WLN BLOG UPDATE

Note from the editor

Recently, I shared with the WLN team some snapshots of how our online presence has evolved over the past few years. We quickly decided to pull back the curtain and share some of these with you, as well.

Back in 2013, the blog was reaching a thousand page views or so. Today, we’re on track for 20k page-views, and well over 12k unique visitors. In the past year alone, we’ve had visitors from 124 different countries.

We’ve posted more than 35 times in the past two semesters, from articles on high-school writing centers to discussions about writing centers’ relationship with learning centers, from a review on the movie Arrival to a wonderful roll-out of our first creative writing feature.

Thanks to you, we have a full slate of upcoming articles in development, including profiles of centers in China, an interview with the graduate writing center of CEU in Hungary, a round-up of helpful new software tools and practices, tips for those on the job market, and more. We’re excited for what’s ahead. I’m proud to be part of such a meaningful field!

This past year, I put out a call for more collaborators to join the WLN blog staff, and I’m thrilled that colleagues from all over the world answered. Now, with a great team in place, I’m pleased to hand things off and transition to an advisory role with the blog. Our team includes:

  • Brian Hotson: editor-in-chief, Saint Mary’s University, Canada.
  • Amy Hansen: assistant editor/social media, Appalachian State University, USA.
  • Ann Gardiner: staff writer, Franklin University, Switzerland.
  • Josh Ambrose: consultant/editor emeritus, McDaniel College, USA.

Of course, our most valuable team members are, and always have been, you. And we want to continue hear from you, about the great work you’re doing at your centers, the opportunities and challenges you face, and the new directions ahead. E-mail an editor today with a story tip, and we’ll help you boost the signal—and don’t forget to join the conversations at https://www.facebook.com/wlnjournal and https://twitter.com/wlnjournal.

Gratefully,

Josh Ambrose
McDaniel College

File cards of bravery: First-year writing anxiety

Brian Hotson

Brian Hotson is editor-in-chief of the WLNBlog and Director of Academic Learning Services at Saint Mary’s University in Halifax, NS.

Each August, our centre holds a two-day Summer Writing Workshop. Its main purpose is to provide incoming, first-year students an opportunity to experience writing at a university level prior to September. It’s also a chance for students to make friends and meet professors. There is a lecture from which students use as a means to write a short paper, the instruction of the two days focussed on this paper. Usually 70-75 students—of an incoming class of 900-1200 students—register. The program is voluntary with a fee of $200, which includes materials and meals.

As an icebreaker on day one, I give each student two file cards. On one card, I asked them to write their name and something they’d like others to know about themselves. On a second card, I ask them to write a question they like to ask a professor (we have a Q&A with professors at the end of day two), and what they are most afraid of in coming to university. Many of our students are first generation students. Their expectations of themselves are very high, without any experience of how such expectations might be met.

I have kept these cards over the years. Each is a personal account of a young person on the threshold. The anonymity of the cards provides a startlingly frank openness into these students’ emotion. For me, it’s not the fear that is insightful, but the bravery of their openness and their willingness to use this openness to try something new.

 

(2016)

University is a chance to learn from mistakes. Drafting is an ongoing second chance, a means to understanding the process of thinking, as well as thinking about thinking. I read these cards before my opening talk of the workshop. I try to insert into the talk words from the cards, and let the other staff presenting during the workshop know of the contents of the cards. This one I keep pinned to my bulletin board.

Continue reading “File cards of bravery: First-year writing anxiety”

Lessons We Learn: 10 years of Cologne Centre for Writing Competency

Editor’s note: What do writing centers look like in other parts of the world? In this blog post we get a glimpse into how things are done in Germany at the University of Cologne’s Centre for Writing Competency. Today’s post comes from Esther Breuer, the Director of the Kompetenzzentrum Schreiben at the Universität zu Köln in Germany. She founded the center in 2007.

The Centre for Writing Competency of the University of Cologne was founded in 2007 and is going to celebrate its tenth anniversary this October. Our university is one of the largest state universities in Germany with nearly 50,000 students in six faculties or schools. In the beginning, it was funded by the students’ fees of those at the Faculty of Arts and Humanities. After students’ fees were abolished, the Centre remained under this faculty and is supported by a fund set up by our federal state for balancing the budget. We now form a team of eight: one director, one specialist on teaching academic writing, the head of our classes on tutoring, an L1 English tutor, and four students for the coaching. As a result, most of its offers are exclusively for students of the Humanities, or for those students who major or minor in at least one subject at our faculty.

The main objective of the Centre is to coach and support students in the process of writing term papers, Bachelor, Master theses, as well as PhD dissertations. We work with the concept of peer-tutoring. At the beginning, our clients often had difficulties with this concept as they expected to come into an office where a lecturer was going to correct their papers. They expected this lecturer to be an ‘older’ person (from the students’ perspective) who knew how everything was to be done. They did not assume that they had to cooperate (or do the main work) in enhancing their papers, finding the weaknesses as well as workable solutions for coping with these. This passive attitude towards feedback might be the effect of a widely-accepted attitude in Germany that writing is a gift and that one cannot learn how to write well. In former times – and sometimes this is still the case today – professors made students believe that they were not apt for studying if they did not know how to write academic papers. This belief is still implanted in some of the students’ heads, and for them it is hard to understand that writing is a learnable competency that simply needs knowledge of concepts and methods, as well as training.

