CFP: Louisiana English Journal: Various Topics (10/31/03; journal issue)

full name / name of organization: 
Dr. Tom Petitjean
contact email: 

WINTER 2003/2004 ISSUE



Technology and the English Classroom
A broad topic, technology in the English classroom provides a broad =
range of topics that is limited only by the imagination (or funding.or =
lack thereof). Given the inequities in technology distribution from =
district to district, school to school, department to department, how do =
Louisiana teachers manage to incorporate technology into the classroom? =
What are sound approaches to cross-curricular teaching that uses =
interdepartmental strategies to pool technological resources? How has =
technology "changed the rules" of plagiarism? How can a teacher manage =
to keep pace with the students' often superior learning curves regarding =
ever-evolving technology? Could students provide professional =
development for teachers (seriously!)? What computer applications work =
in the writing process and how can they be applied at the various stages =
(for example, "Track Changes" in the peer editing stage)? How can =
students distinguish between reliable and unreliable sources on the =


Handling the Paper Load
Because the paper load continues to be a challenge-one to which =
electronic technologies add a whole new dimension--teachers must =
continue to seek and find innovative and efficient ways to resolve =
ongoing issues in the writing classroom. Articles should explore =
questions such as these: How do you evaluate students' papers? How =
often? What aspects of students' writing do you focus on? What kinds of =
feedback do you give? Which sets of papers do you actually grade? How do =
you use computers and other instructional technology to help you handle =
the paper load? How do you handle the electronic load? What strategies =
and solutions have you found to monitor and evaluate students' online =
work frequently and efficiently? How do you cope with the =
paper/electronic load resulting from journal writing? In-class writing? =
Drafts? Research papers? What kinds of ungraded writing activities do =
you use that are especially practical and valuable? What do you and your =
students do with them? How do you evaluate student projects and =
performances that incorporate writing? How do you handle peer editing of =
papers and classroom conferences with students? How do you use rubrics =
in your instruction? How do you use portfolios?

Connecting Critical Theories: Literature and Composition

Some rhetoric and composition courses include various composition and =
rhetorical theories that have guided the study of writing over the past =
50 years, but one rarely finds an opportunity for students to discover =
the commonalities, differences, blending, and overlap of the two sister =
fields of literature and composition in the English Department. What are =
the relationships between twentieth century literary criticism and =
composition theory with relevance to Louisiana authors? What are the =
connections among the many lenses of literary and composition theory, =
instruction, and research?


Shakespeare and the Louisiana Institution
Unlike any other writer, Shakespeare has become an institution that =
variously represents a conservative social order, Englishness, and a =
guide to human nature. How exactly did one Elizabethan/Jacobean writer, =
who largely plagiarized other people's plot lines, gain such a hold not =
just on the national psyche but on that of Western culture as a whole? =
This focus area will explore how Shakespeare, the man, has become =
Shakespeare, the institution, by centering on the use that that has been =
made of his work in the past and the use that continues to be made of it =
in schools, universities, and the culture at large, with particular =
focus on Louisiana institutions. What innovative pedagogical approaches =
make his works come alive for students with an MTV-attention span?


Contemporary Perspectives on Composition, Culture, Creative Writing, the =
Cannon, and Beyond

Possible topics include, but are not limited to: Modern-Contemporary =
Rhetorics, Current Rhetorics, Digital Rhetorics, Composition Research =
(Quantitative & Qualitative), Writing Centers, Writing across the =
Curriculum, Community- and Service-Based Pedagogies, ESL Instruction, =
and Writing Instruction.


Other Areas of Focus

Each issue focuses on a current topic germane to the English teaching =
profession. Among the topics the Louisiana English Journal will address =
are new techniques for teaching reading and writing in the classroom at =
all levels; innovative ways to teach literature; current research and =
its application for teaching composition, reading, literature, and =
language; creative approaches to Louisiana's content standards and =
benchmarks for successful teaching of literature, language, the =
mechanics of writing, and grammar in the midst of mandated tests and =
standards; standards, alignment, assessment, and how to incorporate =
these elements into a life-long commitment to learning; early-career =
teachers and the issues they face; incorporation of technology in =
teaching Language Arts; issues pertaining to media literacy, film in the =
classroom, and multimedia environments, including the Internet and =
hypertext; creative approaches to teacher education; critical literacy =
and ways to bind together academic achievement.

About the Louisiana English Journal

The Louisiana English Journal aids Louisiana's kindergarten through =
college English language arts teachers by providing a forum for the =
exchange of practical classroom ideas and methodology, and by showcasing =
creative writing. A bi-annual, published forum for members of the =
Louisiana Council of Teachers of English, the Louisiana English Journal =
supports the research contributions and stimulates an on-going dialogue =
between elementary, middle, and secondary teachers; supervisors of =
English programs; college and university faculty; teacher educators; =
local and state agency English specialists; and professionals in related =



Length of submission: 4-10 double-spaced pages using MLA documentation.

Contact information: Please include a cover sheet that contains your =
name, postal address, telephone number, school/institution, fax number, =
and e-mail address.

Deadline: September 15, 2003

Submissions from graduate students encouraged.


Send submissions to:=20

Dr. Thomas D. Petitjean Jr.

Northwestern State University

Department of Language and Communication

Kyser Hall 316 M

Natchitoches, LA 71497

E-mail: or

         From the Literary Calls for Papers Mailing List
                       Full Information at
          or write Erika Lin:
Received on Sun Sep 21 2003 - 15:40:45 EDT