Call for Publication
Collection: Non-Traditional Approaches to Teaching English Studies

This collection addresses a disjunction between the content taught in
English Studies and the theory and practice used to teach this content.
While the canon wars will always rage, non-traditional content based on
race, gender, imperialism, and class has become an expected aspect of the
literatures read and discussed in English classrooms; however while
questions of gender, class, and race have become central aspects of what we
teach, by-and-large how we teach in the English classroom remains firmly
rooted in traditional Western rhetorics and hermeneutics.

We invite abstracts of proposed essays that discuss the use of
non-traditional rhetorics and hermeneutics in the English classroom from an
interdisciplinary perspective. While such essays should address the
theoretical framework of rhetorics and hermeneutics that inform practice,
their focus should be on successful classroom practice, assignments, course
design and/or curricula informed by non-traditional rhetorics and
hermeneutics. We are particularly interested in essays on composition and
writing instruction. While we encourage any number of viewpoints, we are
especially interested in exploring the following questions-
· How do we teach writing from a non-traditional standpoint in view of the
demands of the academy that encourage students to write only in certain
ways?
· How do we reconcile non-traditional rhetorics and hermeneutics with the
expectations of the composition classroom?
· How will or have incorporating these new rhetorics in the composition and
writing classroom change academics?
· Is there a "cognitive dissonance" between what and how we teach, and how
will incorporating new rhetorical perspectives diminish or eliminate this
gap?

Send a 300 word abstract by February 15, 2005, to

James Burbank or Stephen Brandon
University of New Mexico
Department of English Language and Literature
MSCO 3 2170
Albuquerque, NM 87131-0001

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Received on Wed Oct 06 2004 - 11:27:46 EDT