A Statement in Recension: The Principles and Standards for the Postsecondary Teaching of Writing (3/1/11)
A Statement in Recension: The Principles and Standards for the Postsecondary Teaching of Writing for the
21st Century University
The Statement of Principles and Standards for the Postsecondary Teaching of Writing, published in 1989 as a result of the Wyoming conference, stands as the core document addressing staffing in Rhetoric and Composition. The statement is an attempt by the foremost professional organization, CCCC, to establish the necessity for equitable treatment of higher education professionals working in Rhetoric and Composition. It has long stood as the "go to" document for WPAs, department chairs, other administrators, and faculty of all ranks as they attempt to create just employment for an increasingly diverse labor pool in a rapidly changing workplace.
At the time the statement was created, it reflected the working conditions in the academy and in departments of English in particular; however, those conditions have changed in significant ways. At present, within the fraught conditions for academic employment, statements by professional organizations without supporting data are dismissible by decision makers working with new strategic priorities and budget constraints. Therefore, we believe it is time for a reinvigorated statement, borne of the same passion for equity for all writing teachers as the original document, but updated with data and discussions responsive to the conditions of work in the early 21st century university.
The collection is, therefore, an attempt to understand the history, present use, and future of the Statement of Principles and Standards for the Postsecondary Teaching of Writing. Submitting a chapter is an important opportunity to be part of revisioning one of the most central documents in Rhetoric and Composition. To this end, we are especially interested in proposals that seek to empirically validate or call into question the principles articulated in the existing standards document.
We are also interested in proposals that respond to questions such as the following:
● What do we mean by "standards" for the postsecondary teaching of writing?
● Does the Statement of Principles and Standards for the Postsecondary Teaching of Writing (hereafter referred to as "the Statement" ) mean something now that it didn't years ago? If so, what?
● What other persuasive tools compliment the Statement? How does the Statement differ from these other pieces of persuasion?
● What and when were the other incarnations of the ideals in the Statement?
● What is the untold history of the Statement? What were the early, middle, and later effects of the Statement?
● In what material ways has the Statement been applied or misunderstood?
● Is the vision set out by the Statement possible? What qualities, conditions, or circumstances make employing the ideals in the Statement possible or impossible?
● What would it take for a revision of the Statement to be successful now?
● How much can the Statement change and still remain itself?
● Are there any transgressive ways that the Statement may be used?
● Who can certify the impact of the Statement on writing instructors? How might the discipline recognize the improved status and eventual parity of writing instructors with other faculty?
● How might the effectiveness of the Statement be measured?
We encourage submissions from all academic disciplines and perspectives, and both single and multiple authored
chapter proposals are encouraged. Please send proposals of 250-500 words by March 1, 2011 via email to Randall
McClure (email@example.com). All proposals will be confirmed by March 15th, 2011. Queries
are welcome and should be sent to Dayna Goldstein at firstname.lastname@example.org. Final manuscripts
will be 15-30 pages in length, double-spaced and will be peer-reviewed. Manuscript deadline for accepted
proposals is May 15th, 2011, and final manuscripts are scheduled to be due on November 15th, 2011.