Volume 23, Number 1, Spring 2006
Selected citations from Writing Centres, Writing Seminars, Writing Culture: Essays on Writing Instruction in Canadian Universities
University of Western Ontario
Allen, G. (2000). Language, power, and consciousness: A writing experiment at the University of Toronto. In C. Anderson (Ed.), Writing and healing: Toward an informed practice (pp. 249-90). Urbana-Champaign, IL: NCTE.
Brent, D. C. (1990). Critical mass in Canadian rhetoric. Inkshed, 8, 1-2.
Brooks, K. (2002). National culture and the first-year English curriculum: An historical study of "composition" in Canadian universities. The American review of Canadian studies 32, 673-94.
Coe, R. M. (1988). Anglo-Canadian rhetoric and identity: A preface. College English 50, 849-860.
Craven, M. L., Brown, J., & Spencer, J. (1994). The institutionalization of WAC at York University. In C. F. Schryer & L.Steven, (Eds.), Contextual literacy: Writing across the curriculum (pp. 77-86). Winnipeg: Inkshed.
Dias, Patrick, Aviva Freedman, Anthony Pare and Peter Medway. 1999. Worlds Apart: Acting and Writing in Academic and Workplace Genres. Mawah, New Jersey: Lawrence Erlbaum.
Dorland, M. (2002). Knowledge matters: The institutionalization of communication studies in Canada. In P. Attallah, & L.R.Shade (Eds.), Mediascapes: New patterns in Canadian communication. Scarborough: Nelson.
Eldridge, E. (1990). Teaching technical writing in Canada. Journal of technical writing and communication 20, 177-187.
Freedman, A., & Adam, C. (1996). Learning to write professionally: "Situated learning" and the transition from university to professional discourse. Journal of Business and Technical Communication, 10, 395-427.
Freedman, A., Adam, C., & Smart, G. (1994). Wearing suits to class: Simulating genres and simulations as genre. Written Communication, 11, 192-226.
Freedman, Aviva. 1993. "Show and Tell? The Role of Explicit Teaching in the Learning of New Genres." Research in the Teaching of English 27 : 222-251.
Giltrow, J., & Valiquette, M. (1994). Genres and knowledge: Students writing in the disciplines. In A. Freedman & P. Medway (Eds.), Learning and teaching genre (pp. 47-62). Portsmouth, NH: Boynton/Cook Heinemann.
Graves, R. (1994). Writing instruction in Canadian universities. Winnipeg, MB: Inkshed.
Graves, R. (1995). Teaching Composition Theory in Canada. Composition Studies 23(2), 110-14.
Hamilton, S.N. (2002). Considering critical communication studies in Canada. In P. Attallah & L.R. Shade (Eds.), Mediascapes: New patterns in Canadian communication. Scarborough: Nelson.
Harris, R. S. (1988). English studies at Toronto: A history. University of Toronto Press.
Harris, R. S. (1953). The place of English studies in a university program of general education: A study based on the practices of the English-speaking universities and colleges of Canada in 1951-52. Doctoral Dissertation. University of Michigan.
Harris, R. S. (1976). A history of higher education in Canada, 1663 - 1960. Toronto: University of Toronto Press.
Hubert, H. (1991). Foreword: An historical narrative of textual studies in Canada. Textual Studies in Canada, 1, 1-30.
Hubert, H. (1995). Babel after the fall: the place of writing in English. University of Toronto Quarterly 64: 381-97.
Hubert, H. 1994b. A history of college rhetoric in the U.S. and Canada: Different traditions." Social Reflections on Writing: To Reach and Realize. S.P. Baardman, S.B. Straw, and L.E. Atkinson. (Eds.). Winnipeg: Literacy Publications. Pp. 13-31.
Hubert, H. A. (1994). Harmonious perfection: The development of English studies in nineteenth-century Anglo-Canadian colleges. East Lansing: Michigan State University Press.
Hunt, R. (1981). The CACE questionnaire on English departments and writing programmes: A report. CACE Newsletter 13, 3-20. Retrieved April 11, 2003 from <http://www.stthomasu.ca/~hunt/cacesurv.htm>.
