6th Annual CWCA/ACCR Conference
The Writing Centre Multiverse: Vancouver 2019
Emily Carr University of Art + Design
May 30 & 31, 2019
Proposals are due by January 10, 2019
“Pastel Watercolour” Created by Kjpargeter – Freepik.com
“Pastel Watercolour” Created by Kjpargeter – Freepik.com
Margaret Procter retired in 2012 as University of Toronto Coordinator, Writing Support since 1994.
How does a country invent a new discipline? The answer for Canada would have to involve the organization commonly called Inkshed (otherwise the Canadian Association for the Study of Language and Learning). It brought university teachers together in person and online from 1982 to 2015 to discuss how students learn to use texts, write with their own voices, and interact to develop ideas. In the process, Inkshed gave Canadian writing-centre faculty a way to think about their particular kind of teaching and helped them become growth points in the emerging discipline of writing studies. As a new writing-centre director in the 1990s, I found a community in Inkshed conferences, listserv exchanges, and newsletters. I learned from Inkshed what writing instruction could be, and gained encouragement by seeing others navigate the issues I also faced.
Inkshed no longer offers conferences or creates newsletters, but it still exists as an active publishing house, extensive online archives of newsletters and email, and many intense memories. When Inkshed took shape in the 1980s, Canadian universities had only a weak tradition of teaching writing. Where first-year composition existed, it was usually grafted onto a literature course to show students correct essay structure and grammar. A few engineering and business schools required courses on workplace genres, also emphasizing correctness. Some universities had writing centres offering individual tutoring, but they tended to be hidden in back rooms and seen as charitable measures for underprepared students. Continue reading “Inkshed and Canadian Writing Centres”
Linnet Humble is the Writing Centre Coordinator at St. Thomas University in Fredericton, New Brunswick.
In April, a Maclean’s article shared by a colleague on Facebook caught my eye. This colleague noticed our university ranked first in a particular category on Maclean’s second annual Student Survey. When asked if their university was helping them write clearly and concisely, 55% of St. Thomas University students strongly agreed and 31% somewhat agreed, placing our university at the top of the list for that performance indicator—ahead of other similar schools in the region, like Acadia and Mount Allison, as well as much larger schools from Ontario, such as Queen’s.
When I saw our university ranked first in an infographic related to writing, I let out a whoop and immediately reposted the article. Just as I was wearily approaching my year-end reports, here was some external validation—from a prominent national publication, no less! It was a shot in the arm for me as the Writing Centre Coordinator. Friends and colleagues offered their congratulations; I walked around for half a day feeling quite chuffed.
But I soon began to second-guess this good news. Did these results actually mean anything? Is Maclean’s a reliable source of information? Can surveys like this accurately measure our students’ writing abilities in their own right, or in comparison to those at other Canadian universities? And how much credit could the Writing Centre reasonably take for such scores?
To learn more, I contacted Garry Hansen, Director of Institutional Research at St. Thomas University. Hansen is responsible for collecting, analyzing, and ensuring effective use of university data both internally (by informing strategic decision-making at the university), and externally, by providing data to agencies like Statistics Canada and Maclean’s.
Hansen cautioned me against placing too much stock in these survey results. In addition to lending his critical perspective on this particular publication, he was able to suggest other tools and organizations that can provide a more accurate perspective on our students’ writing skills and how they fare in comparison to others’.
First, though: a word on Maclean’s.
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.
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.
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
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 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”
This week’s post is an introduction of our new co-editors, Ann Gardiner, Director of the Writing and Learning Center at Franklin University Switzerland and Brian Hotson, Director of Student Academic Learning Services in the Studio for Teaching and Learning at Saint Mary’s University in Halifax, Canada. In their conversation below, they speak to their own experiences coming to writing centers, their own practices in academic writing, and their outlook for the blog. You can contact Ann (firstname.lastname@example.org) and Brian (email@example.com) with any ideas for the blog.
Q: How did you arrive at your current position?
Ann: To make a long story short, I would say that I went through several side doors to arrive at my current position at Franklin University Switzerland, where I have been Director of the Writing and Learning Center since 2010. With a Ph.D. in Comparative Literature, I started my academic career as a professor, but I always worked closely with writing centers and even created one during my first academic appointment in Germany. In a sense, I became a specialist in general education courses, and I found that I really enjoyed helping students how to write better, read better, think better. In my two previous teaching appointments prior to coming to Franklin, I regularly taught writing and was teaching writing courses at Franklin as an adjunct when my predecessor at the Writing and Learning Center took an extended maternity leave. The replacement position became a permanent position in 2010, and I have been happily here ever since.
Brian: Unlike Anne, I started outside academia before my first writing centre position in 2008 at the writing centre at Queen’s University in Kingston (Ontario). I worked for many years in academic publishing, as a writer, project manager, and editor, among other things, mainly for Nelson Education. I also spent ten years as a writer and director/producer in educational television. Writing centre work came as a suggestion to me from a friend: I needed a job while completing my Master’s. We moved our family to Halifax in 2009, and in 2010, the directorship of the centre at Saint Mary’s University came available. It seems to really bring together my working skills and experience together.
Q: What do you like best about working in writing centres?
Brian: Students and sentences. I spend a lot of time thinking about both. I like getting to know the students as a person–when I can–what they want to do academically, as well as how they’re going to take all their experiences and knowledge away with them. There’s great satisfactions to witness a student’s progress in, through, and out of the school. It’s humbling and satisfying!
Ann: As Director of the Writing and Learning Center, I have also gotten to know my tutors well too. Like Brian, I find it extremely rewarding to watch a student or tutor progress. I regularly have fantastic discussions with my students, tutors and academic mentors, who are upper-level students who help professors in their first year seminar courses and whose training I help coordinate. As I mentioned, I really enjoy helping students become better learners, and there is never a dull moment with this endeavor. We are a very small school at Franklin with about 400 students, and as a result I know my students well.
Dr. Lucie Moussu writes:
I have been Director of the University of Alberta’s Centre for Writers (C4W) for almost six years, now, after getting a PhD in ESL at Purdue University and working as ESL Coordinator and Writing Centre Director at Ryerson University, in Toronto, for three years. The C4W is growing very quickly, with more than 40 graduate and undergraduate tutors (trained in a course I teach every fall). We served about 7000 students, faculty members, and staff last year, and we would like to help more people but we are running out of space. Most writing centre directors in Canada have administrative positions and I am one of the very few, if not the only one in Canada, who has a tenured faculty/Writing Centre Director position.
The Canadian Writing Centres’ Association (CWCA) used to be the “daughter” of a larger Canadian conference but seceded about three years ago, just as I was joining it. It had its very first independent conference in Victoria, in 2013, and a second conference near Toronto, last spring. Its next conference will be in Ottawa, in May. First, I was its francophone representative and now I am its Vice-Chair. Since I became involved in this association, I have tried to get tutors involved in research and presentations at our conferences. Historically, only writing centre administrators and directors have presented, since tutor research and involvement has not been something that is done in Canada, but I am trying to change this. To encourage tutors to attend and present at our conferences, I am trying to put together some kind of tutor bursary and create a “tutors interest section.” My C4W tutors have been the only ones presenting at the CWCA conferences so far, and I hope that the bursary and my efforts will pay off one day and we’ll have more directors getting their tutors involved in small projects and attending the conference and presenting together.
FROM THE CALL FOR PAPERS
Ideas connect us to the world and reconnect us to our lives and our professional practice, and theories and research can reconfirm what we do, or can provide us with fresh perspectives. We invite you to present a paper, conduct a workshop, or suggest a panel or roundtable on one of the following “capital ideas”: