Despite an increasingly grim job market outlook, the humanities continues to produce PhDs in large numbers. Between 2007 and 2017, the number of available Assistant Professor positions in the field of English dropped from 879 to 320. During the same time period, the number of non-tenure-track positions increased from 21% to 34%. Yet in 2016, 5,500 doctorates were still awarded despite the massive post-2008 decrease in obtainable positions. As Vimal Patel wrote in a Chronicle article from September 2018, “The mirage has vanished.
rhetoric and composition
This panel welcomes papers that chart recent movements in rhetorical theory—in particular, papers on developments in rhetoric’s connection to materiality, inclusive of broad movements in “new materialism,” “agential realism,” “vitalism,” “object-oriented ontology,” and “object-oriented rhetoric,” and others. Possible questions to be considered: is “agency” uniquely human? Does agency extend into the non- or transhuman domain? To what extent do objects, materials, and environments rhetorically impact human decisions?
This panel examines the teaching of college writing, rhetoric, and composition in the digital age by exploring rhetorical situations, genres, and technologies in both the professional and academic realms, with particular attention to digital rhetoric, pedagogy, information and media literacy, and literary and cultural studies. This panel engages deeply with NeMLA’s conference theme of “shared spaces and places” online and in the classroom, and focuses on the cutting-edge of “shaping languages and cultures” in the digital sphere.
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.
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.
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.
The fifteenth annual meeting of the Georgia Philological Association (GPA) will convene at the Middle Georgia State University Conference Center at 100 University Parkway, Macon, Georgia on Friday, May 15, 2020. We invite proposals for session topics, panel discussions, and scholarly papers in English on any subjects relating to literature, language, composition, philosophy, history, translation, the general humanities, interdisciplinary studies, and pedagogy. Reading times for individual paper presentations are limited to 15 minutes. Presenters may submit longer or more complex versions (8,000 words maximum) to be considered for publication in the Journal of the Georgia Philological Association.
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.
The history of mankind/humanities is marked by intercultural contacts among different societies, be it in development contexts such as trades, business, religious encounters, diplomatic and academic exchanges, or be in conflictual contexts such as war incarceration, human trafficking, forced migration, and annexations.
Propelled by globalization, the first decades of the 21st century witness a growing trend of old (i.e. face to face interactions) and new (i.e. digital/online interactions) forms of intercultural contacts in both development and conflictual contexts. Intercultural contacts consist of an interplay of interlocutors’ interactions, languages, communications, behaviours, and emotions that are dynamic, non-linear, and emergent.
Textshop Experiments invites submissions for Vol. 6, beginning February 1. This is a rolling issue, and submissions will be accepted until August 31, 2019.
Textshop Experiments is an open-access, peer-reviewed journal focused on electracy; experiments in writing and modality; the Digital Humanities, Internet Studies, electronic media, games and gaming, and information literacy; and reflections on philosophy, education, and cultural studies in the digital age. This issue we are also accepting poetry, flash fiction, and short literary experiments. We are open to all forms, modes, trials in reading, writing and teaching.