching and Learning the Singular “They” in the First-Year Writing Classroom

2025-07-10 17:49:50 | Article | Contribuidor(es): Sarah Copland | https://doi.org/10.31468/dwr.1107

Over the past decade, interest in the singular “they” has burgeoned in scholarly venues and mainstream media, but writing studies scholars are surprisingly absent in these conversations. To contribute a writing studies perspective, I studied the impact, value, and challenges of teaching this...

International Organization for Standardization (ISO). (2023). Plain language - Part 1 : Governing principles and guidelines. Norme ISO 24495-1:2023: Aperçu de la nouvelle norme en langue claire et simple

2025-07-10 17:49:50 | Review | Contribuidor(es): Émilie Michaud | https://doi.org/10.31468/dwr.1077

The International Standard on Plain Language (hereinafter "the ISO standard") sets out guidelines for written communication. Although the ISO standard is currently only available in English, its principles are intended to be universal and are the subject of a consensus. Backed by empirical...

Récapitulatif du 6ème rassemblement annuel du Partenariat canado-australien pour l’érudition ouverte (CAPOS)

2025-07-09 23:40:32 | Report | Contribuidor(es): Brittany Amell | https://doi.org/10.25547/32JS-SP65

Le 6e rassemblement annuel du Partenariat canado-australien pour l’érudition ouverte (the Canadian-Australian Partnership for Open Scholarship, CAPOS), tenu du 2 au 3...

Récapitulatif de la 12e réunion annuelle des partenaires d’INKE (Implementing New Knowledge Environments)

2025-07-09 23:00:08 | Report | Contribuidor(es): Brittany Amell | https://doi.org/10.25547/506Q-VJ94

La 12ème rencontre annuelle du partenariat INKE (Implementing New Knowledge Environments) a eu lieu début mai 2025 dans la pittoresque ville de Wolfville, en Nouvelle-Écosse. Cette rencontre s’inscrivait dans la tradition d’INKE de favoriser un dialogue...

L’état de la sécurité de la recherche au Canada, 2025

2025-07-08 18:29:51 | Report | Contribuidor(es): Aaron Mauro | https://doi.org/10.25547/W8MM-6296

Ce court guide stratégique s’inscrit dans le prolongement du document précédent « La sécurité de la recherche et la science ouverte au Canada », publié en 2023. Cette version mise à jour aborde les menaces croissantes...