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I really enjoyed hearing all about the different ways that we, as writing staff, are able to connect to students in ways that AI can't. It felt validating to hear about things like emotional support and validating students holistically really making a difference.

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I found this really informative and helpful. This session went beyond "these are the sections of a lab report" (i.e., the IMRAD model), to a great break-down of how to help a student structure each section. Loved the colour-coding idea for the abstract and the bucket idea for the methods. Very relatable and I can see how that will be very useful to me in my own work, and to share with students in tutoring sessions. Good to see this kind of attention given to the ubiquitous and seemingly "generic" lab report.

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Here is the resource I mentioned in chat (might be worthwhile to find a newer edition if available):

DuBrin, A. (2018). Leadership: Research findings, practice, and skills (9th ed.). Cenage Learning.

The text offers insights into the thinking of leaders in various organisational contexts and offers a wealth of information on numerous topics, including but not limited to:

Influence tactics of leaders.

Methods for motivating and coaching employees.

Communication and conflict resolution methods.

"Strategic" leadership and the management of knowledge (i.e., compartmentalization, perhaps relevant to the centralisation and lack of transparency discussions had here).

This resource is full of much terminology like LMX and other terms and offers vivid descriptions of what might influence organisational function at both upper and lower levels.

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Really valuable research! Has me curious about WC training in transition, specifically centres moving from training to a credit course, or from a non-credit course to a credit course, or from a course back to training, and the logistics behind and politics driving those decisions.

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Oooooh I loved this session. All of it. The idea of modeling theory and practice is so important - to be mutually engaged. Something that has been really hitting me during this conference is finding and fostering passion, to put it simply. Leading with love, vulnerability, hope, creativity, passion, and the wanting of knowledge is what I want to take forward. This is a call to action. If we can show these attributes honestly and fully, maybe students can see them and adopt them as well?

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Really appreciated this roundtable! Great reflections & pragmatic ideas. The discussion of career & transition support for graduating tutors made me think of how important it is to highlight the WIIFM? piece for current and prospective peer tutors, which can perhaps play a part in maintaining relevance. So many students become tutors because they genuinely enjoy helping others, and they might not all be used to or comfortable thinking more strategically about their role---what professional development opportunities are open to them, what transferable skills they’re developing, how to present their experience on a résumé, etc. Will be thinking about how I can do better in providing them with timely support as they prepare to move on from the WC.

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Thanks for this important session! I'm posting this podcast for listening enjoyment and inspiration.

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Talking Precarity – we aim to disrupt the silence, shame, and exploitation around adjunct labour.

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I love the idea of leading with caring pedagogy. The world can certainly use this right now. In the discussion, we reflected on soup being one of those foods that suggests equity. We ALL have a soup that meets our needs. It's customizable, cheap, and comforting. Thanks to Danielle S. for a splendid vegan Carrot Ginger soup recipe recommendation. I can't wait to try it. <3

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Carrot Ginger Coconut Soup and Kale Chips

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Eight Things One. When did I get so annoyingly healthy? Let me just tell you... eating wholesome Vegan Carrot Ginger Coconut Soup makes Nachos with

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I keep hearing "Lovers in a Dangerous Time" by the Barenaked Ladies, but with the apt word change up- "Writing in a Precarious Time".... A very informative session filled with both concern and optimism! Thank you all.

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I definitely think an interdisciplinary approach for writing centre support is a valuable approach. It is certainly something we use at the NSCC, but I can see its use for universities as well. Thank you for the valuable session!

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In putting together fall training, I’m assigning activities and readings to encourage monolingual tutors to become more aware of what they don’t know and create space for multilingual tutors to access their other languages. I’ve realized that the activities and readings are all focused on personal narratives, though, and I haven’t put effort into finding examples of code-meshing in other genres. Next step!

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Really appreciated Sarah opening this space for us to get work done on our research. It's tricky carving out space and time for this when we are staff and research is not formally emphasized in our job descriptions.

