CFP: [Rhetoric-Composition] SAMLA panel on WAC/WID and genre

full name / name of organization: 
Sonya C. Brown
contact email: 

SAMLA 2008 Panel Description

Critical Thinking and the Rhet/Comp Classroom: WAC/WID/Genre

Critical Thinking and the Rhet/Comp Classroom announces two sessions
focused on the complexities, complications, and influence of Writing
Across the Curriculum (WAC), Writing In the Disciplines (WID), and genre
in the shaping of the horizons as well as day-to-day experiences of the
college rhetoric and composition classroom.

1. WAC/WID & Pedagogies of Style and Audience Address

We welcome paper proposals that explore the how WAC or WID programs affect
the teaching of style in writing. Pedagogies of style may be experiencing
a reinvigoration, if books such as Refiguring Prose Style (Ed. Johnson and
Pace) are an indication. Given the different stylistic techniques needed
to write for different academic disciplines and within professional
discourses, how does participation in a WAC, WID or Professional Writing
Program affect the teaching of style, especially as it pertains to
audience address? What are some effective pedagogies for helping students
recognize not only why, but when and how to shift style to accommodate
different audiences? What assignments help students practice shifts in
style? How can writing specialists help non-specialists, especially
instructors across the disciplines, appreciate and teach style?

Submit presentations abstracts of no more than 150 words by May 15th to
Dr. Sonya C. Brown. Electronic submissions preferred. Please email to by April 1st or mail to Department of English and
Foreign Languages, Fayetteville State University, 1200 Murchison Road,
Fayetteville, NC 28301.
2. Genre, Disciplinary Writing, and the College Writing Classroom

We welcome paper proposals that describe the impact of genre theory for
discipline-specific writing as it relates to composition teaching and
composition pedagogy. How does what Amy Devitt calls a “shift in
perspective, from the traditional static form to the rhetorical dynamic
action” change the way that we teach, evaluate, and create writing
assignments? How does genre theory help connect teaching discipline-
specific writing to expository and argumentative writing? We also welcome
proposals that explore the benefits and/or complications wrought by genre
theory for writing instructors more generally. How might writing
instructors apply genre theory in the future so as to help students
understand the rhetorical and social exigencies of disciplinary writing?

Submit presentations abstracts of no more than 150 words by May 15th to:
Dr. David Brauer, Dunlap Hall 305-B, North Georgia College and State
University, 82 College Circle, Dahlonega, GA 30597. Send electronic
submissions to

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Received on Mon Apr 21 2008 - 16:16:06 EDT