rhetoric and composition

Second Biennial 2008 Writing Critical Thinking Conference
Friday, Nov. 21 to Saturday, Nov. 22, 2008
College of Liberal Arts, Quinnipiac University

Call for Papers
Proposal deadline is July 18.
Notification of acceptance sent by August 15.

"Writing Across a Critical Thinking Continuum"
The College of Liberal Arts announces its second biennial
conference, "Writing Across a Critical Thinking Continuum." The 2008
conference investigates the relationships between Critical Thinking
strategies to writing processes across curricular and disciplinary
domains.

Call for Papers:
Economies of Writing: On Language and Value in Composition Studies

The "Person" in the 21st Century: Personal/Writing in the Contemporary
Composition Classroom (9/15/2008; NEMLA, Boston, 2/26 â€" 3/1/09)

David Bartholomae, in his introductory essay to his recent collection,
Writing on the Margins, notes that “In 1976, it was not uncommon for
those of us working with basic writers to say of our colleagues, ‘If they
can read Gertrude Stein and value what she does, why can’t they read the
work of basic writersâ€"why can’t they give it the same time and attention,
why can’t they value the work’.” It is still a very good, and
unanswered, question in 2008. Bartholomae’s remarks, along with his
attention to Stein in this recent essay, points to some still to be
explored implications of the student-centered, assignment driven, labor-

40th Annual North East MLA Conference. Boston, MA.
Feb. 26-Mar. 1, 2009.
Board-sponsored panel

Service Learning: Connecting Composition and Community

40th Anniversary Convention, Northeast Modern Language Association (NeMLA)
February 26 â€" March 1, 2009
Hyatt Regency â€" Boston, Massachusetts

October 17-18, 2008
North Carolina State University
Raleigh, NC

The North Carolina Symposium on Teaching Writing seeks to facilitate the
growth of a regional community of scholars in rhetoric and the teaching of
writing across North Carolina and surrounding areas. We also invite others
interested in discussing the building of community and the teaching of
writing to participate in the symposium. To accomplish this, the symposium
organizers have chosen the theme of “Composing Community” for the inaugural
meeting in 2008. We welcome proposals for panels and papers on a variety of
topics; proposals which embrace the conference's theme of “community” will
be given special consideration.

Although most of us would be loathe to let students follow Allen Ginsberg's
Zen-based exhortation, "First thought, best thought!" and write only first
drafts, many Zen-based techniques have, nevertheless, crept into writing
and public speaking classrooms with great success. This panel will explore
how panelists and participants have used non-religious meditative or yogic
techniques for pedagogical purposes. All approaches are
welcome--theoretical, pedagogical, or creative. Dissent especially encouraged!

DEADLINE EXTENDED TO MAY 6th!

Tutoring writing and teaching writing are two very different
undertakings.
Writing Centers offer a very individualized learning environment that is
difficult to emulate in a classroom setting. At the same time, the goals
that one sets for an entire class are vastly different thant the goals
for
a tutoring session. For those of us expereinced in both worlds, these
differences can be both troublesome and inspiring.
I am seeking papers/presentations that address any of the following
topics:
How does tutoring experience affect your teaching style?

How does teaching experience affect your tutoring style?

CFP for panelists for proposal for the AWP 2009 (Feb. 11-14) conference in
Chicago on building a creative life teaching critical writing; I am
interested in hearing from writers trained in creative writing who are
building careers teaching critical writing.

Call for Papers:
Computers and Writing 2009
University of California, Davis
June 18-21, 2009

Tutoring writing and teaching writing are two very different undertakings.
Writing Centers offer a very individualized learning environment that is
difficult to emulate in a classroom setting. At the same time, the goals
that one sets for an entire class are vastly different thant the goals for
a tutoring session. For those of us expereinced in both worlds, these
differences can be both troublesome and inspiring.
I am seeking papers/presentations that address any of the following topics:
How does tutoring experience affect your teaching style?

How does teaching experience affect your tutoring style?

What role does the Writing Center play in your classes?

Recently, in an effort to “reawaken the discussion of voice” in the
teaching of composition, Peter Elbow argued that we should “learn to
adopt contrary stances toward voiceâ€"reading texts through the lens of
voice and also reading them through the lens of ‘text’ or not-voice”
(“Reconsiderations: Voice in Writing Again: Embracing Contraries,”
College English, November 2007). Elbow contends that in taking this
approach not only in discussions of voice but in our scholarship more
generally, we will “be wiser in our scholarly thinking and writing” and
will be “released from dead-end critical arguments that are framed by the

CFP (Collection) UPDATE: Don’t Panic!: The Instructor’s Guide to Assignments and Activities for
First Year Composition

The deadline for submissions has been extended to May 7. The response has been
overwhelming, and I want to encourage even more people to submit, and extend the deadline
further for those who have requested it. Thank you to everyone who has submitted so far and to
everyone who has given me feedbackâ€"your enthusiasm has made me even more excited about
this collection!