What difference a writing centre makes:a small scale study

Purpose – Academic writing is often considered to be a weakness in contemporary students, while good reporting and writing skills are highly valued by graduate employers. A number of universities have introduced writing centres aimed at addressing this problem; however, the evaluation of such centres is usually qualitative. The paper seeks to consider the efficacy of a writing centre by looking at the impact of attendance on two “real world” quantitative outcomes – achievement and progression. Design/methodology/approach – Data mining was used to obtain records of 806 first-year students, of whom 45 had attended the writing centre and 761 had not. Findings – A highly significant association between writing centre attendance and achievement was found. Progression to year two was also significantly associated with writing centre attendance. Originality/value – Further, quantitative evaluation of writing centres is advocated using random allocation to a comparison condition to control for potential confounds such as motivation.

Analyzing Stories from Canadian Academic Writing Instructors: A Collaborative Autoethnography

Writing instruction in Canadian universities takes a variety of forms. While there are few formal departments for writing studies, many institutions do have a writing centre – a place that offers writing instruction to varying degrees. The writing centre may be housed within a department, a library, or within a student services unit. Its position within a university may indicate the degree to which writing is valued by the administrative body. The goal of our paper is to share insights into the ways that writing professionals perceive, work in, and adapt to current demands for writing instruction in higher education. Using a collaborative ethnographic approach, three scholars at different career stages explore their experiences with writing centre work. Using data consisting of individually written reflections, our analysis revealed four major themes: (a) initial experience with writing centres, (b) community, (c) frustrations and tensions at work, and (d) mentorship. In this paper, we discuss our findings within the framework of positioning theory in order to understand how we position ourselves as scholars, mentors, and educators, and how we are positioned by others within the fields of writing studies and higher education. This study raises awareness about the value of writing centre professionals’ contributions, the place of mentorship within higher education, and the support required for continued writing centre work.

Grounds for telling it : transnational feminism and Canadian women's writing

Cette thèse explore les connections entre la littérature canadienne contemporaine féminine et le féminisme transnational. Le « transnational » est une catégorie qui est de plus en plus importante dans la critique littéraire canadienne, mais elle n’est pas souvent evoquée en lien avec le féminisme. À travers cette thèse, je développe une méthodologie de lecture féministe basée sur le féminisme transnational. Cette méthodologie est appliquée à la littérature canadienne féminine; parallèlement, cette littérature participe à la définition et à l’élaboration des concepts féministes transnationaux tels que la complicité, la collaboration, le silence, et la différence. De plus, ma méthodologie participe à la recontextualisation de certains textes et moments dans l’histoire de la littérature canadienne, ce qui permet la conceptualisation d’une généalogie de l’expression féministe anti-essentialiste dans la littérature canadienne. J’étudie donc des textes de Daphne Marlatt, Dionne Brand, et Suzette Mayr, ainsi que le périodique Tessera et les actes du colloque intitulé Telling It, une conférence qui a eu lieu en 1988. Ces textes parlent de la critique du colonialisme et du nationalisme, des identités post-coloniales et diasporiques, et des possibilités de la collaboration féministe de traverser des frontières de toutes sortes. Dans le premier chapitre, j’explique ma méthodologie en démontrant que le périodique féministe bilingue Tessera peut être lu en lien avec le féminisme transnational. Le deuxième chapitre s’attarde à la publication editée par le collectif qui a été formé à la suite de la conférence Telling It. Je situe Telling It dans le contexte des discussions sur les différences qui ont eu lieu dans le féminisme nord-américan des dernières décennies. Notamment, mes recherches sur Telling It sont fondées sur des documents d’archives peu consultés qui permettent une réflexion sur les silences qui peuvent se cacher au centre du travail collaboratif. Le trosième chapitre est constitué d’une lecture proche du texte multi-genre « In the Month of Hungry Ghosts, » écrit par Daphne Marlatt en 1979. Ce texte explore les connexions complexes entre le colonialisme, le postcolonialisme, la complicité et la mondialisation. Le suject du quatrième chapitre est le film Listening for Something… (1994) qui découle d’une collaboration féministe transnationale entre Dionne Brand et Adrienne Rich. Pour terminer, le cinquième chapitre explore les liens entre le transnational et le national, la région – et le monstrueux, dans le contexte du roman Venous Hum (2004) de Suzette Mayr. Ces lectures textuelles critiques se penchent toutes sur la question de la représentation de la collaboration féministe à travers les différences – question essentielle à l’action féministe transnationale. Mes recherche se trouvent donc aux intersections de la littérature canadienne, la théorie féministe contemporaine, les études postcoloniales et la mondialisation. Les discussions fascinantes qui se passent au sein de la théorie transnationale féministe sont pertinentes à ces intersections et de plus, la littérature contemporaine féminine au Canada offre des interventions importantes permettant d’imaginer la collaboration féministe transnationale.