Irish, R. K. (1999). "Engineering thinking: using Benjamin Bloom and William Perry to design assignments." Language and learning across the disciplines. 3.2:
James, M. A. (2003). "An investigation of transfer of learning from a content-based ESL course to other university courses." PhD Dissertation, University of Toronto.
Johnson, N. (1982). Three nineteenth-century rhetoricians: the humanist alternative to rhetoric as skills management. The Rhetorical Tradition and Modern Writing. J.J. Murphy. (Ed.). New York: MLA. Pp. 105 - 17.
Johnson, N. (1987). English composition, rhetoric, and English studies at nineteenth-century Canadian colleges and universities. English Quarterly 20.4: 296 - 304.
Johnson, N. (1988). Rhetoric and belles lettres in the Canadian academy: An historical analysis." College English 50, 861-873.
Johnson, N. (1991). Nineteenth-Century Rhetoric: Theory and Practice in North America. Carbondale: Southern Illinois UP.
Kearns, J., & Turner, B. (1997) Negotiated independence: How a Canadian writing program became a centre. WPA: Writing program administration 21, 31-43.
Kearns, J., & Turner, B. (2002). No longer discourse technicians: Redefining place and purpose in an independent Canadian writing program. In P. O'Neill, A. Crow, & L.W. Burton (Eds.), .A field of dreams: Independent writing programs and the future of composition studies (pp. 90-103). Logan: Utah State University Press.
Ledwell Brown, J. (2000). Organizational cultures as contexts for learning to write. In P. Dias & A. Paré (Eds.), Transitions: Writing in academic and workplace settings (pp. 199 - 222). Cresskill, NJ: Hampton.
Lunsford, A. A. (1984). Writing workshops: Are they soundly conceived? English quarterly 13, 41-49.
Lunsford, A.A. (1986). The past and future of rhetorical instruction. Proceedings of the Canadian Society for the History of Rhetoric. J.S. Martin and C.M. Sutherland. (Eds.). Calgary: Canadian Society for the History of Rhetoric. Pp. 103-127.
MacKinnon, J. (1993). Becoming a rhetor: Developing writing ability in a mature, writing-intensive organization. In R. Spilka (Ed.), Writing in the workplace: New research perspectives (pp. 41-55). Carbondale: Southern Illinois University Press
MacLennan, J. M. (2001). Banishing speak and spell: A new approach to teaching communication to engineers. Proceedings of the twelfth Canadian conference on engineering education. Victoria, BC: University of Victoria, Faculty of Engineering.
Paré, A. (2000). Writing as a way into social work: Genre sets, genre systems, and distributed cognition. In P. Dias & A.Paré (Eds.), Transitions: Writing in academic and workplace settings (pp. 145-166). Cresskill, NJ: Hampton
Paré, A. (2002). Keeping writing in its place. In B. Mirel & R. Spilka (Eds.), Reshaping technical communication: Newdirections and challenges for the 21st Century, (pp. 57-73). Mahwah, NJ: Lawrence Erlbaum.
Schryer, C. F. 2002. "Genre and power: A chronotopic analysis." In The rhetoric and ideology of genre. Ed. R. Coe, L. Lingard, & T. Teslenko. Pp. 73-102. Cresskill, NJ: Hampton Press.
Schryer, C., & Steven, L. (Eds.). (1994). Contextual literacy: Writing across the curriculum. Winnipeg: Inkshed.
Smart, G., & Brown, N. (2002). Learning transfer or transforming learning?: Student interns reinventing expert writing practices in the workplace. Technostyle, 18, 117-141.
Smith, T. (1999). Recent trends in writing instruction and composition studies in Canadian universities." Online. http://www.stu.ca/inkshed/cdncomp.htm. Accessed May 30, 2001.
Steven, L. (1998). Beyond the cure-all/scapegoat axis: the English department and WAC. In C. F. Schryer & L. Steven (Eds.), Contextual literacy: Writing across the curriculum (pp. 117-127). Winnipeg: Inkshed.
Steven, S. (1991). The grain of sand in the oyster: Competency testing as a catalyst for attitude change at the university. Textual Studies in Canada, 1, 115-144.
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Wegner, D. (2004).The development of transitional writers: The role of identification strategies in workplace writing competence. Rhetor, 1. Retrieved October 28, 2005 from http://www.engr.usask.ca/dept/techcomm/CSSR/rhetor/2004/webner.pdf
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