This roundtable will provide a forum for participants to discuss and analyze their experiences and offer suggestions for teaching the multi-major professional writing course, more commonly referred to as simply “business writing” or “professional writing.” We especially welcome presentations that speak to and offer strategies targeting one of our three major concerns with the course: its decontextualized state, its reliance on non-neutral codes of professionalism, and the lack of pedagogical support often given to its instructors.
The high cost of a college education and the persistent worries about both immediate and future employment opportunities have resulted in students and their families doubting the value of the humanities, and all too often, the value of a college degree. These pervasive doubts contrast to the many reports and surveys of employers who stress their preferences for hiring graduates with the very traits the study of humanities imbues: creative thinking, team work, empathy, communication skills, and curiosity. Despite the number of closures of humanities programs and the disappearance of colleges dedicated to the liberal arts, one population of potential students for humanities programs continues to grow: prison inmates.
English has always been subject to a number of competing agendas, with the result that its purpose within the school curriculum has often been open to contention. From its inception, English has been seen by governments and employers as the subject that teaches literacy and prepares students for the work force. By contrast, other advocates of English have argued its importance in cultivating character and citizenship in students. Yet others have argued the importance of the role that English plays in stimulating the growth of the imagination and enabling students to appreciate the value of literary language.
Throughout the past decades, gamification has become an increasing part of training experiences. To define the term quickly, gamification involves the application of game play mechanics to normally non-game-based activities to increase successful activity and performance. Gamification can involve the use of popular video games, adaptations of game shows like Jeopardy, simple chalkboard games like Hangman, or a variety of rhetorical approaches that introduce gaming components into another field.
ANIMATIONS AND PROVOCATIONS
Society for the Study of Affect Summer School
July 29 to August 02, 2019
Millersville University, Ware Center
Lancaster, PA, US
2019 PAMLA Conference San Diego
Rhetoric, Composition, and Linguistics / Professional and Pedagogy
Session Chair: Jennifer Allard (California State University San Marcos)
This panel invites papers that investigate the use of multimodal, cross-disciplinary curriculum for online instruction. More generally, the panel seeks presentations on supporting the needs of all students to successfully communicate. Papers that address the teaching of cognitive science concepts and interpretive communication (including “performance” pieces) are especially welcome.
Concentric: Literary and Cultural Studies
Vol. 46 No. 2 | September 2020
Call for Papers
The Ethical Turn Revisited
Iping Liang (National Taiwan Normal University)
Deadline for Submissions: August 30, 2019
The International Journal of Social Pedagogy – Special Issue: Call for Papers
‘Everyday Expertise in Social Pedagogy’
November 15-17, 2019 | Westin Peachtree Plaza | Atlanta, GA
The first annual Popular Culture and Pedagogy Conference (http://popularcultureandpedagogy.org) will take place on November 11th, 2019.
The theme of the conference will be:
Using Popular Culture As A Tool For Engagement
A part of effective teaching is learning from our peers. The goal of The Popular Culture and Pedagogy Conference is to share successes as well as potential teaching practices for other scholars and educators to borrow and learn from while creating a space where we can share feedback, and reflection on how we can employ popular culture in the classroom.