Vol. 29 (2019)

Published: 2019-05-21

Editorial

Taking Stock and Looking Forward: 2019 Year-End Editorial

Sibo Chen

243–245
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Major Article

Social Media Storytelling: Using Blogs and Twitter to Create a Community of Practice for Writing Scholarship

Kim M. Mitchell

1-23
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Harnessing Sources in the Humanities: A Corpus-based Investigation of Citation Practices in English Literary Studies

Peter F Grav

24-50
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Learner-Created Podcasts: Fostering Information Literacies in a Writing Course

Stephanie Bell

51-63
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A Foucauldian-Vygotskian Analysis of the Pedagogy of Academic Integrity

Stephanie Crook

64-80
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Digital Plagiarism in Second Language Writing: Re-Thinking Relationality in Internet-Mediated Writing

Eugenia Gene Vasilopoulos

81-106
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Reflecting on Assessment: Strategies and Tools for Measuring the Impact of a Canadian WAC Program

Michael Kaler, Tyler Evans-Tokaryk

107-132
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Special: Writing Instructors, Academic Labour, and Professional Development

Writing Instruction, Academic Labour, and Professional Development

Heidi Darroch, Micaela Maftei, Sara Humphreys

133-136
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What Every Writing Teacher Should Know and Be Able to Do: Reading Outcomes for Faculty Members

Alice Horning

137-147
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Surface and Depth: Metalanguage and Professional Development in Canadian Writing Studies

Katja Thieme

148-158
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Writing as Responsive, Situated Practice: The Case for Rhetoric in Canadian Writing Studies

Michael Lukas, Tim Personn

160-172
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Cross-border teaching experiences in Canada and the U.S.: A writing teacher reflects

Laura Dunbar

173-183
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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

184–195
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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

196–216
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The Power of Deficit Discourses in Student Talk about Writing

Shurli Makmillen, Kim Norman

217-237
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EAL Writers and Peer Tutors: Pedagogies that Resist the “Broken Writer” Myth

Daniel Chang, Amanda Goldrick-Jones

238–242
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