Job Posting: Graduate Communication in Engineering at the University of Toronto

The University of Toronto is hiring an Assistant Professor (teaching stream) who is a specialist in graduate writing who has expertise both in teaching writing/speaking in STEM fields and in teaching advanced multilingual students. The posting is Please see the job posting for more information, which can be found on the University of Toronto website.

The closing date for applications is April 9th, and the proposed starting date is July 1, 2021.

Questions can be sent to the Director of the Graduate Centre for Academic Communication, Dr. Jane Freeman, at using the subject line “Graduate Communication in Engineering”.


CASDW-ACR Virtual Conference 2021 / Conférence virtuelle 2021 de CASDW-ACR
Toward a More Critical Writing and Discourse Studies / « Vers une rédactologie et une analyse de discours plus critiques. »

June 8 – 11, 2021 (specific times to be announced) / 8 – 11 juin 2021 (heures spécifiques à préciser)
Via Zoom / Par Zoom

Keynote address / Conférenciers d’honneur :
Vershawn Ashanti Young & Frankie Condon, University of Waterloo

Featured speakers / Orateurs principaux :
Heather Graves & Roger Graves, University of Alberta

More featured speakers to be announced / Autres orateurs principaux à préciser

Call for Papers (en français ci-dessous)

In a 1982 interview with the New York Times, the late language scholar George Steiner commented on the power of human language—of discourse— “ both to bless, to love, to build, to forgive and also to torture, to hate, to destroy and to annihilate.” Over the last twelve months, we have seen stark reminders of this all over the world. As teachers and researchers of discourse and writing, we have a responsibility to understand the uses of both irenic and agonistic rhetoric; of language which promotes and enacts reconciliation and that which hinders it; of discourses that declare, as Dr. Vershawn Ashanti Young writes, “Black Lives Matter in Academic Spaces,” and those that do further violence to the lives of Black, Indigenous, and other racialized people. 

To this end, our theme for this year, drawing on last year’s call for papers for the cancelled 2020 conference, is “Toward a More Critical Discourse and Writing Studies.”
Like many disciplines, writing studies has a whiteness problem (Ratcliffe, 2005; Inoue, 2019), including its tacit approval of settler colonial practices of “white language supremacy” (Inoue, p.16). Grappling with this problem must involve attending to the absences—or absent presences—in the demographics of our conferences, special interest groups, teaching, hiring, and citation practices. Doing so can drive both important research about the ways writing reflects and addresses settler colonialism and racial inequality and the development of a more critical discipline.   

Questions that can be addressed may include the following (though proposals on other topics are welcome):

  • What visions are there for a critical writing studies in Canada? What disciplines operate and intersect within writing studies? What methods are available for addressing troubling theoretical, pedagogical, and methodological practices within writing studies and across institutional approaches to writing instruction?
  • In what ways are genres and genre categories being shaped by Indigenous epistemologies and methods?
  • What constraints and affordances do language-diverse students and/or teachers experience in writing classrooms (NCTE, 1974)? How is language diversity viewed by teachers across disciplines and hiring committees within writing studies? How might scholarships, awards, position statements, faculty development challenge barriers to language diversity and translanguaging pedagogies?
  • How does writing studies in Canada address (and fail to address) race and racism? Where is there an opportunity for Canadian scholars and institutions to take up the Conference on College Composition and Communication’s recent “This Ain’t Another Statement! This is a DEMAND for Black Linguistic Justice!”
  • How can CASDW-ACR become an organization that drives a critical writing studies in Canada and beyond?
  • What pedagogies have been or can be successful in moving beyond a “writing as skill” orientation (Klostermann, 2017) to a more robust “critical pragmatism” as “a way to broaden the discussion of students’ needs to consider not only what is but also what might be” (Bensech, 1993)? 

 Proposals may draw on work in writing studies, rhetorical genre studies, rhetorical theory, rhetorical analysis, discourse analysis, writing centre theory and practice, communication, applied linguistics, professional and technical writing research and practice, or other related fields relevant to the study of discourse and writing.
Since we have the novel format of a virtual conference this year, we welcome the possibility of other non-traditional formats. Tell us what you’d like to do that goes beyond traditional presentations or workshops and we will consider it.

