Saint Mary's University Writing Centre

Halifax, NS


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The Peer Tutor Review | A publication of the International Writing Centers Association

ISSUE ZERO: Modeling TPR’s Mission, Rebecca Hallman and Sherry Wynn Perdue, Eds.

Excerpt:

Editor’s Introduction

As the founding coeditors of The Peer Review, we are privileged to launch a new venue for writing center scholarship: a peer reviewed, open access, fully online, and multimodal journal to showcase the best scholarship of our field. What are the characteristics of this scholarship? When we presented the editorial team with this question, it didn’t take us long to assemble the following descriptors:

  • grounded in theory (or working toward one);
  • framed by the extant literature (when appropriate);
  • supported with data (collected and analyzed by any number of qualitative or quantitative means); and
  • presented in a medium that best represents the work.

While we gave significant attention to what would fill the pages of TPR, the journal was conceived to engage, to prepare, and to promote the next generation of writing center scholars/researchers. We understand that rigorous scholarship must be intentionally sponsored, so TPR targets emergent scholars—new professionals, graduate students, undergraduate students, high school writing consultants—and their collaborators. With this publication, we are making a commitment to scaffolding in the form of a two-part review system—the first provided by members of the editorial team and the second conveyed via double blind review—regular works-in-progress sessions, and our inaugural volume, Issue Zero, which anticipates our contributors’ questions and models the scholarship we seek …

 

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School Writing Vs. Authentic Writing

Teachers, Profs, Parents: Writers Who Care

by Ken Lindblom

Many students dislike writing in school, and it’s no wonder.  Five-paragraph essay formats, predictable essay questions on books they didn’t choose to read, all written for a teacher (or faceless exam scorer) who knows more about the subject than they do.  Who would find this “schoolish writing”–as Anne Elrod Whitney has called it–appealing? Certainly not Tim Dewar’s daughter, who has “better writing to do”! No where in the world outside school is writing expected to be formulaically written without a real purpose and without a real audience.  As noted educator, Grant Wiggins, has put it:

The point of writing is to have something to say and to make a difference in saying it. Rarely, however, is impact the focus in writing instruction in English class. (29)

While many students claim to dislike writing, according to a PEW Report, today’s young people actually write…

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Editor’s Corner

CMOS Shop Talk

Do you follow grammar “rules” that you don’t understand?

Carol Fisher Saller

Picture writing a rough draftThose of you who use social media are used to seeing comments from sticklers who object to any deviation from the grammar rules they learned. The following sentences would not likely pass their inspection. Can you tell why?

Sentence 1. At the donut shop she had trouble getting her order out.
Sentence 2. Hopefully, none of the donuts are gone.
Sentence 3. But etiquette forced me to share the donuts.

People who are fuzzy on the rules might fail sentence 1 for ending with a preposition, sentence 2 for beginning with hopefully and treating none as a plural instead of a singular subject, and sentence 3 for beginning with but and containing a passive.

The problem is, however, that they would be wrong on every count.

Sentence 1. Although out often serves as a preposition {He hurried out…

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