2011 CFP: Composition
See also under:
Pedagogy: “Teaching Writing in the Digital Age: Literacy, Access, and Community”
- Captions, Slogans, and Stares (Oh, My!): Image as Argument in College Writing (Roundtable)
- Seeking proposals of fewer than 500 words detailing your experience using images—including (but not limited to) cartoons, advertisements, and news photography—in first- or second-year writing classes. Of particular interest are proposals connecting image to argument, putting the image or images in the service of particular claims, to be evaluated or made. Peter Witkowsky, witkowsk@msmc.edu.
- ‘Community’ in Composition Instruction (Roundtable)
- In recent years, composition instructors have been tasked with introducing students to the discursive community, as well as promoting a sense of community in the composition classroom. But what standards define such “communities”: Academic? Professional? Creative? How does composition instruction serve to redefine these communities? How has this changed to reflect curricular mandates, student goals, and other realities? Please submit proposals (250 – 500 words as an MS Word attachment) to Maria Plochocki at bastet801@att.net
- Leading Lines: Social Networking as Impetus for Scholarly Formation (Roundtable)
- News media are consistently commenting on the power of social networking sites, noting that the overwhelming majority of students spend significantly more time electronically communicating than devoting themselves to academic study. This roundtable seeks to foster discussion on how composition instruction can capitalize on students’ proficiencies in social networking as a transition into scholarly discourse in composition courses. Please submit inquiries or 250 word proposals and a brief biographical description to Kim.Ballerini@NCC.Edu.
- Not Just Another ‘F’ Word: Reviewing and Renewing Feminist Writing Pedagogies (Roundtable)
- This roundtable investigates how the writing classroom informs our understanding of feminism. It seeks papers that address the lived experiences of feminist teachers and the pragmatics of feminist pedagogies. Papers that invite discussion about how feminist teachers and pedagogies can respond to the changing dynamics of the classroom and/ or the growing diversity of the student body are especially encouraged. Please submit 250-300 word abstracts to Christy Wenger at christy.wenger@lehigh.edu.
- Writing Assessment Inside and Outside the English Department (Roundtable)
- What difficulties have writing teachers and writing program administrators encountered when it comes to assessment and communicating the results of assessment projects to English departments and beyond? How does position and location within the university affect the conduct and reception of assessment results? This roundtable particularly seeks panelists who have engaged in program-level writing assessment, and who hold positions outside of the English department faculty. Send 200-word description to Greg Barnhisel (barnhiselg@duq.edu).
