Writing for University and Beyond: A Journal of First-Year Student Writing at UTM 

Hands writing in a journal on a wooden desk, with a cup of coffee and half-eaten croissant
Photo by Cathryn Lavery on Unsplash

Celebrating student success

This annual, open access journal showcases outstanding student papers from various sections of ISUP’s first-year writing course called ISP100: Writing for University and Beyond. The papers derived from a Writing about Writing approach to pedagogy, which is the first of its kind in Canada.

From a hate-love relationship with writing, to trusting strangers on the internet, US democratic socialism and the 'ins' and 'outs' of fencing — the inaugural issue of this journal features compelling perspectives from students with diverse backgrounds, interests and experiences.

The journal is also a celebration of student success after a year filled with challenging social, political, and educational circumstances.

Read the journal »

The Publication Process

Led by ISUP's Writing Studies faculty members, the papers included in this volume represent the best of the best from our classes. Students from all sections of ISP100 were encouraged to submit papers from each of the three major assignments, which included writing stories, discourse community analyses and genre analyses.

The submissions were then anonymized and distributed to editorial teams (each comprised a faculty mentor and volunteer student reviewers) for review. Successful papers were then assigned a faculty mentor who supported the student writer through various revisions.

The initiative offered students a host of learning opportunities. Students with successful papers got to engage in a publication process that mirrored academic publication processes. They also received one-to-one mentorship from a writing faculty member and, in turn, they built upon the writing foundation they developed through ISP100.

The journal was supported by five volunteer student reviewers, who also had several learning opportunities:

  • They each participated in a training session that introduced them to academic review processes
  • They then worked in small teams led by a writing faculty member who taught them the ropes for reviewing academic papers
  • This support continued throughout the review as students learned to collaborate in the review, negotiate differences of opinion, and adjudicate a host of excellent papers while determining which ones stood out among the rest