Please consult past programs if you would like to learn more about the work presented at CASDW-ACR, and be sure to consider principles of accessibility, inclusivity, and diversity in your proposed session.
The deadline for proposal submission is March 15. Those whose proposals were accepted for the cancelled 2020 conference have already been contacted and invited to give their previously accepted presentations.

The following will be the main session types, but alternative proposals are welcome. All presenters will have the option of providing materials such as videos, texts, or slides prior to the conference in order to facilitate better engagement with session attendees.

INDIVIDUAL PRESENTATION: 10-minute individual paper presenting the results of new research or focusing on a pedagogical or theoretical issue or innovation. Individual presentations will be arranged into concurrent 50-minute sessions with three presenters, allowing ten minutes for each presentation and fifteen total minutes for Q&A. Presenters will have the option to present a prerecorded video or live talk.

WORKSHOP: 50-minute workshop (run by any number of facilitators) focusing on a particular question, issue, or problem. 

ROUNDTABLE: Proposals from individuals (ten minutes each) or groups (up to 45 minutes) to discuss works in progress. (Individual proposals will be arranged into a 45-minute session with up to three total presenters).    

Submission Information

To submit your proposal, visit:

Please include the following:

  • Short description for program (75 words);
  • Keywords (e.g., rhetorical genre studies, legal discourse, first-year writing) to help identify reviewers with appropriate expertise;
  • Detailed proposal and references (200-250 words excluding references).                                        

Proposals will be reviewed in terms of relevance for the CASDW audience, a robust theoretical and/or conceptual framework (i.e., being rooted in scholarly conversations in the literature of the relevant field(s)), clear and appropriate research design (if an empirical research presentation), and the organization and clarity of the submission itself.

Please direct any questions or comments to the Program Chair, Joel Heng Hartse, at

Accepted presenters will be asked to pay the CASDW-ACR membership fee in order to be included on the 2021 Conference Program.                                              

For more information about CASDW-ACR and to join the Association or renew your membership, please visit

L’appel de communications

Dans une entrevue accordée au New York Times en 1982, le regretté George Steiner, spécialiste en langues, a commenté sur le pouvoir du langage humain—du discours— « à la fois de bénir, aimer, construire et pardonner et de torturer, haïr, détruire et annihiler ». Au cours des douze derniers mois, on a vu de sévères rappels de cette dualité partout dans le monde. En tant qu’enseignants et chercheurs sur le discours et l’écriture, nous avons la responsabilité de comprendre l’utilité des rhétoriques iréniques et agonistiques, des langages qui promeuvent et pratiquent la réconciliation et de ceux qui l’entravent, des discours qui déclarent que, comme l’écrit la Dre Vershawn Ashanti Young, « La vie des Noirs compte dans les espaces académiques » et de ceux qui aggravent la violence faite dans les vies des Noirs, des Autochtones et des autres peuples racialisés.

À cette fin, notre thème s’inspire de l’appel de communications pour la conférence annulée de 2020. Il est « Vers une rédactologie et une analyse de discours plus critiques ».

Comme bien des disciplines, la rédactologie a un problème de « blanchité » (Ratcliffe, 2005; Inoue, 2019), y compris son approbation tacite de pratiques d’immigrants colonisateurs favorisant « la suprématie de la langue blanche » (Inoue, p. 16). Pour s’adresser à ce problème, il faut se soucier des absences—ou des présences absentes—dans la démographie de nos conférences, des groupes d’intérêt spéciaux, et des pratiques d’enseignement, d’embauche et de citation. Un tel souci peut encourager des recherches importantes sur les manières dont l’écriture reflète et aborde le colonialisme immigrant et les inégalités sociales ainsi que le développement d’une discipline plus critique.

