CFP: [Professional] Graduate Student Essays in Creative Writing Pedagogy (Anthology)

full name / name of organization: 
David Yost
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Dispatches from the Front: Graduate Student Essays on Creative Writing Pedagogy

     University creative writing is at a crossroads. Creative writing
programs continue to proliferate in the American university landscape. MFA
programs are thrivingâ€"over 150 of them across Americaâ€"while 37 universities
have also begun to offer creative writing PhDs. In addition, 159
undergraduate programs now list creative writing as a specific major within
the traditional English curriculum. In this rapidly changing environment,
even such long-standing creative writing models as the “master artist” and
the workshop-style course have become subjects for intense debate, with the
theory-driven pedagogies of literature and composition departments knocking
heavily at the door.
      Yet, despite the recent flourishing of creative writing pedagogy as a
field of inquiry, this is a debate that the “grunts” of the creative
writing worldâ€"the MFA and PhD teaching assistants who teach introductory
courses at most universitiesâ€"largely have yet to join. As a result, these
instructors often flounder in their early courses, skeptical of the
workshop model but finding little to take its place. With this anthology,
tentatively titled Dispatches from the Front: Graduate Student Essays on
Creative Writing Pedagogy, we hope both to remedy this lack of available
models and to give creative writing graduate students a much-needed “seat
at the table” in these ongoing discussions.
        Accordingly, we seek papers from current or recent creative writing
graduate students on any of the following topics, or other topics of
interest to contributors:

*The Workshop
*Alternatives to the Workshop
*Marking Student Work
*Classroom Use of Published Authors
*The Student Conference
*Literary Theory in the Creative Writing Classroom
*Teaching Other Courses
*Creative Writing Online

    Ideal essays will strive to balance pedagogical theory with classroom
practice and the instructor’s own experience. Essays should follow MLA
documentation format and may run from 4-20 pages, but preference will be
given to shorter lengths to include as many contributors as possible.
Alternative formats (round table discussions, multi-author articles, etc.)
will also be considered, but should follow MLA guidelines wherever
possible. Reprints are acceptable if the editors are notified. All
submissions should include a cover note with an author bio, the title of
the essay, and a brief abstract. Inquiries and submissions must be sent to
the editors by e-mail at by May 15, 2009.

Co-editors: David Yost, Joseph Rein, and Christopher Drew
        University of Wisconsin-Milwaukee

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Received on Wed Feb 18 2009 - 13:34:24 EST