We invite you to propose a contribution to Teaching with Student Texts, a collection of essays focusing on the practice of using student texts in writing classrooms and other settings. We seek essays describing how teachers can use texts written by the students they are working with to illustrate the moves, strategies, principles, and forms of critical reading and academic writing. We anticipate essays on ways of working with student texts in small groups, seminar discussions, and one-on-one conferences; on ways of using digital media to respond to student work online and in the classroom; and on ways teachers can make student writings visible in first-year and basic writing classrooms, writing centers, supplemental instruction, advanced courses in technical and professional writing, writing-intensive courses in the disciplines, graduate seminars, teacher workshops, and more.
Editors and Timeline
Teaching with Student Texts will be edited by Joseph Harris (Duke University), John Miles, and Charles Paine (both of University of New Mexico). Proposals must be emailed to John Miles (firstname.lastname@example.org) by Jan 31, 2008 The editors will choose contributors by April 15, 2008. First full drafts of essays are due August 15, 2008.
Proposal details and contact info
Email your proposal (200 to 400 words) with your c.v. to John Miles at email@example.com. Please feel free to contact any of the editors if you have questions: Joseph Harris, (firstname.lastname@example.org), John Miles (email@example.com), and Charles Paine (firstname.lastname@example.org).
Background and Description
Although there is a rich tradition of using student texts in writing classrooms, there is no collection that takes this practice as its focus. Two things make the time right for such a collection now. First, new technologies and other innovations make bringing student texts to the table easier and less costly; they also allow for new twists on this well-established practice. Second, a resurgence of interest in the ways teachers can demystify academic writing through making its moves, values, and forms transparent suggests that the practice of bringing student texts to the table may be a particularly powerful means for helping students understand the principles of writing we outline in learning outcomes and scoring guides.
The aims of this volume are to help beginning teachers understand what they can do with student texts in the classroom and why, to offer veteran teachers opportunities to reflect on their work and gather new ideas and methods, and to provide graduate faculty with case studies to use in mentoring new teachers and in leading teaching practica.
What We’re Looking for
Although the collection will include a few theoretical and historical pieces, most chapters will focus on the practice or craft of bringing student texts to the seminar table. We are looking for chapters that explain what teachers and students can do with student texts, how they do what they do, and why they do it that way. We encourage contributors to focus on teaching practice, theorizing only as much as is needed to clarify and reflect upon those practices. Contributions should run no more than 10 to 15 pages, or 3000 to 4500 words.
Proposed Table of Contents
This is a preliminary and tentative outline, intended to suggest possibilities for essays. (We hope that contributors will propose topics we haven’t thought of.)
Introduction: Towards a taxonomy of using student texts (written by editors after selections are made)
Background: History/Tradition; Theory; Ethical and legal considerations; Program research
Practices (the bulk of the volume): First-year writing (various takes); WAC/WID and working with non-writing specialists; ESL; Multimodal classrooms; Secondary education (9-12); Creative Writing (creative nonfiction); Advanced composition; The teaching practicum: helping new teachers; Multimedia: online and hybrid courses, web-enhanced courses, and new technologies; Professional workshops; Technical writing; Technology; Feminist perspectives; Writing centers and supplemental instruction