Parmi les questions que vous pourriez traiter, il y a les suivantes (bien que nous accueillions aussi d’autres propositions sur d’autres sujets) :

  • Quelles visions existe-t-il pour une rédactologie critique au Canada? Quelles sont les disciplines ayant des points de convergence et d’intersection avec la rédactologie? Quelles méthodes sont disponibles pour améliorer des pratiques troublantes (qu’elles soient théoriques, pédagogiques ou méthodologiques) en rédactologie et dans d’autres approches institutionnelles envers l’écriture?
  • De quelles manières les épistémologies et méthodes autochtones forment-elles les genres et les catégories de genre?
  • Quelles sont les contraintes et avantages pour les étudiants et enseignants multilingues dans les cours d’écriture (NCTE, 1974)? Comment les enseignants de diverses disciplines et les comités de sélection envisagent-ils la diversité langagière en rédactologie? Comment les bourses, prix, déclarations de principes et perfectionnements professionnels donnent-ils plus d’accès à la diversité linguistique et aux pédagogies « translangagières »?
  • Comment la rédactologie au Canada traite-t-elle (ou échoue-t-elle dans le traitement) de la race et du racisme? Comment les chercheurs et institutions canadiennes pourraient-ils rendre compte du récent article de la Conference on College Composition and Communication, « This Ain’t Another Statement! This is a DEMAND for Black Linguistic Justice! » (« Ceci n’est pas qu’un autre avis! C’est une DEMANDE de justice linguistique pour les Noirs! »)?
  • Comment CASDW-ACR peut-il devenir une organisation qui encourage une rédactologie critique au Canada et ailleurs?
  • Quelles pédagogies ont connu du succès—où pourraient en connaître—et permettraient de dépasser une orientation fondée sur « l’écriture comme aptitude » (Klostermann, 2017) pour en arriver à un « pragmatisme critique » plus robuste dans le but « d’élargir la conversation sur les besoins des étudiants afin de considérer non seulement ce qui est mais aussi ce qui pourrait être » (Bensech, 1993)?

Les propositions pour la conférence peuvent se fonder sur la rédactologie, les études de genre rhétoriques, la théorie et l’analyse rhétoriques, l’analyse de discours, la théorie et la pratique dans les centres d’écriture, la communication, la linguistique appliquée, la recherche et la pratique sur l’écriture professionnelle et technique, ou d’autres domaines relatifs à l’étude du discours et de l’écriture.

Comme nous avons la nouveauté d’une conférence virtuelle cette année, nous sommes encore plus ouverts à l’égard d’autres formats non-orthodoxes. Dites-nous ce que vous aimeriez faire qui soit différent de la présentation ou de l’atelier conventionnels et nous le prendrons en considération.

Veuillez consulter les programmes antérieurs si vous aimeriez en apprendre davantage sur le type de travail présenté à CASDW-ACR, et veuillez tenir compte des principes d’accessibilité, d’inclusivité et de diversité pour la séance que vous proposez.

L’échéance pour soumettre une proposition est le 15 mars 2021. Nous avons déjà contacté ceux et celles dont les propositions avaient été acceptés pour la conférence de 2020 et nous les avons invités à faire leurs présentations en 2021.

Les formats principaux seront les suivants, bien que nous prenions aussi en considération des formats alternatifs. Tous les présentateurs auront l’option de fournir avant la conférence des compléments tels que des vidéos, des textes, ou des diapositives afin d’encourager la participation des personnes assistant à leur séance.

PRÉSENTATION INDIVIDUELLE : Chaque présentation de dix minutes portera sur les résultats d’une nouvelle recherche ou sur une question ou innovation pédagogique ou théorique. Les présentations individuelles seront regroupées par trois dans des séances de 50 minutes, à savoir 10 minutes par présentation et un total de 15 minutes pour les questions-réponses. Les présentateurs auront le choix de montrer une vidéo préenregistrée ou de communiquer de vive voix.

ATELIER : Atelier de 50 minutes (sans contraintes sur le nombre d’animateurs) portant sur un sujet ou un problème spécifique.

TABLE RONDE : Propositions de particuliers (10 minutes par personne) ou de groupes (45 minutes au maximum) pour parler de travaux en cours. (Les propositions individuelles seront organisées en séances de 45 minutes avec jusqu’à trois participants.)