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I want to build on Amanda's comments on why students are seemingly uninterested in putting in attention and time towards their writing. I think interest in taking that time to give care and attention to things is part of broader social trends. Everything is quick and easy now. Investing energy is showing you care. It involves being present and staying for something you love, even when it is hard. Writing is not all sunshine: it is also storms. It's difficult, mentally taxing work you get better at with time and patience. If you truly love something, you'll want to be there for the storms, not just the sunshine.

Society has become more hollow. We can have anything we want delivered to us with just a few clicks. We can even swipe away human beings on dating apps if we want. No need to think or give attention beyond superficiality. It's too hard to have deeper connection, and so the typical response has become to run away in fear: from that paper and building that reference list, from using search strings, from going to the store in person, even from getting to know who a person is on the inside and staying with them even when they are hard to understand.

I will go as so far as to say that genuinely loving things is becoming lost. Who wants to pay special attention to one thing at a time anymore?

Over time, path dependencies form in some areas of life and bleed into others. People become accustomed to taking the path of least resistance in all that they do. They don't think critically about how their own behaviour and lack of attention affects others because it becomes acceptable to only think about yourself.

Instant gratification becomes normalised and people just take without giving. They take from AI and don't give their heart to their paper or anything else.

It is sad.

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Federico's presentation made me think of Janet Giltrow's article from 2016 about the history of Canadian Writing Centres and how to establish ourselves more securely in our institutions. She argues that we need to focus on generating research from and in our field. Of course, the classic problem is that because writing centre work is primarily a teaching field often comprised of staff positions not faculty, it's difficult for us to engage in scholarship and research in a sustained way. However, Federico touched on this as a possible strategy too. So, it's got me thinking about how to keep supporting my staff in engaging in scholarship and research. But Federico also mentioned how that centre in Latin America got permanent funding due to the student's mobilizing. This also rung a bell with me because our writing centre is organized under Student Affairs and funded primarily by the students. This got me thinking about how to keep cultivating those relationships with the student groups to help support the work we do.

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I've been thinking a lot on our role in graduate writing to support writers to build awareness of their scholarly voice and develop their voice in a way that is linguistically just. I'm thinking about exploring more examples of multilingual works in depth with students and in workshops, and I'm currently reflecting on the connections of voice, identity, and agency in multilingual writing.

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Something that strikes me about the climbing use of AI, in addition to all of the reasons to be careful and ethical when using AI, is that something deeper is missing. How do we get our students (and maybe ourselves!) to WANT to know how and WANT to learn for themselves? Using AI as a tool to help get one going is something on its own, but using it as a short cut points to something else for me. How do we get at engagement for self? The desire to know more/the passion to learn. I struggle with this for writing centre work and on a more general searching for knowledge level.

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Precarity is both an economic phenomenon and the result of popular social construction. Plural interests are responsible for funding of programs critical to effective writing pedagogy, but are also capable of influencing funding by influencing what is "valued" in a subjective sense.

Empirical evidence and our own experiences are critical to understanding what our practice actually is and what it needs to be successful, but they are in a constant state of tension with what people who hold the purse strings - directly or indirectly - believe about writing pedagogy. Popular narratives built around the myth of transience are an external threat to our mission. Short term, easy solutions also create opportunities for profit making that don't always align with what is needed to help students thrive.

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So critical to factor in college-type writing support, too. We walk a balance between employment-specific writing and academic writing. How do we support and encourage transition from post-secondary education and the (academic) writing needed therein to employment-specific writing? The concept of Essential Skills becomes critical here. We're training cognition, executive function, and resilience in transition to pull from the writing skills gained to apply to evolving contexts and needs. One size does not fit all :)

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This session got me thinking on how we can leverage OER funding on campus to get our writing tutors more hours to produce a resource to support future writing tutors.

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"Inkshedding" -- a term coined by Canadian writing scholars, James Reither and Russell Hunt: “an activity in which participants respond in writing to a common prompt and then share what they have written with each other."

Click on the + (plus sign) next to the sessions you have attended to "shed your ink" by exploring the thoughts, connections, ideas you had during the session.

*Please note: inkshedding is NOT giving a review of the session. Inkshedding comments are generative, thoughtful, and reflective.