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CFP: Spaces (no deadline; e-journal)

updated: 
Wednesday, November 10, 2004 - 5:31pm
Strecker, Trey

The electronic peer-reviewed English Studies Forum (www.bsu.edu/web/esf) is committed to publishing innovative creative and critical writing. The editors are seeking aesthetically adventurous work that experiments with language and thought, challenging conventional techniques of literary expression.

CFP: Hypnosis and Trance in Literature & Poplular Culture (no deadline; journal)

updated: 
Wednesday, November 10, 2004 - 5:31pm
phillips

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CFP: Hypnosis and Trance in Literature & Poplular Culture (journal, no deadline)
CALL FOR PAPERS

Hypnosis and Trance in Literature, Film, Television, Media

Papers related to hypnosis and other trance themes in literature, film, television, and popular culture are welcome. No deadline. Open submission policy journal.

JOURNAL OF HYPNOTIC ARTS AND SCIENCES
An International Multi-Discipline Peer-Reviewed Journal of Hypnosis, Trance, and Changework
Theory and Practice for Therapy, Education, Entertainment, and Recreation

CFP: Hypnosis and Trance in Literature & Poplular Culture (no deadline; journal)

updated: 
Wednesday, November 10, 2004 - 5:31pm
phillips

******************************************************************

CFP: Hypnosis and Trance in Literature & Poplular Culture (journal, no deadline)
CALL FOR PAPERS

Hypnosis and Trance in Literature, Film, Television, Media

Papers related to hypnosis and other trance themes in literature, film, television, and popular culture are welcome. No deadline. Open submission policy journal.

JOURNAL OF HYPNOTIC ARTS AND SCIENCES
An International Multi-Discipline Peer-Reviewed Journal of Hypnosis, Trance, and Changework
Theory and Practice for Therapy, Education, Entertainment, and Recreation

CFP: Reflections on Writing: Pedagogy, Expectations, and Best Practices (1/15/05; collection)

updated: 
Wednesday, November 10, 2004 - 5:30pm
Suzanne Green

Reflections on Writing: Pedagogy, Expectations, and Best Practices
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With the renewed influence on writing competency, instructors at all levels of the educational system are revisiting the ways in which they conceive of good writing and good teaching practices, as well as the ways in which they present these ideas to their students. Further, the current focus on composition pedagogy emphasizes the reflective aspect of the process and serves to encourage instructors to conceive of writing not merely as a sequence of assignments or activities, but as a deliberate representation of the theoretical framework that informs those activities.