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rhetoric and composition

Prose Studies Special Issue: #BlackLivesMatter Pasts, Presents, and Futures

updated: 
Thursday, April 26, 2018 - 10:53am
Prose Studies
deadline for submissions: 
Sunday, July 1, 2018

Special Issue of Prose Studies

Edited by Sherita V. Roundtree, Pritha Prasad, and Louis M. Maraj

 

EXTENDED Submission Deadline: July 1, 2018

 

#BlackLivesMatter Pasts, Presents, and Futures

 

Elsewhere: Wandering In and Out of the Humanities

updated: 
Sunday, October 1, 2017 - 6:57pm
New Voices Graduate Conference
deadline for submissions: 
Sunday, October 15, 2017

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.

Reading Deep: Reading Texts Closely

updated: 
Tuesday, September 12, 2017 - 2:24pm
Anthony Lee/ Northeast Modern Language Association
deadline for submissions: 
Saturday, September 30, 2017

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

Queer Rhetorics: Dirtysexy (A Special Issue of Pre/Text)

updated: 
Thursday, September 7, 2017 - 10:06am
Jacqueline Rhodes, Michigan State University
deadline for submissions: 
Wednesday, November 1, 2017

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 (jrhodes@msu.edu).

 

What is Feminism Now? Global Feminisms, Politics, and the Classroom Space NeMLA 2018

updated: 
Wednesday, September 6, 2017 - 1:04pm
Melissa Tombro, SUNY - FIT, NeMLA Annual Conference 2018, Pittsburgh, April 12-15th
deadline for submissions: 
Thursday, September 28, 2017

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.

Call for Papers on Pedagogy at CEA 2018

updated: 
Wednesday, September 6, 2017 - 1:32pm
College English Association
deadline for submissions: 
Wednesday, November 1, 2017

Call for Papers, CEA 2018

April 5-7, 2018 | St. Petersburg, Florida

Hilton St. Petersburg Bayfront

333 1st St South, Saint Petersburg, Florida  33701 | Phone: (727) 894-5000

The College English Association, a gathering of scholar-teachers in English studies, welcomes proposals for presentations on Pedagogy for our 49th annual conference. Submit your proposal at www.cea-web.org

Pedagogy: Universal Design & Other Challenges—Accessibility Issues in the English Classroom

updated: 
Thursday, September 7, 2017 - 10:44am
Charles A. S. Ernst / College English Association
deadline for submissions: 
Wednesday, November 1, 2017

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

• Pedagogy: Considering Diversity in the English Curriculum

updated: 
Thursday, September 7, 2017 - 10:44am
Charles A. S. Ernst / College English Association
deadline for submissions: 
Wednesday, November 1, 2017

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.

• Pedagogy: Service Learning in English Courses—Composition and Literature: How Far Have We Come?

updated: 
Thursday, September 7, 2017 - 10:44am
Charles A. S. Ernst / College English Association
deadline for submissions: 
Wednesday, November 1, 2017

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,

Pedagogy: Stimulating Awareness/Provoking Engagement: Metacognition, Active Learning, & Supportive Technology in the Literature or Composition Classroom

updated: 
Thursday, September 7, 2017 - 10:44am
Charles A. S. Ernst / College English Association
deadline for submissions: 
Wednesday, November 1, 2017

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.

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