Gloria Borrows (BA SFU, MA UBC) first came to UFV as a student in 1979. She has taught in the Writing Centre since 1993 and has taught courses in academic writing and composition theory at UFV since 2000; she has also taught at the University of Lethbridge. Gloria’s areas of interest include genre theory, composition theory and pedagogy, the rhetoric of science, medical and health discourse, and addiction studies. Since 2000, Gloria has been co-editor (with Nadeane Trowse and Fay Hyndman) of the Canadian Journal for Studies in Discourse and Writing (formerly Technostyle), the peer-reviewed journal of The Canadian Association for the Study of Discourse and Writing.
Nadeane Trowse (BA SFU, MA SFU) has taught in the Writing Centre since 1998 and has also taught at UFV, SFU and Douglas College. She has taught courses in genre theory, proposal and advocacy writing, history of rhetoric and language, academic writing, workplace writing, and medieval literature. Nadeane continues to be active in advocacy that is intended to preserve both historical sites and the environment. Since 2000, Nadeane has been co-editor (with Gloria Borrows and Fay Hyndman) of the Canadian Journal for Studies in Discourse and Writing (formerly Technostyle), the peer-reviewed journal of The Canadian Association for the Study of Discourse and Writing. Her current research explores the distinctions between professional writing in academic areas and well regarded and rewarded student writing in the same. Features like use or absence of modality markers, use and positioning of questions, the given-new contract are explored and compared. The results so far indicate that the distinctions, as enacted by students, show knowledge of valued features but also demonstrate some reluctance to use them in ways that model more directly expert/professional usage.
Dana Landry (BA Honours SFU, MA UBC, PhD Candidate UBC) has taught in the Writing Centre since 2002 and has taught courses in academic and life writing as well as rhetorical theory. Her areas of interest include genre theory, writing pedagogy, the scholarship of teaching and learning, interdisciplinarity, life writing, and qualitative methodology. Her current research examines the discipline of writing studies in Canada through analysis of its members' positionality both institutionally and ideologically. Data from a questionnaire of list-serv members of four scholarly organizations (CASDW, CWCA, CSSR, CASLL) will be analyzed using critical discourse analysis and supplemented by an auto-ethnographic analysis.
Kim Norman (BA UVIC, MA SFU) has taught in the Writing Centre since 2002 and has taught courses in academic writing, some of which are designed specifically for Health Sciences students. Her areas of interest include genre theory, composition theory and pedagogy, medical and health discourse, popularization, and metaphor. Her current research, in collaboration with Joe Ilsever of the Business Department, examines ways in which explicit writing instruction in numerous sections of BUS 430 contributes to students' enculturation into academic and professional communities.
Shurli Makmillen (BA SFU, MA SFU, PhD UBC) joined the Writing Centre in 2010. She has taught courses in academic and workplace writing, race studies, rhetoric and composition theory at universities across Canada. Her current research draws from theories of language and genre to understand texts arising from contact between Indigenous and settler societies. She is the author of "Colonial texts in postcolonial contexts: A genre in the contact zone" in a special issue of Linguistics and the Human Sciences (2007). Her current research, being undertaken with Dr. Katja Thieme at the University of British Columbia, looks at the ways in which Indigenous methodologies and knowledges are finding form in undergraduate course outlines and assignments, and in the student writing they elicit.
Graham Shaw trained and worked as a psychologist and educator in Australia before coming to British Columbia. His research interests at the Writing Centre relate directly to the teaching of writing. He is particularly interested in how feedback about writing can be conceptualized and delivered to optimal effect. He is currently investigating peer-review processes for revision to build evidence about the types of feedback that students will seek out and use to improve their written work. He is also currently working on a Master of Science in Population and Public Health at UBC, specializing in program evaluation.