Volume 29 of the Canadian Journal for Studies in Discourse and Writing/Rédactologie is complete, and all articles are available to read on the website. An editorial overview of the volume can be found here.

Canadian Journal for Studies in Discourse and Writing/Rédactologie

Volume 29 (2019)

Editorial

Taking Stock and Looking Forward: 2019 Year-End Editorial, Sibo Chen, pp. 243–245

Articles

Social Media Storytelling: Using Blogs and Twitter to Create a Community of Practice for Writing Scholarship, Kim M. Mitchell, pp. 1-23

Harnessing Sources in the Humanities: A Corpus-based Investigation of Citation Practices in English Literary Studies, Peter F. Grav, pp. 24-50

Learner-Created Podcasts: Fostering Information Literacies in a Writing Course, Stephanie Bell, pp. 51-63

A Foucauldian-Vygotskian Analysis of the Pedagogy of Academic Integrity, Stephanie Crook, pp. 64-80

Digital Plagiarism in Second Language Writing: Re-Thinking Relationality in Internet-Mediated Writing, Eugenia Gene Vasilopoulos, pp. 81-106

Reflecting on Assessment: Strategies and Tools for Measuring the Impact of a Canadian WAC Program, Michael Kaler, Tyler Evans-Tokaryk, pp. 107-132

Special: Writing Instructors, Academic Labour, and Professional Development

Writing Instruction, Academic Labour, and Professional Development, Heidi Darroch, Micaela Maftei, Sara Humphreys, pp. 133-136

What Every Writing Teacher Should Know and Be Able to Do: Reading Outcomes for Faculty Members, Alice Horning, pp. 137-147

Surface and Depth: Metalanguage and Professional Development in Canadian Writing Studies, Katja Thieme, pp. 148-158

Writing as Responsive, Situated Practice: The Case for Rhetoric in Canadian Writing Studies, Michael Lukas, Tim Personn, pp. 160-172

Cross-border teaching experiences in Canada and the U.S.: A writing teacher reflects, Laura Dunbar, pp. 173-183

Special: Selected Papers from CWCA 2018

Introduction to the Special Section of Conference Proceedings from the 2018 Canadian Writing Centres Association, Nadine Fladd, Liv C. Marken, pp. 184–195

Steps on the Path towards Decolonization: A Reflection on Learning, Experience, and Practice in Academic Support at the University of Manitoba, Monique Dumontet, Marion Kiprop, Carla Loewen, pp. 196–216

The The Power of Deficit Discourses in Student Talk about Writing, Shurli Makmillen, Kim Norman, pp. 217-237

EAL Writers and Peer Tutors: Pedagogies that Resist the “Broken Writer” Myth, Daniel Chang, Amanda Goldrick-Jones, pp. 238–242