Bridging the gap between workplace writing and professional writing instruction: New Directions in Business and Technical writing pedagogy
Writing and Pedagogy: Call for Papers for Special Issue
A gap has crept between what writing for the workplace requires and what professional and technical writing departments that were set up with the purpose of preparing our students for workplace writing are producing. The special issue of Writing and Pedagogy intends to discuss ways that departments, instructor cohorts, and individual instructors are bridging the gap through new approaches to syllabus design, discussion facilitation, digital feedback, incorporation of digital, social media spaces, and teaching innovations.
You are invited to contribute a proposal for Technical and Professional Writing special issue of Writing and Pedagogy. While the theme of the special issue is Bridging the gap between workplace writing and professional writing instruction: New Directions in Business and Technical writing pedagogy,read below to know more about the kind of articles we are looking for.
For this issue, we are soliciting contributions that present interesting pedagogical questions, theories, and reflections and innovative and practical, as well as potentially adaptable, approaches that target professional writing teachers and students who are navigating diverse and dynamic professional landscapes in the context of the gap and the changes in the professional writing world. Your paper can address these questions but are not limited to them:
How, when, and to what effect are professional writing teachers able to encourage and assist all students in gaining or maintaining a sense of identity, agency, presence, and engagement in their professional and technical writing endeavors by employing a continued set of targeted, individualized, and active learning processes and practices, especially within online environments?
How are professional and technical writing teachers’ assignments and practices being modified to prepare students for the real world?
What diverse and dynamic business and technical writing pedagogical strategies might be presented to the journal’s audience to assist readers in understanding, responding to, and speculating about the differing and shifting elements of business and technical writing's evolving landscape, some of which could remain permanent, and others, more temporary, for the discipline of professional writing?
What educational strategies are being employed to meet the professional and technical writing students’ unique needs, address their diverse learning styles and preferences, and promote a sense of inclusion, while ensuring that students maintain a right to privacy, ownership of their work, and free speech?
How is professional and technical student writing being assessed at this time? Additionally, how and according to what criteria are students placed in writing courses? Also, what are the innovative ways to offer feedback?
Inside actual or virtual business and technical writing classrooms, how are activities related to process writing, class discussions, student presentations, peer review sessions, and teacher/student conferences or talks being enacted with the purpose of preparing students for their workplace roles, and with what differences and results?
In spaces outside of the professional and technical writing classroom, what avenues for tutoring, social media and public forums are being re-envisioned and undertaken, and with what variations and outcomes?
Guidelines for Submission
Please follow these guidelines when you first submit your article for consideration by the journal editor/s. If accepted, we will send you more detailed instructions for preparation of your final manuscript.
Full-length articles (7500-9000 words) describing original research, critically reviewing research studies, or otherwise discussing research issues of theory and research related to professional writing and pedagogy. Articles reporting any type of research (linguistic, comparative, ethnographic, survey, historical) are welcome. Evidence of adherence to research guidelines such as review by institutional review board (IRB) may be requested where relevant.
Featured Essays are full-length articles (7500-9000 words) offering discussion of major issues in writing and pedagogy. These articles are less practical and more conceptual in nature
Reflections on Practice
Mid-length articles (4000-6500 words) addressing practical concerns related to professional writing and pedagogy or describing and critically reflecting on original teaching practices and setting these in a larger context of educational issues or writing theory. We are particularly interested in reflections on teaching ideas that have been refined over a period of time in response to circumstances, or that compare different approaches in relation to actual effects on the students or other outcomes
Readers’ reviews of books in any area included in the journal; normally 1000-1200 words but longer comparative or theoretical review articles will be considered. Potential reviewers should first contact the Special Issue Editor to discuss available books for review. Reviewers should aim for an informative and balanced review that includes: an overview of the content of the book, reflections on both its strengths and weaknesses, and an assessment of its audience and value. Neither excessively positive nor excessively negative reviews will be published.
The journal accepts only original articles which have not been previously published. You will need to clear copyright for any copyrighted material you quote or use, including artwork.
Please use the latest version or APA 7 for your articles. Please send your abstract (250 words minimum) detailing your approach by May 15, 2021, and the article by June 15 2021 to Special Issues Editor, Sarbani Sen Vengadasalam at firstname.lastname@example.org