CFP: Revisiting Commenting: Genre, Knowledge Transfer, and the Work of Composition (4/25/2009; CCCC 2010, 3/17/10-3/20/10)
The invitation to "revisit, rethink, revise, renew" in the 2010 CCCC Call for Proposals suggests the important work done when Composition was a young field and scholars such as Richard Braddock and Mina Shaughnessy revisited common wisdom about the teaching, learning and practices of writing; their revisitations allowed them to rethink seeming truths and prompted the field to revise our understandings of error, of the thesis, of the teacher's role in the classroom. This panel proposal undertakes a project in the spirit of these earlier revisitations. Specifically, I am seeking papers that revisit and rethink the intersection of commenting and genre in our freshman writing classes in order to renew our conversations about the work of Composition. Embedded in our decisions about the kinds of writing to assign – and the ways we respond to these kinds of writing – are our assumptions about the work of composition and assumptions about what knowledge "transfers" with the students when they leave our courses. How do our decisions about genre affect decisions about how to respond to student writing? How have new media options affected commenting? To what extent does commenting on student writing produce change?
Please email paper proposals and cv to Brenda Glascott (email@example.com) by April 25, 2009.