CFP: [Rhetoric-Composition] Genre in the Composition Classroom

full name / name of organization: 
David Brauer
contact email: 
dbrauer@ngcsu.edu

SAMLA 2008 - November 7-9, 2008, Louisville, KY

Critical Thinking and the Rhet/Comp Classroom: Regular Session

Critical Thinking and the Rhet/Comp Classroom announces two sessions
focused on the complexities, complications, and influence of WAC, WIP,
and genre in the shaping of the horizons as well as day-to-day
experiences of the college rhetoric and composition classroom.

1. WAC/WID & Pedagogies of Style and Audience Address

We welcome paper proposals that explore how WAC or WID programs affect
the teaching of style in writing. Pedagogies of style may be experiencing
a reinvigoration, if books such as Refiguring Prose Style (Ed. Johnson
and Pace) are an indication. Given the different stylistic techniques
needed to write for different academic disciplines and within
professional discourses, how does participation in a WAC, WID or
Professional Writing Program affect the teaching of style, especially as
it pertains to audience address? What are some effective pedagogies for
helping students recognize not only why, but when and how to shift style
to accommodate different audiences? What assignments help students
practice shifts in style? How can writing specialists help non-
specialists, especially instructors across the disciplines, appreciate
and teach style?

Submit presentation abstracts of no more than 150 words by May 20th to
Dr. Sonya C. Brown. Electronic submissions preferred. Please email to
scbrown_at_uncfsu.edu by April 1st or mail to Department of English and
Foreign Languages, Fayetteville State University, 1200 Murchison Road,
Fayetteville, NC 28301.
 
2. Genre, Disciplinary Writing, and the College Writing Classroom

We welcome paper proposals that describe the impact of genre theory for
discipline-specific writing as it relates to composition teaching and
composition pedagogy. How does what Amy Devitt calls a “shift in
perspective, from the traditional static form to the rhetorical dynamic
action” change the way that we teach, evaluate, and create writing
assignments? How does genre theory help connect teaching discipline-
specific writing to expository and argumentative writing? We also
welcome proposals that explore the benefits and/or complications wrought
by genre theory for writing instructors more generally. How might
writing instructors apply genre theory in the future so as to help
students understand the rhetorical and social exigencies of disciplinary
writing?

Submit presentation abstracts of no more than 150 words by May 20th to:
Dr. David Brauer, Dunlap Hall 305-B, North Georgia College and State
University, 82 College Circle, Dahlonega, GA 30597. Electronic
submissions preferred. Please email to dbrauer_at_ngcsu.edu

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Received on Fri May 02 2008 - 11:10:27 EDT

cfp categories: 
rhetoric_and_composition