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ditors are seeking additional chapters for A Classroom Guide to Writing in Theatre and Performance Studies, a collection whose proposal is currently under review with Palgrave Macmillan. Contributions will be pedagogy-centered essays of 5000-6000 words. Proposal abstracts of approximately 500 words and a short bio are due to both editors by June 15 (extended from June 1).

A Classroom Guide to Writing in Theatre and Performance Studies is a collection of pedagogical essays that explores Writing Studies curricula within Theatre, Dance, and Performance Studies classrooms. From traditional Play Analysis and Theatre History courses that often require thesis-driven work to creative writing courses like Playwriting, writing is everywhere in Theatre, Dance, and Performance Studies. Yet, many of these courses–particularly in performance-centered programs, fail to emphasize the tools common to writing studies programs that help students generate and refine new work. Focusing on cross-field “Writing in the Disciplines” and Critical University Studies approaches, this collection asks, What does disciplinary writing in Theatre and Performance Studies look like? How do our curricula, research, and pedagogy enable or hinder student flourishing? This collection of essays from scholars teaching at a range of institutions surveys both undergraduate and graduate TDPS classrooms for best practices and common pitfalls in writing instruction; provides practical lessons for teaching students the mechanics of research methods, editing, and revision; and offers course assignments and policies to support instructors seeking to enhance student writing within classes where composition and rhetoric may not be designated as explicit course topics or within its education goals.

Volume Contributors should propose one of two types of essays:

1. Essays that focus on the basics: how you teach the mechanics of research writing in a Theatre, Dance, and Performance Studies class. This can include developing a thesis, research and annotated bibliographies, drafting, revision, etc. 

2. Essays that acknowledge and demonstrate how to teach the expansive forms of writing within Theatre and Performance as a practical field: public-facing essays, podcasting, grant writing, creative playwriting, marketing copy, performance reviews, etc. 

Essays should be grounded in application through pedagogy case studies or lesson plans, offering approaches to teaching writing within one or more theatre and performance studies courses. We welcome chapters that approach how to teach applied writing (practitioner, media, public humanities, administrative and grant writing) in live/face-to-face, remote, and hybrid classrooms. This isn't an expansive list; if you have a topic about writing you are passionate about, please submit a proposal that excites you. We especially welcome non-U.S. educators and practicioners to submit work.

Proposal abstracts of approximately 500 words and a short bio are due to both editors by June 15 (extended from June 1). Full chapters of 5000-6000 words will be due in late Fall 2023. 

Editors: Samuel Yates (Pennsylvania State University; samuel.r.yates@gmail.com) and Jeanmarie Higgins (University of Texas at Arlington; jeanmarie.higgins@gmail.com). 

For any queries and submissions, please feel free to contact one or both editors.