March 15-18 NeMLA Comp/Rhet Empirical Studies of Writing Classroom Practice Submit Deadline: Sept. 31
The teaching of writing is characterized by a wide array of practices, often cycling through popular phases or trends. When evaluating the potential effectiveness of instructional methods, many educators rely on descriptive and anecdotal publications, as the literature is replete with them. Although these publications have merit in their ability to disseminate ideas, how can faculty transcend the descriptive and the anecdotal when determining the most effective means of teaching writing?
This panel invites papers and presentations describing original studies of practice in the teaching of writing using any form of experimental/quasi-experimental design and supported by qualitative or quantitative data. Studies should contribute to the understanding of how class time might be used most effectively to improve student writing outcomes. Contributions from a wide range of topics in composition teaching practice and learning theory are welcome. Contributions might address findings with implications for students of different age groups or preparedness, and from middle school through higher education. We also welcome submissions from fields outside of composition/English where the teaching of writing is studied.
Please submit 250-word abstracts by email attachment to Kristen Nielsen at firstname.lastname@example.org.
Deadline: Proposals must be submitted by email no later than September 30, 2011. We will respond to applicants regarding acceptance no later than October 15.
Submissions Should Include:
Name of organization
Title of paper
Contact phone number