250- to 500-word proposals, with title, for 15-minute papers/presentations on the challenges and opportunities in teaching students with disabilities in composition or literature courses. Papers should address issues like the following: teaching methods and resources, including universal design curricula, to support students with physical challenges (e.g., sight, hearing, paralysis), students with learning disabilities (e.g., cognitive impairment affecting reading, writing; attention deficit syndrome), and other disabilities; dealing with students susceptible to non-disclosure of disabilities; high school to college transition for English majors with disabilities; consideration of institutional liability risks of IT inaccessibility in F2F, online, and h
humanities computing and the internet
250- to 500-word proposals, with title, for 15-minute papers/presentations on pedagogical considerations of diversity issues in the English curriculum. Papers should address topics like the following: curricular concerns and imaginative solutions to the development of courses treating ethnic literatures, spiritual orientations, and/or gender-identity readings; selection of materials and modes of presentation; multicultural vs.
250- to 500-word proposals, with title, for 15-minute papers/presentations on the pedagogical use of service learning in composition or literature courses. Papers should address issues like the following: Determining whether service learning projects—and what kinds—are appropriate to course material; matching key components of one’s English course with appropriate service learning projects; establishing relations with off-campus service learning entities; framing project assignments that enhance service learning while maintaining course content integrity; developing an assessment model to measure outcomes. How many different service learning projects within an English course? How long should such projects be? Level of difficulty? Challenges, risks,
250- to 500-word proposals, with title, for 15-minute papers/presentations treating pedagogy on the use of metacognition strategies in the context of active learning & appropriate technological support in teaching literature or composition in classroom settings. Metacognition encompasses “learning how we learn” activities and techniques. Active learning presumes learner-based instruction, and may include problem-based learning, inquiry-based learning, collaborative learning, or other forms of active learning, including the use of technology—PowerPoint, SmartBoards, student response systems, Smartphones, IPhones, IPads, IPods, social media (e.g., YouTube, Facebook), whether in F2F, online, or hybrid courses.
Metacritic Journal for Comparative Studies and Theory
issue 3.2, December 2017
Call for papers
Every December issue of the Metacritic Journal for Comparative Studies and Theory will be a non-themed collection of papers written by established scholars and young researchers alike, welcoming contributions which detail results of conceptual and analytical work, as well as reviews of books published 3 years in advance, the earliest. Would-be contributors are invited to send articles illustrating the complexities of their field of choice, engaging with literary and cultural theory so as to promote reading in a customized framework that privileges interdisciplinarity and self-reflection.
How We Make
Trace: Journal of Writing, Media, Ecology is an online, refereed, open-access journal that publishes interdisciplinary research at the intersections of writing studies, media studies, cultural studies, and ecocriticism. We welcome scholarship about digital technology, art, literature, maker culture, rhetoric, composition, environments, and writing. Trace considers the ethical and material impact of technology, and encourages submissions in a variety of media that “trace” connections across and within various ecologies.
Papers on Language and Literature is seeking proposals for special issues on subjects including but not limited to
PLL is a generalist publication that is committed to publishing work on a variety of literatures, languages, and chronological periods. We accept proposals year-round. We are a quarterly and expect to publish a special issue once a year, every year. The specific volume and issue will be determined later, depending on the editors’ schedule.
With the current spate of contemporary high-budget properties that have sought to engage and adapt online horror content, increasing attention has been turned to communities of amateur critics, writers, illustrators, and fans that work to create horror in digital space. Their influence has been felt in a variety of media, from the television series Channel Zero and Supernatural, to the film The Tall Man and video games like Slender and SCP: Containment Breach. Fora in Something Awful, “r/nosleep”, and the SCP Foundation represent attempts by massive communities to create negotiated fictions, imagining mythic spaces and enduring, horrific creatures.
2018 Annual meeting of the American Comparative Literature Association
University of California, Los Angeles
March 29 – April 1
Abstracts due September 21, 9am EST; submit through the ACLA online portal.
Organizer: Jap-Nanak Makkar, University of Virginia (firstname.lastname@example.org)
Welcome to COUNTERCLOCK! ( http://counterclocklit.weebly.com/ ) We are an online literary & art publication dedicated to showcasing high-quality poetry, fiction, nonfiction, visual art, and cross-genre work.