CFP Central

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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CFP for collection "Teaching Writing in a Globalized World": due Jan. 15, 2006

CFP: The editors of a new collection, "Teaching Writing in a Globalized World: Remapping Composition Studies," are seeking proposals for original articles that explore the implications of globalization on the teaching of writing.

Globalization is, of course, a contested term: it has been cast by some as the positive spread of Western capitalism coupled with a US version of democracy, by others as a destructive stage of late capitalism replete with exploitations of non-industrialized countries' peoples and resources.

Globalization is also often regarded as a process of homogenization of cultures and identities vis-à-vis mass productions and consumptions of goods worldwide, as the construction of a "global village" thanks to new information technologies and new forms of mobility, and as a process of postmodern hybridization and the breaking down of former nation-state epistemologies. Despite such variance, however, one thing about globalization is undeniable: we are all saturated in it, and we must acknowledge and adapt to it in our pedagogical practices. We therefore encourage authors to develop working definitions of globalization (or facets thereof) as they explore potential and actual ways in which the teaching of writing either should be or is being refigured in response.

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CFP: Great Plains Alliance for Computers and Writing

APRIL 7 – 8, 2006
NORTH DAKOTA STATE UNIVERSITY
FARGO, NORTH DAKOTA

LAYERS / LOOPS / TWEENS:
THE (NEW?) RHETORICS AND POETICS OF COMPOSITION

The languages and practices of photo editing, film editing, web animation, digital music, and the open source movement are increasingly being adopted by teachers and scholars of writing to describe the processes, techniques, and products of human communication. The Ninth Annual GPACW invites participants to interrogate, perform, and/or report on the (new?) rhetorics and poetics of composition.

Submissions must be received by January 31, 2006.

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CFP: Computers and Writing 2006 (Deadline: Jan 15)

Computers and Writing 2006 invites proposals for its May 25-28 conference. Hosted by Texas Tech University, the theme for the program is “Still Making Knowledge on the Frontier(s).” To submit proposals by January 15 for workshops, poster sessions, round table discussions, and individual or panel presentations, see the submission form.

While each year brings new research questions to the field, scholars and instructors still wrestle with many enduring issues. In addition to our quest to understand more about writing, writing instruction, and training new writing instructors, we wish to examine the use of datagogy in our field, the continued search for valid and reliable visual and socially-networked writing environment assessment methodologies, the exploration of communication through wireless and mobile technologies, the developed integration of open-source tools with system-wide electronic performance support system services, and the increased influence of technical communication on composition. We encourage submissions in response to the following:

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2006 WPA Conference in Chattanooga: CFP due Feb 1, 2006

Call for Proposals

2006 Summer Conference of the
Council of Writing Program Administrators
Chattanooga (Tennessee) Choo Choo Convention Center and Hotel
July 13-16
Train yourself for excitement as you make plans for participating in the 2006 WPA Conference at the Chattanooga Choo Choo Convention Center next July! Our theme, “Keeping on Track: Looking Back, Looking Forward, and Looking Out for New Opportunities,” acknowledges both the famous Chattanooga Choo Choo and nearby Lookout Mountain, but it also conveys our thematic focus on the importance of continual reflection, planning, and inquiry to maintain direction and momentum for the writing programs we lead.

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