Double Helix: A Journal of Critical Thinking and Writing invites the submissions of academic notes. Up to 2,500 words, notes may include preliminary results of a study, responses to recent content in DH, commentary on a current issue, or other brief insight related to critical thinking and writing.
rhetoric and composition
In our “post-truth” landscape, fake news and “alternative facts” abound. It can even be difficult getting students to agree on the standards for what qualifies as accurate, verifiable information. However, teaching students to evaluate sources and construct fact-based arguments is both more challenging and more essential than ever before. This is doubly important in the writing classroom where students are still finding their voices and honing their rhetorical and analytical skills. This panel welcomes papers that address this topic from a range of theoretical and/or empirical perspectives.
Possible topics include but are not limited to:
--successful methods for teaching students to discern opinion-based writing
In light of the larger conference theme devoted to “Kindness,” the Religion in American section welcomes any and all submissions related to the study of American religion as it relates to “Kindness,” especially those that expand interdisciplinary approaches to the study of religion and offer new insight into the current state of religion in America.
Roundtable: Explores questions around how digital pedagogy entails challenge to or rethinking of the teaching of literature. Activities such as distant reading, multi-modal remix, archive building, and social-reading are explored for potential to be "productively disorienting" in how students and faculty approach literature. (10 minute presentations plus discussion).
April 12-15, 2018
Special Issue of Prose Studies
Edited by Sherita V. Roundtree, Pritha Prasad, and Louis M. Maraj
Submission Deadline: June 1, 2018
#BlackLivesMatter Pasts, Presents, and Futures
J. R. R. Tolkien once wrote, “Not all those who wander are lost.” Although this quotation has experienced its fair share of "inspirational quote" status by both Tolkien and Coachella fans alike, there remains a question of what "wandering" and "being elsewhere" means for the academic community. The 2018 New Voices Graduate Conference invites submissions that consider concepts of elsewhere. How do the terms interdisciplinary, difference, and othering delineate the elsewhere of cultural studies? What do authors and texts stand to gain wandering outside canonical forms? We also invite papers that explore the elsewheres of canonical texts, as well as papers that illuminate uncanonized and/or forgotten works.
In the twentieth century, literary criticism took a turn from philology and historical approaches toward analyzing small, suggestive passages, using them as a microcosm that offered a fertile glimpse into the larger textual expanses of the text. In the Soviet Union, this effort came to be denominated as Russian formalism; in France, the explication de texte; in the Anglophone world, the New Criticism practice of “close reading.” In recent decades, this approach has fallen out of fashion, as politically motivated theoretical and critical modalities have become operative (cultural studies, post-colonialism, queer theory, etc.) While these recent efforts surely constitute an enlargement of our knowledge and an advancement of our critical protocol
In the 25 years since Pre/Text’s first special issue on queer rhetoric, too much and not enough has happened with the queer in rhetoric and writing studies. To what extent have we mainstreamed queer movements? Where is there still room for generative transgression in rhetorical thought? How have assimilationist trends in mainstream LGBTQ culture found their way in and out of our field? Most important, what happened to sex/ual rhetoric? This special issue focuses on thoughtful provocation, open secrets, and pointed intersections in queer rhetoric, looking at moments of transgressive signification that open pathways for future work. Send 250-word abstracts to guest editor Jacqueline Rhodes (email@example.com).
This panel seeks to interrogate approaches to the teaching feminist literature and constructions of identity in the classroom space post-election. Student attitudes toward and instructor approaches to feminist teaching practices and the teaching of feminism have been forced to the forefront since the campaign and US Presidential election in 2016. Global definitions of feminism and its scope have come into question, pushing discussions to revolve around what it truly means to champion human rights and navigate gender politics. This panel will look at how attitudes towards feminist identification have shifted in literature and classroom politics in reaction to a public rhetorical debate over its definitions and intents.