Writing : a concrete strategy to facilitate the integration of conflicting identities into the self

Je reconnais l’aide financière du Centre d’études ethniques des Universités montréalaises (CEETUM), du Ministère de l’Éducation – Aide Financières au Études (AFE), et ainsi que de l’Université de Montréal (Département de psychologie et Faculté des études supérieures) dans la réalisation de ce mémoire.

Writing Tutorial for Engineers

This tutorial is produced by the Engineering Communications Centre at the University of Toronto. It contains detailed guidance on various aspects of report writing.

What it means to stay: reterritorialising the Black Atlantic in Erna Brodber's writing of the local

The emphasis on migratory subjectivities within postcolonial studies has come from many directions—Bhabha, Gilroy, Appadurai, Boyce Davies—and their convergence has created a critical practice in which diaspora studies takes centre stage. More specifically the way in which the Caribbean person is given emblematic status as the metropolitan migrant is made clear in James Clifford's declaration that ‘We are all Caribbeans now…in our urban archipelagos'. This paper examines the serious impact on the critical reception of Caribbean writings that has been made as a result of the fact that metropolitan diasporas are now the privileged places in which to be properly ‘postcolonial’. It is my aim to show how Erna Brodber's culturally specific studies have enormous value in the face of the more general and flattened enunciations of diaspora and creolisation which are being circulated at a theoretical level. I shall look at two fairly recent pieces of writing by Brodber: a pamphlet entitled ‘The people of my Jamaican village (1817 – 1948)’ and an essay entitled ‘Where are all the others?’ in the book Caribbean Creolisation1

Femtosecond laser writing of buried waveguides in erbium III-Doped oxyfluoride glasses and nano-glass-ceramics

Femtosecond-pulsed laser writing of waveguides, a few mm long, is demonstrated; waveguides were written orthogonally to the writing beam inside the bulk of ErIII-doped oxyfluoride glasses at a depth of 160 mum. The writing beam was 795 nm wavelength, 54 fs pulse duration and 11 MHz repetition rate. Tracks were written at pulse energies of 13.1 nJ to 26.1 nJ and sample translational velocity of 10 mmmiddot.s-1 to 28 mmmiddots-1. The influence of translational velocity and pulse energy on the cross-sectional shape and integrity of the written tracks is reported. Tracks tend to be narrower as the pulse energy is lowered or translational velocity decreased. Above 22.9 nJ, pulse energy, tracks tend to crack. The estimated refractive index profile of one track has a maximum increase of refractive index of 0.003 at the centre. These glasses normally form nano-glass-ceramics on heat treatment just above the glass transformation temperature (Tg). Here, a post-fs-writing heat-treatment just above Tg causes nano-ceramming of the glass sample and removes a light-guiding peripheral region of the fs-written tracks suggesting that this region may have been fs-modified by stress alone. Waveguiding at 651 nm and 973 nm wavelengths, and upconversion, are demonstrated in optimally written tracks.

Femtosecond laser writing of buried waveguides in erbium III-Doped oxyfluoride glasses and nano-glass-ceramics

Femtosecond-pulsed laser writing of waveguides, a few mm long, is demonstrated; waveguides were written orthogonally to the writing beam inside the bulk of ErIII-doped oxyfluoride glasses at a depth of 160 mum. The writing beam was 795 nm wavelength, 54 fs pulse duration and 11 MHz repetition rate. Tracks were written at pulse energies of 13.1 nJ to 26.1 nJ and sample translational velocity of 10 mmmiddot.s-1 to 28 mmmiddots-1. The influence of translational velocity and pulse energy on the cross-sectional shape and integrity of the written tracks is reported. Tracks tend to be narrower as the pulse energy is lowered or translational velocity decreased. Above 22.9 nJ, pulse energy, tracks tend to crack. The estimated refractive index profile of one track has a maximum increase of refractive index of 0.003 at the centre. These glasses normally form nano-glass-ceramics on heat treatment just above the glass transformation temperature (Tg). Here, a post-fs-writing heat-treatment just above Tg causes nano-ceramming of the glass sample and removes a light-guiding peripheral region of the fs-written tracks suggesting that this region may have been fs-modified by stress alone. Waveguiding at 651 nm and 973 nm wavelengths, and upconversion, are demonstrated in optimally written tracks.

