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Ungrading: Why Rating Students Undermines Learning (and What to do Instead). Susan D. Blum (Ed). West Virginia University Press, 2020.
10 Jul 2025 | Review | Contributor(s):
By Kim M. Mitchell
No description provided. / Aucune description fournie.
https://hsscommons.arcsoft.uvic.ca/en/publications/8083/?v=1
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Location Matters: Using Online Writing Tutorials to Enhance Knowledge Production
10 Jul 2025 | Article | Contributor(s):
By Ilka Luyt
Students enrolled in asynchronous online courses explore much of the subject matter through computer-mediated discussion. In this context, students must often negotiate complex factors such as the...
https://hsscommons.arcsoft.uvic.ca/en/publications/8070/?v=1
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Academic Literacies in a South African Writing Centre: Student Perspectives on Established Practices
10 Jul 2025 | Article | Contributor(s):
By Tyler Evans-Tokaryk, Kabinga Jack Shabanza
Through a case study conducted in 2014 and 2015 at the University of X in South Africa, the researchers collected focus group and survey data to develop a better understanding of the kinds of...
https://hsscommons.arcsoft.uvic.ca/en/publications/8035/?v=1
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A Principled Uncertainty: Writing Studies Methods in Contexts of Indigeneity
23 May 2025 | Article | Contributor(s):
By Katja Thieme1, Shurli Makmillen2
1. University of British Columbia 2. Claflin University
This article uses rhetorical genre theory to discuss methods for writing studies research in light of increasing participation of Indigenous scholars and students in disciplines throughout the...
https://hsscommons.arcsoft.uvic.ca/en/publications/7985/?v=1
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Inextricable: Doctoral writing, engagement, and creativity
24 Jun 2024 | Article | Contributor(s):
By Cecile Badenhorst1, Brittany Amell2
1. Memorial University 2. Carleton University
doctoral writing, creativity, learning and engagement, pedagogy
https://hsscommons.arcsoft.uvic.ca/en/publications/7409/?v=1
