From the Editor's Notepad

Three articles in this issue of Inkshed present the classroom as a site for struggle and resistance. The issue opens with Yaying Zhang's provocative piece on the ways in which the Western canon and ideas about what constitute good academic writing work to exclude other voices and other ways of writing and understanding; in this paper, presented at Inkshed 17, Yaying poignantly sketches a question faced by second language learners: to resist or not to resist as they negotiate their way into Canadian academic discourse communities. Also in this issue, Carl Leggo's reflective essay on evaluating writing captures his struggles as he first reproduced and later resisted traditional "error hunting" approaches to evaluating student writing. Finally, Pat Sadowy explores her resistance to the pressure she faces to "teach" the government curriculum to the student teachers in her classroom.

Also in this newsletter, you'll find notes on research in progress, minutes from the CASLL AGM at Inkshed 17, and a brief but glorious history of the Inkshed Publications Initiative as well as step by step instructions for publishing a book. If anyone out there is willing to play midwife to the next Inkshed publication, send your proposals to Pat.

We're now soliciting contributions for the next newsletter, which will focus on intersections between technology and writing or writing instruction. That issue will also include a Call for Papers for Inkshed 18, to be held in the beautiful Rocky Mountains in May 2001.

Jo-Anne Andre


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