Continue reading “Lessons We Learn: 10 years of Cologne Centre for Writing Competency”

From Far and Wide: The Fifth Annual Canadian Writing Centres Association Conference

The Canadian Writing Centres Association (CWCA) hosts its fifth annual conference at the Ontario College of Art and Design (OCAD) in Toronto, Ontario on May 25th and 26th, 2017. CWCA represents members of writing centres, broadly defined, in colleges, universities, and institutions of all sizes across Canada. It is an affiliate member of the International Writing Centres Association (IWCA).

Clare Bermingham is the Director of the Writing and Communication Centre at the University of Waterloo and is Secretary of CWCA.

WLN Blog: The theme of this year’s CWCA conference is From Far and Wide: Imagining the Futures of Writing Centres. In developing this theme, what were you hoping for?

Clare: “From Far and Wide” is a phrase pulled from the Canadian national anthem, and it’s connected to the 150th anniversary of the formation of Canada as a political nation. However, rather than simply and uncomplicatedly celebrating this milestone, our theme seeks to recognize the complex, often difficult, history of Canada, which plays out in our institutions today and feeds into the questions that writing centres ask about language and writing. We want to challenge ourselves to take note of this history as we turn and look ahead to what’s next for writing centres. We want to know how our community is engaging in work that is inclusive and equitable. How are we working with both Indigenous and international student populations? How are we responding to questions about power and language in training, in theory, and in our daily practice? In what ways are we opening our centres up to be places of real diversity and inclusion in our respective institutions?

WLN Blog: The keynote, Dr. Frankie Condon, has written a great deal on racism and rhetoric. How does her keynote fit into this year’s conference?

Clare: Dr. Condon’s work challenges us to think more deeply about how we do the work we do. It moves us to face issues of inequity and bias head on, but to do so with generosity and care. Frankie’s work, for me, is a generous conversation that’s grounded in the assumption that we want to act in good faith, that we’re taking these issues seriously, and that we acknowledge the potential harm of not listening to each other, especially to the marginalized voices in our communities. Her work is personal and reflective, and she is always equally responsible for the work she calls others to do.

Continue reading “From Far and Wide: The Fifth Annual Canadian Writing Centres Association Conference”

Crossing Borders: Bilingual and Multilingual Writing Centers

Melanie Doyle is a writing tutor at the Writing House in the College of Nursing and Heath Sciences at the University of Massachusetts Boston. She also teaches composition in UMass Boston’s English department while completing her MA.

In 2000, John Trimbur wrote of the importance of bilingualism in writing and called for more writing centers to transform from English-only to multilingual (30). Though many writing centers embrace notions of multiliteracies, some even rebranding themselves as multiliteracy centers, this designation tends to emphasize digital literacies rather than multilingualism or translingualism in the more traditional sense. In other words, despite college campuses becoming increasingly linguistically diverse, the majority of writing centers still operate under a dominant discourse. Indeed, though most (if not all) American college writing centers serve students from diverse language backgrounds, few can serve students in their preferred language. Looking slightly north, Canadian writing centers offer a unique perspective into writing tutoring, bilingually. Though Canada’s contribution to writing center scholarship has been historically small, the field is growing, and the work produced from the Canadian Writing Centres

Melanie Doyle

Association’s (CWCA) annual conferences look to extend the borders of writing research. And with the continuing interest—and current utter importance—of understanding students’ use of language, Canadian institutions are available sites for inquiry.

While Canada as a nation is officially bilingual, each Canadian province chooses its official language: Quebec, for example, is unilingual French, while Ontario, Canada’s largest province, is unilingual English. Still, many of Canada’s higher ed institutions offer francophone writing tutoring or bilingual writing tutoring. Ontario’s University of Ottawa, situated in Canada’s national capital and on the border with Quebec, is currently the largest bilingual university (French-English) in the world, and is thus is an interesting case study to examine bilingual writing tutoring.

To help me understand tutoring practices, pedagogies, and dynamics at the University of Ottawa, I spoke with Amélie from the Academic Writing Help Centre (AWHC), otherwise known as Centre d’aide à la rédaction des travaux universitaires (CARTU). Housed in a bilingual university where courses are taught in French and English, AWHC/CARTU’s mandate is to offer writing support to all students in the official language of their choice in order to fulfill the University’s mission. Indeed, the University of Ottawa is committed to protecting the region’s francophone culture; so in 2015, it obtained designation[1] for its services in French, including student support services like tutoring. In other words, by offering writing tutoring in both French and English, the AWHC/CARTU is doing its part to protect student rights to their own language, using official statutes to ensure protection and access. Ultimately, by supporting francophone students in their studies, the AWHC plays an important role in helping the University of Ottawa achieve its goals regarding the promotion and safeguarding of francophonie. Continue reading “Crossing Borders: Bilingual and Multilingual Writing Centers”

The Writing Centre at the Sultan Qaboos University

ryanEditor’s note: as part of our ongoing attention to highlight the work done by our colleagues around the world, I’m glad to share the following interview with Ryan McDonald, WrC Coordinator at Sultan Qaboos University in Muscat, Oman and chair of the Middle East North Africa Writing Center Alliance (MENAWCA) in April.

