Call for papers for Academic Exchange Quarterly issue on WRITING.

Papers solicited are short-format (only 2-3 thousand words).

If accepted, manuscripts will appear in the Winter 2003 Feature Section on
'Writing and Social Awareness'. Academic Exchange Quarterly is a
peer-reviewed journal whose audience consists of both researchers and
teaching practitioners alike. The journal's circulation is very high (in
the tens of thousands). Response time is very quick, and authors are
encouraged to track their submissions on the journal's website.

Co-authored papers are also welcomed.

Please have a look at the brief description below, then visit the website
for submission guidelines.

We really look forward to hearing from you. Please just send me an e-mail
with any questions you might have.

All the best,

A.R. Ross
Oxford University, Department of Educational Studies
andrew.ross_at_new.ox.ac.uk
***

Academic Exchange Quarterly
Winter 2003 , Volume 7, Issue 4
Expanded issue.
Articles on various topics plus the following special section.

Writing and Social Awareness

Feature Editor:
A.R. Ross
Department of Educational Studies Oxford University
E-mail: andrew.ross_at_new.ox.ac.uk

http://rapidintellect.com/AEQweb/summ033.htm

Focus:
In recent years, schools and communities across America have
experienced crises with increasing frequency. These events take a
variety of forms, ranging from tragedies within the school to
occurrences outside of the classroom that directly affect the school
community. While schools have historically responded to all manner of
tragedies, the growing complexity and severity of contemporary crises
raise a unique set of issues for instructors to confront. Besides the
most evident recent tragedy concerning the terrorist attacks on the
World Trade towers, communities are facing student violence, school
shootings, teacher and student suicides, accidental deaths,
discrimination or violence against targeted groups, and many other
localized issues. All teachers share a responsibility for helping
students come to terms with and sometimes act on these events, but
teachers involved with a "writing classroom" of any kind have a
unique stance from which to engage students in critical thought and
discussion of the crises. What are some of the ways an instructor can
use the writing classroom to promote constructive thought,
discussion, and awareness of the issues surrounding a crisis? What
are some of the considerations an instructor must explore before
delving into these activities—personal feelings, student
sensitivities, and community or school views?

Who May Submit:
All writing teachers with experiences responding to crisis in the
classroom, whether positive or negative. Raising sensitive or
volatile issues in the classroom is a tricky business, and learning
from others' trial and error experiences is an effective way to
develop a strong approach. Contributors are not limited to
Composition or Literature instructors; anyone who teaches a class
with a writing emphasis is encouraged to submit.

Please identify your submission with keyword: WRITING

Submission deadline:
Regular deadline: any time until the end of August. All accepted
submissions will be published in this Winter issue, December.
Short deadline: September or October. All accepted submissions will
be published in this Winter issue or in later issues.

Submission Procedure:
http://rapidintellect.com/AEQweb/rufen1.htm
or
http://www.higher-ed.org/AEQ/rufen1.htm

--A.R. RossOxford University, Department of Educational Studies15 Norham Gardens; Oxford, OX2 6PY, UK+44 01865 311 549 (Direct); andrew.ross_at_new.ox.ac.uk =============================================== From the Literary Calls for Papers Mailing List CFP_at_english.upenn.edu Full Information at http://www.english.upenn.edu/CFP/ or write Erika Lin: elin_at_english.upenn.edu ===============================================Received on Wed Jul 30 2003 - 18:42:56 EDT