Informations sur les soumissions

Pour soumettre votre proposition, veuillez visiter :

Veuillez inclure dans votre proposition :

  • Une brève description pour le programme de la conférence (75 mots);
  • Des mots clés (par exemple, « études de genre rhétoriques », « discours juridique », « introduction à la composition ») pour nous permettre de trouver des évaluateurs ayant un champ d’expertise approprié;
  • Une proposition détaillée avec références (200-250 mots sans compter les références).

On évaluera les propositions en fonction de leur pertinence pour le public de CASDW-ACR, du fait qu’elles ont un cadre théorique et/ou conceptuel robuste (c’est-à-dire fondé sur des enjeux soulevés dans les écrits du ou des domaines pertinents) et un plan d’expérience clair et approprié (dans le cas de recherches empiriques), et de l’organisation et la clarté de la soumission elle-même.

Pour toute question ou commentaire, veuillez écrire au directeur du programme, Joel Heng Hartse, à

Nous demanderons aux présentateurs acceptés de payer les frais d’adhésion au CASDW-ACR afin d’être inclus au programme de la Conférence 2021.

Pour obtenir plus d’informations sur CASDW-ACR et vous joindre à l’Association ou pour renouveler votre adhésion, veuillez visiter
References / références
Andreotti, V., Stein, S., Ahenakew, C., & Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education.” Decolonization: Indigeneity, Education & Society, 4(1), 21-40.

Baker-Bell, April, et. al. “This Ain’t Another Statement! This is a DEMAND for Black Linguistic Justice!” Conference on College Composition & Communication. URL: Accessed 13 February 2021.

Benesch, S. (2001). Critical pragmatism: A politics of L2 composition. On second language writing, 161-172.

Inoue, A. (2019). How do we language so people stop killing each other, or what do we do about White Language Supremacy?” CCCC Chair’s Address. Pittsburgh.

NCTE. (1974). Students’ right to their own language. Conference on College Composition and Communication, 25. URL : Accessed 13 February 2021.

Klostermann, J. (2017). Writing on the Ground. Discourse and Writing/Rédactologie, 27, 19-23. URL:

Ratcliffe, K. (2005). Rhetorical listening: Identification, gender, whiteness. Southern Illinois University Press.                                                                                                                                  


Applied Data Science: Data Translators Across the Disciplines (Springer, Interdisciplinary Applied Sciences)


Douglas Woolford (Western University,, Donna Kotsopoulos (Western University,, and Boba Samuels (University of Toronto,

Contact & Submission Email


How can individuals who may not have a traditional data science background become data translators? People with data literacy proficiency – those identified as “data translators” (McKinsey Global Institute, 2016) – are in high demand. In organizations of all sizes and scopes, there has been an explosion in the need to access ever more complex data sets and growing engagement in data analytics. Of concern, however, is that much data instruction focuses on statistical, computing and other technical competencies. What has received less attention is communication and knowledge translation, using data, and across disciplines. While many users of data may not be considered “data scientists,” they nevertheless are required to translate data to address disciplinary problems and communicate data-driven solutions effectively for specific audiences. By presenting discipline-specific examples of data solutions by both data scientist and non-data scientists, we aim to illustrate effective data translation in practice.


We are interested in contributions that focus on effective data application and communication while simultaneously highlighting the process of producing an effective data science solution. We welcome submissions that advance a broad approach to developing cross-disciplinary data translators across a variety of fields, such as education, health sciences, natural sciences, politics, economics, business and management studies, sociology, and others.

Contributions are sought from authors who may:

  • present case studies of how data is used and translated in various disciplinary contexts
  • share their data science solution lifecycle to illustrate disciplinary constraints and affordances, e.g., using the scientific method of inquiry–namely hypothesis, design, collecting data, analysing data, and reporting results
  • explain not only how data is used within a discipline, but also the way in which data is translated to inform the discipline
  • discuss key considerations that inform their data science solution, such as: data carpentry, visualization and exploratory data analysis, as well as the iterative data modelling process with an emphasis on reproducible research (aka “open science”)
  • share approaches to communicating results and interpretations, emphasizing knowledge translation
  • present pedagogical approaches to developing effective data translators

Manuscript Goals

Each chapter will focus on a specific discipline to support enhanced pedagogical approaches for communicating about data, especially written communication about large data. Each chapter should include description of a data science solution lifecycle as well as discussion of disciplinary conventions. Chapters will be 3500-4000 words in length, including references and notes.

