rhetoric and composition

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!

In "Why Johnny Can’t Write, Even Through He Went to Princeton" (2003),
Thomas Bartlett describes the increasing trend toward themed sections of
freshman composition at Ivy League institutions. Interestingly, while
there is evidence that themed sections are popular among not merely
liberal arts schools, but some larger universities, there is little
published scholarship on this topic.

Since our first two conferences met with such success, The University of
North Carolina -Greensboro’s English Graduate Student Association again
asks, “What you working on?” for its third interdisciplinary conference in
English studies. We are each “Writing into the Profession” as we employ
the theories and practices of effective English scholarship. This is not
your usual CFPâ€"we’re not asking you to bend your interests to suit a
specific theme. Instead, we want you to use our conference as an
opportunity to explore and enact just what it means to be part of the
English profession. Bring whatever you are currently working on and engage

Call for Papers and Presentations
Continuities and Innovations: Popular Print Cultures â€" Past and Present,
Local and Global
University of Alberta
Edmonton, Alberta, Canada
27-30 August 2008

Deadline extended to Mar 10: Second Language Writing Session â€" 2008 RMMLA
Convention (Reno, NV, Oct 9-11)

Please help circulate:

Call for Papers

Second Language Writing*: Reports of Research and Discussions of Central
Issues in Second/Foreign Language Writing

2008 Rocky Mountain MLA Convention
Reno, NV, October 9-11

For the time first time ever, a special topic session focusing on Second
Language Writing will be part of the Rocky Mountain MLA Convention, which
will be held in Reno, Nevada on October 9-11 this year
<http://rmmla.wsu.edu/conferences/default.asp>.

This call is for a panel at the 2008 Convention of the Rocky Mountain Modern Language Association
to be held this year in Reno, Nevada on October 9-11. Deadline for proposals is June 1, 2008. For
more information, please e-mail William McCarthy at mccarthy_at_cua.edu.
While almost any treatment of the panel's theme ("Classical Rhetoric in Modern Context") is open to
consideration, particularly welcome are discussions/analyses of the manner in which classical
rhetorical devices manifest themselves in a variety of modern contexts, to include primarily -- but
not exclusively -- literature and film.
Please submit a brief proposal of 100-200 words (for a paper ca. 15 minutes in length) to panel