Hi Ryan! Can you tell us more about your Writing Centre and the Sultan Qaboos University?

squ1This is a unique place in the Middle East. We have a seemingly homogeneous student body comprised of 99% Omani nationals, yet their backgrounds, needs, and attitudes towards education and writing are as diverse as any multicultural university in the States. Even though it’s a small country of 3 million people, there are several languages and cultural norms affecting literacy and composition at all levels. Not all students are proficient writers in their L1, and we are asking them to be able to use academic English to communicate effectively – no easy task!

tutoring in omanOn top of that, the WrC shares a space with the Tutorial Centre, run by Susan Finlay. Her staff is comprised of Omani students who have shown excellence in their studies and their grasp of English. They work up to 5 hours per week and work one-on-one with the students in any language skill or system. This is contrasted sharply with my staff, about half of which have advanced degrees in applied linguistics, education, or language. The rest have advanced degrees in other fields. They represent 9 different countries and speak well over a dozen different languages between them.

All of this takes place in the context of a Language Center at the biggest university in the country. The Language Center has more than 250 teachers from over 30 different countries. The way rhetoric and composition is taught varies from person to person, culture to culture. This can create interesting challenges for the WrC consultants as teachers have different pedagogical strategies, which, of course, imprints onto the students.

We are also trying to be research based, so we are piloting a portfolio program this semester in the WrC. Additionally, I am working on a project where consultants audio record their own sessions and then reflect on their methods in an attempt to determine if there truly are “best practices” in our contextual microcosm.

Can you tell us more about the students you work with at the Centre?

tutoring in oman 2Our students are between 17 and 19 years old, generally. The classrooms are technically mixed but the students sit on opposite sides of the class and don’t really interact with one another. They enter and exit through different doors. The students are a mix of traditional conservative students from different regions and more progressive students coming from Muscat, Rustaq, Sur, or Sohar (major cities in Oman). Students take a placement exam when they first enter the university, which puts them at a level in the Foundation Program (or they pass directly on to their BA programs). For many of the students, this is the first time a group of women or men have been taught by a man or woman, respectively.

Continue reading “The Writing Centre at the Sultan Qaboos University”

The University of British Columbia Writing Centre Faces Closure

Screen Shot 2016-03-19 at 4.50.48 PMThe University of British Columbia is facing a shut-down of the face-to-face services of their popular writing centre. According to reporting from Samantha McCabe in the student newspaper, The Ubyssey, “Tutors believe that it is due to financial issues facing the Writing Centre, but this has not been confirmed by the university administration.”

Tutors and staff are pushing back against the pending decision and have started an online petition, which states, “Without the Writing Centre’s free tutoring services, the university’s reputation for academic excellence and educational accessibility will no longer be secure-and that is why we, as concerned students and Writing Centre tutors, have put forth this petition as a call for action. We need to save the Writing Centre’s tutoring services.”

To lend your support, sign the petition today!

870250-1458025081-wide

CFP: The 3rd International Conference on Academic Writing

Dr. Michael Dickel shares a CFP for the conference hosted by the Israel Forum for Academic Writing (IFAW).

The 3rd International Conference on Academic Writing is pleased to feature the following keynote speakers:

The deadline for abstracts has been extended until 22 November. While there will be presentations in Hebrew and Arabic (with a select few having simultaneous translation into English), if it follows the pattern of the last two conferences, most will be in English. Writing Center presentations are explicitly included, and have done well in the past conferences.

Download the IFAW Call for Proposals 2016 here!

More about the conference: About 9 years ago, a group of academics who taught Academic Writing in Higher Education (mostly in English, at the time) decided to start a professional organization in Israel. I happened onto the scene and joined up with them shortly after—the result of our efforts was the Israel Forum on Academic Writing (the name came a bit later). After a couple of very successful initial meetings, we applied to the MOFET Institute, which supports pedagogical research and teacher education in Israel. They have provided support to the organization as one of its “Forums,” which is where the name came from, although we call ourselves IFAW (pronounced here as ee-FAW).

The organization quickly expanded from mostly English-writing faculty to include faculty who teach writing in Hebrew and Arabic. There are a few members who teach secondary schools, but writing is not a regular part of the usual high school curriculum here. It is also not typically taught in universities or colleges, although some individual majors do require writing. In this way, the context is very different.

The organization meets a few times each semester, usually sharing research in progress or praxis presentations. Sometimes, there is a guest speaker (such as an international visitor or someone from another field). Some of us presented at a 4Cs Panel in St. Louis. Many members of IFAW present our work internationally.

Continue reading “CFP: The 3rd International Conference on Academic Writing”