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Putting on a Good Show: Professor as Performer

Tuesday, April 3, 2018 - 1:48pm
Pacific Ancient and Modern Languages Association (PAMLA 2018, Bellingham, WA)
deadline for submissions: 
Wednesday, May 30, 2018

Jill Carroll, writing for the Chronicle of Higher Education, argues that all instructors use a “teaching persona,” even those who unconsciously adopt what she calls a “default” persona. “If it [the default persona] works for you, consider yourself lucky,” she writes, “but if it doesn’t, the results can be messy.” This panel intends to address our teaching personae, and asks that participants consider the following questions (or any other questions that seem relevant to the issue at hand):

-Do you purposefully craft a persona for yourself, and if so, how have you gone about it?

-If at multiple universities, do you sample different approaches or personas?

-Who or what are your influences?

Narratology Panel

Tuesday, March 27, 2018 - 9:13am
Rocky Mountain Modern Language Association
deadline for submissions: 
Sunday, April 1, 2018

Conference. Rocky Mountain MLA, October 4-6 2018, Cheyenne, WY, Little America Hotel

Narratology. Marshall Johnson, English Dept./0098, University of Nevada, Reno, NV 89557;

Description: This session invites proposals on narrative theory as it relates to pedagogy and writing/composition studies or literary studies, particularly those including, but not limited to, multimodal learning, WPA curricula, the quest narrative, student efficacy, research writing, new and interesting approaches to canonical texts, comparative and contemporary literature, the graphic novel, genre studies, and memoir studies.


Special CFP "Globalization and the Effects on Learning, Thinking, and Practice"

Monday, March 26, 2018 - 9:15am
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy
deadline for submissions: 
Tuesday, May 15, 2018

Special Call for Papers - Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

While Dialogue welcomes essays on a variety of topics related to popular culture and pedagogy, we are particularly interested in receiving pieces which address globalization and the effects on learning, thinking, and practice for an upcoming issue.

Topics are particularly welcomed that address a scholarly examination of popular culture and pedagogy, such as:

Seeking contributions from college writing instructors for The Writer Works Book (working title), a supplemental workbook that assists students in freshman writing courses, especially in co-requisite models

Tuesday, March 20, 2018 - 9:06am
Paige Huskey, Associate Professor of English / Kendall Hunt Publishing Company
deadline for submissions: 
Friday, April 27, 2018

The purpose of this supplemental text is to reinforce the concepts that are taught in developmental reading, developmental writing, and freshman orientation courses so that students may continue to address and improve those skills while mastering the material taught in their college-level writing courses.  This text especially works well in co-requisite writing models where students are transitioning between both developmental and college-level writing courses in the same term. 

2018 MPCA/ACA Conference: Animation and Anime

Tuesday, March 20, 2018 - 9:01am
Midwest Popular Culture Association/American Culture Association
deadline for submissions: 
Monday, April 30, 2018

2018 MPCA/ACA Conference: Animation and Anime

Call for Papers. The Midwest Popular Culture Association/Midwest American Culture Association seeks proposals for papers and panels both on Western animation and on anime for its 2018 Conference, to be held Thursday-Sunday, 4-7 October 2018 at the Hyatt Regency Indianapolis in Indianapolis, IN.  As animation and anime cover all kinds of storytelling, topics may include but are not limited to the following suggestions:

Call for Submissions *Resources for American Literary Study* (Penn State UP)

Tuesday, July 10, 2018 - 2:52pm
*Resources for American Literary Study*
deadline for submissions: 
Monday, December 3, 2018

Resources for American Literary Study, a peer-reviewed journal of archival and bibliographical scholarship, is inviting submissions for upcoming volumes 41.1 and 41.2 (2019). Covering all periods of American literature, Resources for American Literary Study welcomes both traditional and digital humanities approaches to archival discovery and bibliography. The journal also welcomes pedagogically focused submissions examining archival study in the classroom.

Special Issue of Feminist Teacher - Performance in the Feminist Classroom

Tuesday, March 13, 2018 - 9:09am
H. Masturzo
deadline for submissions: 
Sunday, April 1, 2018

Call for Proposals for a Special Issue of Feminist Teacher

Performance in the Feminist Classroom 



Elizabeth Currans, Eastern Michigan University

Michelle Martin-Baron, Hobart and William Smith Colleges

Holly Masturzo, Florida State College at Jacksonville


Call for Manuscript Proposals:

MLA 2019: Heuristics of Anxiety

Tuesday, March 13, 2018 - 9:03am
MLA Committee on Disability Issues in the Profession
deadline for submissions: 
Thursday, March 15, 2018

This panel explores the ways anxiety shapes, fuels, disrupts, and/or redirects our scholarship and our interactions with texts. Please send 300-word abstracts by March 15 to afw47 at

SCMLA Technology in the Classroom Panel

Monday, March 12, 2018 - 9:29am
South Central Modern Language Association
deadline for submissions: 
Friday, April 20, 2018

The South Central Modern Language Association Technology in the Classroom session is currently searching for conference papers that discuss utilizing technology while teaching. Papers on any related topic will be considered for the session taking place during SCMLA's 75th Annual Conference in San Antonio, Texas from October 11-14, 2018.


Please send an abstract of up to 200 words discussing how you effectively use technology in the classroom to and

My Victorian Novel: an edited collection

Sunday, April 1, 2018 - 9:20pm
Annette R. Federico
deadline for submissions: 
Tuesday, May 1, 2018

 My Victorian Novel

Isobel Armstrong has lamented that the way we teach the Victorian novel, with enthusiasm and delight, is so different from the way we criticize it. I wonder if this is also partially true about the way we really read and experience Victorian novels, if there is a Wemmick-like division between the absorbed and happy reader, cozy and contented in the Castle, and the buttoned-up professor at the lectern or the laptop. Rereading Victorian fiction over time, for our classes or our scholarship, must at some level involve a relaxation of feeling, the evocation of memories, psychic immersion, and moral engagement––alongside critical distance, objectivity, or suspicion.