Manuscript Audience

The audience for this collection is professors and teachers across multiple disciplines and fields who teach students how to use data to answer disciplinary problems. It will be of interest especially to those teaching courses for non-data science majors. We hope to encourage cross-disciplinary sharing to inform pedagogies in education, health sciences, natural sciences, politics, economics, business and management studies, sociology, and others. This collection will also be of interest to scholars in higher education pedagogy and in writing studies.

Manuscript Status

We have a publication agreement with Springer for this manuscript, with a submission target of December 2021 and publication in 2022.

Projected Timeline

  • 8 January 2021 Call for Proposals distributed
  • 1 March 2021 Chapter Proposals due
  • 29 March 2021 Authors notified of decisions
  • 26 July 2021 Chapters due
  • 17 September 2021 Chapters returned to authors for revision after peer review
  • 25 October 2021 Final revised chapters due from authors
  • 6 December 2021 Manuscript revisions completed and submitted to publisher

Submission Process

Interested scholars are encouraged to email a submission by the proposal due date of March 1, 2021 to Submissions must be in a Microsoft Word file and include a Chapter Proposal (see below) and a brief (one paragraph) biography of all authors. Please identify the corresponding author for multi-authored submissions.

All submissions will be peer-reviewed prior to acceptance. We will contact the corresponding author of all submissions by the notification date of March 29, 2021 with details regarding acceptance and next steps.

Chapter Proposal Requirements

A brief chapter proposal of 300-500 words (excluding references) should make clear how the proposed chapter responds to the call and advances the goals of this collection.

About the Editors

Douglas Woolford

Douglas Woolford is an Associate Professor of Environmetrics in the Department of Statistical & Actuarial Sciences at the University of Western Ontario (Western), where he also is the Director of the Master of Data Analytics professional science master’s program. Much of his research focuses on the application and development of data science methodology to study wildland fire science and wildland fire management. He has co-led the development of a variety of data science and analytics curricula at Western. His research and his teaching constantly involves the communication of technical data analytics methods and applications to a diverse audience.

Donna Kotsopoulos

Donna Kotsopoulos is a professor and Dean of the Faculty of Education at the University of Western Ontario (Western). Donna has been extensively involved in knowledge mobilization activities and social innovation. Her most recently funded SSHRC grant focuses on storytelling with data (or data translation). Her work has been disseminated in premier academic journals and national and international conferences. Her work has also informed policy within the post-secondary sector. Her most extensive body of research explores learning and cognition in the area of mathematics education.

Boba Samuels

Boba Samuels directs the Health Sciences Writing Centre and is an Assistant Professor, Teaching Stream in the Faculty of Kinesiology and Physical Education (KPE) at the University of Toronto. She has published research examining writing assignments in university, faculty perceptions and approaches to writing instruction, and graduate student publishing. In 2018 she co-authored Mastering Academic Writing, which provides evidence-based writing instruction for advanced university students. She is currently working on a curriculum design project that explores online modules for writing instruction across the KPE undergraduate curriculum.

Position – Assistant Professor (tenure-track) at UBC-Okanagan

There is a competition open for an tenure-track Assistant Professor in Black Anglophone Literature. The position is in the Faculty of Creative and Critical Studies at the University of British Columbia’s Okanagan campus. Competition closes January 16, 2021. A short description is posted below, please visit the job add for more information.

Black Anglophone Literature

The Faculty of Creative and Critical Studies (FCCS) at the University of British Columbia’s Okanagan campus in Kelowna invites applications for a tenure-track Assistant Professor (research stream) position in Black Anglophone Literature. Additional expertise in one or more of the following areas would be an asset: Black transatlantic studies; Black Indigenous literatures; relevant national literatures (e.g., Caribbean, African, American, and/or Canadian); concepts of place and location; early modern literature; 18th-century literature; modernism; speculative fiction; electronic literature; Afro-futurism; environmental literatures; and life-writing. The position will be held in the Department of English and Cultural Studies and will begin on July 1, 2021.

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 (; 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.