Update on Canadian Journal for the Study of Discourse and Writing/Rédactologie

A detailed update on behalf of the editors of CJSDW/R, Kim Mitchell and Sean Zwagerman, on their work in the first 5 months. See below for updates on new publications, becoming a reviewer, and a new section called “Writing in Practice”.

New Publications 

The editors have been working on revitalizing the editorial board and discussing future directions for the journal. They recently published a short editorial to help introduce ourselves to the Canadian writing community.

The journal has also seen the publication of several exciting contributions over the summer months which can be viewed on our main journal page. CJSDW/R publishes submissions as they are reviewed and processed in a single issue for the calendar year. 

2020 contributions include:

  1. Two regular journal article submissions have been published since January 2020
  2. Nine articles have thus far been published for the annual section of papers that were accepted to the Candian Writing Centres Assocation (CWCA) conference for 2020 
  3. We would also like to alert you to the 5 articles published in the special section “Reflections on Genre as Social Action”. The special section is a call and response section initiated by some familiar and famous names in the area of Genre Studies. Anne Freadman explores the uptake of genre as social action in the literature, with response articles from Carolyn Miller, Janet Giltrow, Charles Bazerman, and Sune Auken.

Reviewer Interest

One of the most challenging roles of being an editor is finding appropriate reviewers for the papers submitted to CJSDW/R.  The editors are interested in building a strong list of reviewers. If you are interested in reviewing for CJSDW/R, please email Kim Mitchell and Sean Zwagerman (kmmitchell@rrc.ca; sean_zwagerman@sfu.ca) and list your areas of interest for papers you’d be willing to review. We are especially in need of reviewers who can review in areas of:

  • Indigenous writing
  • Professional writing
  • Quantitative studies
  • Qualitative studies
  • Disciplinary writing/discourse

The editors especially want to hear from you if those who have not reviewed for the journal in the past. Also, anyone who have reviewed for CJSDW/R in the past and are interested in reviewing again. Graduate students are strongly encouraged to become reviewers. Francophone reviewers are also in demand.

Writing in Practice — A new CJSDW section seeking submissions 

Writing in Practice submissions will be short articles (2000-3000 words) they describe a strategy for using writing as a pedagogy in higher education. Approaches to these submissions can be broadly applied. Authors will provide a brief description of a writing assignment or a method of teaching writing, with emphasis on how they are using writing to:

  • Develop writing voice or disciplinary discourse
  • Teach strategies for applying writing processes
  • Writing supervision techniques for theses and dissertations
  • Teach threshold concepts in any substantive area for any discipline
  • Teach about genre or about a particular genre form
  • Teach approaches to research writing and presentation of findings  

The articles are intended to be scholarly in nature, but use of alternate voices to the academic voice are strongly encouraged. Citations should be limited to no more than 10 as the intent is to present readers with a description of a writing pedagogy that can be replicated within or modified for another learning context. Authors should reflect upon the learning that transpired for the student writer(s). Any author uncertain of the fit of their teaching approach for this article category is welcome to email the editors.

See the author guidelines and submission requirements for more information.

Welcome to CASDW/ACR 2020/2021!

We are pleased to welcome new and returning members of the Executive. The Executive met recently to discuss plans for the coming year, namely more serious commitment to diversity and inclusion in Writing Studies and related fields.

Joel Heng-Hartse, Vice President and Conference Program Chair, is working with the program committee on an exciting conference for 2021 (updates to come) and will be in touch with last year’s scheduled presenters. Congress will issue a decision on Nov. 1 to indicate whether the 2021 conference will be hybrid or virtual. Please contact Joel at Joel_HengHartse@sfu.ca if you have any questions about the conference.

Also, Kim Mitchell and Sean Zwagerman, co-editors of the Canadian Journal for Studies in Discourse and Writing/Rédactologie, are currently fielding three submissions, so keep your eyes out for those.

Best wishes as we continue to unite through these times,

Dana Landry, CASDW-ACR President

Job Opportunities: Writing Studies in Higher Education, University of Toronto Mississauga

The Institute for the Study of University Pedagogy (ISUP) at the University of Toronto Mississauga (UTM) is searching for six new faculty members in Writing Studies in Higher Education. These six positions include:

The ISUP was established in July 2020 to promote the study of university pedagogy, especially the experiences of undergraduate students, through collaborative research, instruction, training, scholarship, and assessment.

The ISUP builds on the success of the UTM Teaching and Learning Collaboration and the Robert Gillespie Academic Skills Centre (RGASC). It is also home to the new Foundational Writing Skills Initiative and other writing programs previously administered by the RGASC. Foundational Numeracy Skills courses are being developed.

New Release in the Inkshed: Writing Studies in Canada Series

A new book in the Inkshed: Writing Studies in Canada series has just been released by Diana Wegner (faculty emerita, Douglas College and CASDW-ACR member).

Wegner’s book, titled A Genre Analysis of Social Change: Uptake of the Housing-First Solution to Homelessness in Canada (Parlor Press), contributes to current scholarship in rhetorical genre studies and discourse analysis in contexts of social change. More specifically, it explores the ways that historical genre systems can be transformed through the process of discursive uptake across genres and their spheres of activity. In this study such cross-genre uptake is pursued from its beginning in advocacy genres to its incorporation into higher-level, institutional genres.

A Genre Analysis of Social Change represents the summation of Wegner’s work over many years on how systems of genre can adapt to change as groups and institutional systems negotiate the uptake of solutions to major social challenges, in this case study the Canadian “Housing First” solution to ending homelessness. Her study shows how rhetorical genre analysis can offer insight into issues related to social justice for marginal groups within society.

As previously announced, Inkshed Publications is able to support the publication of additional monographs and edited collections. Please contact the publishers of Inkshed Publications, Heather Graves and Roger Graves, for information.