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Critical Thinking and Writing, Open Call

updated: 
Friday, June 23, 2017 - 11:53am
Double Helix: A Journal of Critical Thinking and Writing
deadline for submissions: 
Friday, November 24, 2017

Double Helix: A Journal of Critical Thinking and Writing publishes work addressing linkages between critical thinking and writing, in and across the disciplines, and it is especially interested in pieces that explore and report on connections between pedagogical theory and classroom practice. The journal also invites proposals from potential guest editors for specially themed volumes that fall within its focus and scope.

 

Advisory Board

Michele Eodice

Anne Geller

Suzanne S. Hudd

Neal Lerner

Sally Elizabeth Mitchell

Tim Moore

Robert A. Smart

Kathleen Blake Yancey

 

Creating Safer Spaces in English Composition Courses After the 2016 Election

updated: 
Thursday, June 22, 2017 - 11:44am
Northeast Modern Language Association - 2018 Conference
deadline for submissions: 
Saturday, September 30, 2017

This roundtable will look at pedagogical strategies for examining the 2016 election in Standard Freshman English Composition courses. English Composition instructors are struggling with approaching relevant concepts (ex. argument) and reading selections that do not alienate portions of the classroom with every choice. While it would be ideal, it is not necessarily feasible or responsible to be bi-partisan with every lesson plan. Submissions should present pedagogical approaches that stimulate constructive inquiry, application of course concepts, and/or address concerns of partisan discourse (in the texts, by instructors, or students).

Call for Chapters: Teaching Literature and Language Through Multimodal Texts

updated: 
Sunday, July 16, 2017 - 1:05pm
IGI GLOBAL
deadline for submissions: 
Tuesday, August 15, 2017

The last few decades have witnessed a growing interest in the benefits of linking the learning of a foreign language to the study of its literature. In fact, the emphasis on working with culturally authentic texts is one of the central claims for curriculum reform in EFL/ESL teaching nowadays. Moreover, the latest developments in text-based teaching point to a curriculum in which language, culture, and literature are taught as a continuum. 

Nevertheless, the incorporation of literary texts into the language curriculum is not easy to tackle. Many linguists refer to literary content as extremely demanding for both teachers and students. Not surprisingly, many teachers tend to avoid using literary texts for this reason. 

Teaching American Literature: A Journal of Theory and Practice; October 31, 2014

updated: 
Thursday, June 15, 2017 - 10:38am
Patricia Bostian/Central Piedmont Community College
deadline for submissions: 
Tuesday, October 31, 2017

Teaching American Literature: A Journal of Theory and Practice (TALTP), a peer-reviewed open source online journal, is accepting articles for our Winter 2014 special issue, Who Is Teaching U.S.? We are interested in articles by instructors and their experiences in teaching American literature in countries outside the United States. How are the classic and contemporary American authors taught and received in other countries? What are the difficulties? The benefits? Any issue pertaining to teaching American literature is welcome, from assignment creation, gender issues, difficulties with translations, to first-hand accounts of both successes and failures.

Fostering Global Competence: Teaching Language and Culture Through Film

updated: 
Wednesday, June 14, 2017 - 10:54am
The 49th NeMLA Annual Convention-April 12-15, 2018 Pittsburgh, PA
deadline for submissions: 
Saturday, September 30, 2017

 

Fostering Global Competence: Teaching Language and Culture Through Film

 

Abstract:

The session aims to reimagine the fundamental pedagogical role of foreign language and culture courses in the college curriculum in the era of globalization. Providing students with cultural experience is the objective and challenge in beginners’ language and culture courses. Films can provide the narrative of our fast-changing time, allowing reflection on global issues as well as cultural values. This session will explore whether it is possible to add relevant content to our instruction to help students reflect on the global era. 

 

Digital English: A Handbook for the 21st Century Classroom

updated: 
Wednesday, June 14, 2017 - 10:53am
University of Tasmania
deadline for submissions: 
Friday, September 1, 2017

CFP: Digital English: A Handbook for the 21st Century Classroom

Edited by Naomi Milthorpe, Robert Clarke, Joanne Jones, and Robbie Moore.

Submissions due: September 1, 2017.

 

New university students are digital natives; our classrooms filled with technology. Our students are increasingly online only – distanced by the demands of economics, geography, or time. Yet as English scholars, most of our training has been with physical materials and face-to-face methods: books, paper, discussion. So what are the best methods of using technology in our classrooms? How, why, and when should we use it?

Interdisciplinary Idealism: The Role of the Humanities in Capstone Projects

updated: 
Sunday, June 11, 2017 - 6:18pm
Northeast Modern Language Association (NeMLA), April 12-15, 2018
deadline for submissions: 
Saturday, September 30, 2017

Capstones are an established part of undergraduate curricula. Often a requirement in degree programs, these investigative and research-based projects stress relevance and practicality. They are, thus, often promoted as necessities; they demand critical thinking, clear analytic writing, methodological application, and for those projects collaborative in their structure, teamwork and negotiation. Capstones encourage inventive and imaginative thought, reinforcing activities we associate with what we might call the ideal “humanist” – philosophically and ethically engaged, socially aware, and community minded.

70 Years of Shirley Jackson's "The Lottery"

updated: 
Sunday, June 11, 2017 - 6:20pm
Northeast Modern Language Association (Pittsburgh, 2018)
deadline for submissions: 
Saturday, September 30, 2017

In June of 1948, Shirley Jackson’s short story “The Lottery” appeared in The New Yorker. Jackson’s story juxtaposed a nostalgic depiction of rural America with a jarringly brutal ending, causing outraged readers to cancel their New Yorker subscriptions and to deluge Jackson with hate mail. In the 70 years since then, “The Lottery” has become a staple of short story anthologies and American literature curricula, as well as having been adapted into a radio play, two television movies, a popular educational film, an opera, a ballet, a one-act play, and an episode of South Park.

NeMLA 2018 session: College as Imagined World for First-Generation Students

updated: 
Thursday, June 8, 2017 - 7:58pm
Scott DeShong, Northeast Modern Language Association
deadline for submissions: 
Saturday, September 30, 2017

Papers addressing the difficulties of students for whom academia is foreign, considered in terms of the student’s alienation, psychological unpreparedness, underdeveloped perspective, etc. How can such students be incorporated into academia, and thereby into work (and life broadly) made accessible by education? Alternatively, should we seek such incorporation, or instead reimagine and change academia, and how? Institutions have implemented a variety of assimilation and retention strategies, some with better records than others. Some programs engage students individually, whereas others emphasize building communities; some strategies focus on key first-year courses, such as introductory writing.

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