PANEL TITLE: LANDSCAPE AND IDENTITY IN THE NEW SOUTH AFRICA

PANEL TITLE: LANDSCAPE AND IDENTITY IN THE NEW SOUTH AFRICA

12th Annual Southwest Graduate English Symposium
Arizona State University – February 24-26, 2006
(Re)Markable Identities: Confronting, Corrupting, and Conflating Cultural
Discourses

Panel: Popular Literature and Academic Attention

12th Annual Southwest Graduate English Symposium
Arizona State University – February 24-26, 2006
(Re)Markable Identities: Confronting, Corrupting, and Conflating Cultural
Discourses

Panel: Popular Literature and Academic Attention

CALL FOR PAPERS

*/The Verbal and the Visual/*

*/in/*

*/Nineteenth-Century Culture/*

Two-Day Conference, 23-24 June 2006

Institute of English Studies, Senate House, London

*KEYNOTE SPEAKERS INCLUDE STEVEN BANN, KATE FLINT, MICHAEL HATT, BRIAN
MAIDMENT, LYNDA NEAD, LINDSAY SMITH**//*

CALL FOR PAPERS

*/The Verbal and the Visual/*

*/in/*

*/Nineteenth-Century Culture/*

Two-Day Conference, 23-24 June 2006

Institute of English Studies, Senate House, London

*KEYNOTE SPEAKERS INCLUDE STEVEN BANN, KATE FLINT, MICHAEL HATT, BRIAN
MAIDMENT, LYNDA NEAD, LINDSAY SMITH**//*

CALL FOR PAPERS

*/The Verbal and the Visual/*

*/in/*

*/Nineteenth-Century Culture/*

Two-Day Conference, 23-24 June 2006

Institute of English Studies, Senate House, London

*KEYNOTE SPEAKERS INCLUDE STEVEN BANN, KATE FLINT, MICHAEL HATT, BRIAN
MAIDMENT, LYNDA NEAD, LINDSAY SMITH**//*

CALL FOR PAPERS
SHAKESPEARE AND THE QUEEN'S MEN CONFERENCE
Toronto, 27-29 Oct 2006 -- Abstracts deadline: February 15, 2006

This major international conference at the University of Toronto is being
organized by the SSHRC-funded "Shakespeare and the Queen's Men" project in
association with Poculi Ludique Societas (PLS). The project, a joint venture
led by Alexandra Johnston (REED, University of Toronto) and Helen Ostovich
(McMaster University), aims to recreate the staging conditions of a
sixteenth-century touring company in order to study and test scholarly
theories about acting styles and repertory through performance practice.

The Texas Woman's University English Rhetoric Graduate Organization (TWU
ERGO) is sponsoring a special panel (or panels, if submissions warrant) on
"Criminal Kairos" at the 2006 Federation Rhetoric Symposium to be held
February 24, 2006 on the TWU campus in Denton, Texas.

Title Effects: Writing Through the Watershed

University of North Carolina at Wilmington

First Annual Graduate English Association Conference

Saturday, April 1, 2006

Title Effects: Writing Through the Watershed

University of North Carolina at Wilmington

First Annual Graduate English Association Conference

Saturday, April 1, 2006

12th Annual Southwest Graduate English Symposium
Arizona State University – February 24-26, 2006

(Re)Markable Identities: Confronting, Corrupting, and Conflating Cultural
Discourses
PANEL: EXPERIMENTAL THEATRE – CORRUPTING TIME, PLACE, AND AUDIENCE

CALL FOR SUBMISSIONS
FOR A SPECIAL ISSUE OF TRANSFORMATIONS

TEACHING IN TRANSLATION

DEADLINE: 15 January 2006

"Translation" raises questions of authenticity, authority, legitimization,
subjectivity, and objectivity. How can we theorize translation so that it
can serve as tool to present "experience" with respect for the integrity of
the other? What is the relationship between the different subjects involved
in the process of translation? What is the role of translation in the
validation of the narratives of marginalize communities and indigenous
cultures? What are the ethics of translation?

CALL FOR PAPERS Third Annual Virginia State University Conference on
CompositionMay 11-12, 2006Theme: Teaching Writing in a High-Stakes Test
Environment Increasingly, our students write in a high-stakes test
environment. High schools are demanding that students pass writing
assessment tests in order to receive diplomas. The SAT has added a
controversial writing component. At the college level, students may
again face timed writing assessments, either as part of their placement
in first year writing courses or as part of exit requirements. How do
we, as educators, respond to this high-stakes test environment? What
impact do such tests have on our teaching as well as on our students?