A Conversation about “Editing” Plurilingual Scholars’ Thesis Writing

Authors

  • James Corcoran University of Toronto
  • Antoinette Gagné OISE/University of Toronto
  • Megan McIntosh University of Toronto

DOI:

https://doi.org/10.31468/cjsdwr.589

Abstract

Drawing on our combined experiences providing thesis writing support, we critically consider the tensions surrounding policies and practices aimed at plurilingual graduate students using English as an additional language (EAL). Our trioethnographic methodology allows us to unpack and explore the ethics framing our individual “editing” practices amid institutional norms, expectations and ideologies. Drawing on relevant literature in the field, our conversations or “trialogues” produce insights and raise questions surrounding the ethical imperative of providing effective thesis writing support for plurilingual EAL writers in an era of increasing internationalization. We conclude with suggestions for flexible, targeted writing support that challenges narrow epistemologies and stale ideologies regarding taboo editing practices of academic and language literacy brokers involved in the production and revision of thesis writing.

Author Biographies

James Corcoran, University of Toronto

James is a research officer at The University of Toronto and a lecturer at OISE/University of Toronto, Glendon College/York University, and the University of Western Ontario. His recently completed dissertation investigated plurilingual EAL scientists' experiences with scholarly writing for publication. He is currently interested in (critical) language teacher education, English for specific/academic purposes, and relations of power in global academic knowledge production.

Antoinette Gagné, OISE/University of Toronto

Dr. Antoinette Gagné is an Associate Professor and Associate Chair for Student Experience in the Department of Curriculum, Teaching, and Learning at the University of Toronto.  Her research has focused on teacher education for diversity and inclusion in various contexts. She has explored the experiences of young English language learners and their families as well as internationally educated teachers in Canadian schools and plurilingual graduate students in universities.

Megan McIntosh, University of Toronto

Megan works in international education and student support at the University of Toronto. Her doctoral research examined the ways writing centres support the literacy practices of plurilingual students in Anglophone institutions of higher education. Megan is interested in internationalization of post-secondary institutions and language learning in high-stakes academic environments.

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Published

2018-01-29

How to Cite

Corcoran, J., Gagné, A., & McIntosh, M. (2018). A Conversation about “Editing” Plurilingual Scholars’ Thesis Writing. Discourse and Writing/Rédactologie, 28, 1–25. https://doi.org/10.31468/cjsdwr.589

Issue

Vol. 28 (2018)

Section

Major Article

License

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