CFP: [Rhetoric-Composition] Writing Across a Critical Thinking Continuum

full name / name of organization: 
Valerie Boyle
contact email: 
valerie.boyle@quinnipiac.edu

Second Biennial 2008 Writing Critical Thinking Conference
Friday, Nov. 21 to Saturday, Nov. 22, 2008
College of Liberal Arts, Quinnipiac University

Call for Papers
Proposal deadline is July 18.
Notification of acceptance sent by August 15.

"Writing Across a Critical Thinking Continuum"
The College of Liberal Arts announces its second biennial
conference, "Writing Across a Critical Thinking Continuum." The 2008
conference investigates the relationships between Critical Thinking
strategies to writing processes across curricular and disciplinary
domains.

The Critical Thinking community argues that students must internalize
universal intellectual standards of reasoning as they progress in their
academic and professional lives. Remarkably, as the WAC movement seeks
greater integration between Critical Thinking and writing activity, many
Critical Thinking proponents make almost no mention of writing's role in
meeting intellectual goals. Because thinking and writing are not
separable, but instead mutually contain and continuously stretch our
teaching and students' learning, this conference explores the dynamic
possibilities of assessing and promoting writing and thinking across a
continuum.

Given the dynamic possibilities of teaching, learning and assessing our
practices of writing and thinking across a continuum, we encourage
participants to propose presentations in the instructive, yet provocative
spirit suggested by our conference keynote speaker, Jonathan Monroe, of
Cornell University. His address is titled: "Is Critical Thinking a
Liberal Art? Writing in the Disciplines and Contemporary Poetry in
(as) 'Higher Education.' "

We invite individual and panel proposals from every institutional,
disciplinary, curricular, pedagogical and programmatic formation that
would investigate, question, experiment with, and celebrate the critical
stretch and creative tension between thinking and writing. Proposals
might focus specifically on a particular community as they offer existing
or emerging WAC and WID connections to Critical Thinking.
• Faculties
• Students and Majors
• Administrators

Participants should also consider the following questions as they craft
their proposals:

1. If teaching and curricular practices are informed by WAC methods or
training, what then is the extent of the pedagogical continuity
between "writing to learn" and "writing to communicate" assignments? How
do we measure, if not assure, "critical" thinking within a "WAC" or "WID"
Continuum established over time? What issues of (dis)continuity prevail
between teachers and departmental colleagues, or between teaching and a
curriculum in need of a new metaphor for critically rethinking its
mission and major?
2. Conversely, if pedagogical practices are less informed, even un-
informed, by the WAC movement, and take their lead instead from Critical
Thinking, how do we ensure a continuous expression of such thinking? What
are the central curricular features of our pedagogical deployments and
assessment if "writing" isn't the necessary measure of critical or
creative thinkers? And how do collegial and departmental commitments
advance or impede our sense of a critical and creative thinking continuum?
3. Outside of our departmental and immediate collegial communities, what
independent-or interdependent-role does the Writing Center, the Learning
Center, the Faculty Collaborative, or the WPA play in our sense of a
University continuum? Do the various entities and organizations devoted
to more creative and critical teaching and learning hang together by
virtue of consensual tenets drawn from WAC, from CT, or from hybridized
standards from both movements? If instead, a given institution struggles
to achieve some logical or pedagogical continuity-some critical-creative
tension-across all ongoing initiatives, presenters might entertain how
this might be achieved through a review and re-adaptation of tenets from
both movements.

Participants are welcome to fit their sense of the conference thematic,
along with any of the many suggestive leads suggested by Monroe's keynote
address title, into some of the familiar and prevailing areas where a
critical and creative thinking continuum continues to demand innovation:
• Developmental literacies and cognitive stages
• Communicative forms and disciplinary genres
• Program development, faculty training, assessing continuity
• Cross-institutional or cross-cultural initiatives
• Web-based, distance or hybrid learning
• Portfolios, partnerships and capstones
• Professional and service learning
• On discontinuities and discontinuations

Both the framing questions and the proposed areas only begin to delineate
the possibilities for proposing individual or collaborative findings.
Feel free to stretch both the tenets and the tendencies suggested by the
theme and the call. While we are most interested in proposals that are
practical, we welcome more theoretical proposals--as long as they address
pedagogical or programmatic issues of developing and assessing the
conference theme. Accepted presentations should plan for interaction and
provide "take away" materials for participating colleagues. Please
consider students' work--and their actual presence--when planning your
proposals.

We reserve the right to group presenters who explore or share a similar
approach, and we are eager to join WAC types with CT types into panels
yet to be envisioned by ourselves or the presenters. Proposals must be
submitted on line - maximum length of one page (300 words) - in Microsoft
Word.

For Information on the Conference: http://www.quinnipiac.edu/x1049.xml

Submit your proposal at:
http://learn.quinnipiac.edu/communicate/wac/WAC_proposals.html

If you should have questions regarding your submission, please contact us
at: quwac08conf_at_quinnipiac.edu.

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Received on Wed Jun 11 2008 - 15:13:50 EDT

cfp categories: 
rhetoric_and_composition