The “handwriting brain”: a motor/linguistic network with specialized “writing-specific” areas?

International audience

Does therapeutic writing help people with long-term conditions? Systematic review, realist synthesis and economic considerations

Background Writing therapy to improve physical or mental health can take many forms. The most researched model of therapeutic writing (TW) is unfacilitated, individual expressive writing (written emotional disclosure). Facilitated writing activities are less widely researched. Data sources Databases including: MEDLINE, EMBASE, PsychINFO, Linguistics and Language Behavior Abstracts, AMED, and CINHAL were searched from inception to March 2013. Review methods Four TW practitioners provided expert advice. Study procedures were conducted by one reviewer and checked by a second. Randomised controlled trials (RCTs) and non-randomised comparative studies were included. Quality was appraised using the Cochrane risk of bias tool. Unfacilitated and facilitated TW studies were analysed separately under ICD-10 chapter headings. Meta-analyses were performed where possible using Revman 5.2. Costs were estimated from an NHS perspective and three cost-consequence case studies were prepared. Realist synthesis followed RAMESES guidelines. Objectives To review the clinical and cost-effectiveness of TW for people with long-term health conditions (LTCs) compared to no writing, or other controls, reporting any relevant clinical outcomes. To conduct a realist synthesis to understand how TW might work, and for whom. Results From 14,658 unique citations, 284 full text papers were reviewed and 64 studies (58 RCTs) were included in the final effectiveness reviews. Five studies examined facilitated TW, these were extremely heterogeneous with unclear or high risk of bias, but suggested that facilitated TW interventions may be beneficial in individual LTCs. Unfacilitated expressive writing was examined in 59 studies of variable, or unreported, quality. Overall there was very little or no evidence of any benefit reported in the following conditions (number of studies): HIV (six); breast cancer (eight); gynaecological and genitourinary cancers (five); mental health (five); asthma (four); psoriasis (three); chronic pain (four). In inflammatory arthropathies (six) there was a reduction in disease severity (n= 191, standardised mean difference (SMD) - 0.61 [95% confidence intervals (95% CI) -0.96, -0.26]) in the short term on meta-analysis of four studies. For all other LTCs there was either no, or sparse, data with no, or inconsistent, evidence of benefit. Meta-analyses conducted across all the LTCs provided no evidence that unfacilitated EW had any effect on depression at short term (n= 1,563, SMD -0.06, 95% CI -0.29 to 0.17, substantial heterogeneity), or long term (n= 778, SMD-0.04 95% CI -0.18 to 0.10, little heterogeneity) follow up, or on anxiety, physiological or biomarker-based outcomes. One study reported costs, none reported cost-effectiveness, twelve reported resource use; meta-analysis suggested reduced medication use but no impact on health centre visits. Estimated costs of intervention were low, but there was insufficient evidence to judge cost-effectiveness. Realist review findings suggested that facilitated TW is a complex intervention and group interaction contributes to the perception of benefit. It was unclear from the available data who might benefit most from facilitated TW. Limitations Difficulties with developing realist review programme theory meant that mechanisms operating during TW remain obscure. Conclusions Overall there is little evidence to support the effectiveness or cost-effectiveness of unfacilitated expressive writing interventions in people with LTCs. Further research focussed on facilitated TW in people with LTCs could be informative.

Eliciting nature and landscape writing through outdoor experiences

Nature and landscape writing includes creative writing about wild places. However, most authors have a literary background and are not outdoor ‘educators’. Using a hermeneutic phenomenological approach, the reasons suggested are a lack of framing of outdoor experiences for this intent, the need for learning the skills of interpretation and lexicon and the offer of prolonged, powerful experiences and time for creative thinking and responses, such as an extended solo. It is suggested that outdoor educators may be too busy ‘experiencing’ to write, that they do not go ‘slow’ enough or that they are encapsulated in the ‘edginess of existence’ through adventure and just pass through their surroundings rather than connect with them. Outdoor educators have much to offer as they experience metaphorical or literal journeys comprising ‘flow’ rather than episodic encounter through lived experience to create rich embodied stories with ideological and social aspects so often overlooked in narrative.