News & Announcements

CFP: Rhetoricizing Technology, Technologizing Rhetoric

2006 MLA Convention: Call for Proposals

MLA Division on the History and Theory of Rhetoric and Composition

Rhetoricizing Technology, Technologizing Rhetoric

Papers that address the influence of technology on rhetorical theory and/or the influence of rhetorical theory on technology (theory, development, application). 300-word abstracts by 10 Mar.; Morris Young (youngms1@muohio.edu).

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Morris Young

Associate Professor of English

Faculty Affiliate in American Studies

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topics for plenary

What's happening with writing instruction in high schools and colleges

How can we change this situation

What is the role of writing centers in faculty development on the secondary and college level

What are the possible future approaches to the teaching of writing or directing writing programs?

Why the disparate approach rather than the collaborative one

What I believe about teaching writing

2006 WPA Breakfast at CCCC in Chicago

You are invited!

2006 WPA Breakfast at CCCC in Chicago
Thursday March 23, 7:00-8:30 a.m.
DePaul Center Student Union Cafeteria

Enjoy an excellent buffet of Farm Fresh Fluffy Scrambled Eggs, with or without Cheese, Crispy Bacon and Sausage Links, Country Style Potatoes, Seasonal Fresh Fruit Platter, Chilled Juices, Assorted Mini Pastries, Starbucks Coffee (Regular and Decaffeinated) and Hot Tea with Lemon—as well as good company, presentations of awards, miscellaneous announcements, and as always a few surprises.

New WPA Poll: Stay on the job permanently or rotate in and out?

Dear WPA member:
Please consider participating in a poll asking the following question:

"Are writing programs are better served by WPAs who remain in their jobs permanently or by WPAs who rotate in and out of the job?"

http://wpacouncil.org/node/273

You will need to log in to vote.

A similar question was asked by Linda Peterson in a survey conducted in 1985 and reported in the Spring 1987 issue of WPA.

Shirley Rose

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Program Features for Composition Forum

Composition Forum invites submissions to the Program Profile section of the journal. These profiles should describe the ways in which theories and pedagogies shape individual writing programs. Composition Forum considers writing programs in its most inclusive definition, including first-year composition programs, writing-across-the-discipline and/or writing-in-the discipline programs, graduate programs in rhetoric and composition, and undergraduate major or certificate programs in writing.

Program Profiles are generally 2,000 to 4,000 words, although longer or shorter profiles may be considered.

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CFP: Special Issue of _Composition Studies_: The Writing Major

Call for Proposals: Special Issue of Composition Studies on The Writing Major

Guest Editors: Linda Adler-Kassner, Heidi Estrem, and Written Communication colleagues at Eastern Michigan University

In response to developments in writing technologies, students’ conceptions of writing and reading, and new scholarship in the field of composition studies, many writing programs and majors have begun to rethink how writing is defined, studied, and enacted. Along with this redefinition have come new approaches and curricula. For a special issue of Composition Studies, we invite proposals that theorize or explore the creation of the new Writing Major, freestanding program, or department.

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12/15/05 proposal deadline: East Central Writing Centers Association Conference

Conference Theme: The Work at Hand: Investigation, Articulation, and Labor in the Center -------------------------------------------------------------------------------- CALL FOR PROPOSALS (CFP): One of the most persistent problems in writing center work is enabling our institutions and campus communities to understand what we do, why we do it, and how we do it—at least enough to trust the work we are doing. As we struggle for this collective understanding, which can extend to our sense of in/exclusion in/from the academic community and our sense of how our work is valued there, we also fight for autonomy and self-determination that other academic entities seldom enjoy. At times, our field can seem at odds with itself in pursuing these seemingly conflicting goals of inclusion and autonomy, and at a loss for articulating in meaningful ways for others how we know what we do is working. Somehow, we know that our work is very different and needs to be so; others have not always understood that.
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