Call for Papers

Compendium2: Writing, Teaching, and Learning in the University

Internationally Read Magazine Publishing Poetry, Flash Fiction, Short Stories, and Creative Non-Fiction

Computers and Writing May 17-20, 2012
full name / name of organization:
Wendi Sierra
contact email:
wajewell@ncsu.edu
CFP: Computers and Writing 2012
ArchiTEXTure: Composing and Constructing in Digital Spaces

http://chasslamp.chass.ncsu.edu/~cw2012/

North Carolina State University, Raleigh, NC
Onsite Conference: Thursday, May 17, 2012 – Sunday, May 20, 2012
Proposal Submission Opens: September 1, 2011
Proposal Due Date: October 22, 2011 (before midnight EST)
Notifications of Acceptance: December 15, 2011
Registration Opens: January 15, 2012
Online Conference: Dates to be announced

Keynote Speakers: David Parry, Alex Reid, Anne Wysocki

Overview
We welcome proposal submissions for Computers and Writing 2012, “ArchiTEXTure: Composing and Constructing in Digital Spaces.” Under this theme, we encourage submitters to consider issues, challenges, and benefits specifically related to the production of digital texts. Additionally, submissions are encouraged to consider questions that both address “archiTEXTure” in the classroom and as part of a scholarly agenda.

The goal of this conference is to move beyond traditional, print-based examinations of new media objects as texts. Thus, we are interested in how digital spaces and new media objects interact with and influence the ways that we compose ourselves, our classrooms and our scholarly work. The archiTEXTure of new media can be the media object itself, but can also be the the contexts, spaces, bodies, materials, ideas, and histories of media. The TEXTure of the media could be the screen, but it could also be the differing surfaces and materials of media. In the space between the competing materialities of classroom and text, we can ask questions about construction, process, movement, and change.

At Computers and Writing 2012 we will turn our focus to those issues related specifically to composing and constructing as writing flows from the page and the screen to new contexts and formats. The concerns listed below are not exhaustive, but a beginning point for participants to consider:

* What are the material and/or immaterial barriers and considerations involved in creating new media/digital texts?
* What changes in the creative process take place when students and instructors utilize new or unfamiliar technologies?
* How do the institutions in which we teach and work constrain or enable different forms of production?
* How do new media objects and digital spaces help us to build identities as scholars, instructors, and/or students?
* How do new media objects and digital spaces enhance the way we construct our courses?
* What practical concerns do we and our students face when developing new media/digital texts?
* What do new media objects tell us about how technology influences the relationship to space, body, and self?

Presentation Formats

Computers and Writing 2012 invites proposals in a variety of formats: conference presentations and panels, posters, performances, half and full day workshops. We also introduce a new spin on the mini-workshop: a type of session we call CREATE! In all presentation formats, we strongly encourage presenters to move beyond a traditional read-aloud paper and consider other delivery methods.

* Individual Presentations (20 minutes; 250-word proposal)
* Panels and Roundtables (90 minutes; 3 or more presenters; 500-word proposals)
* Interactive Installations (250-word proposals)
o Replacing the traditional poster session, we instead encourage scholars to share research projects, game play, software, videos, or other media that they are researching in or teaching with. Interactive Installation proposals should describe space and technology requirements.
* Half-Day or Full-Day Pre-Conference Workshops (1 or more presenters; 500-word proposals plus schedule of activities)
o Pre-conference workshops are intended to involve participants in a technology or issue set that rewards intensive work, giving them opportunities to learn new applications, assessment, and integration of emergent technologies for writing, learning, and collaboration. Workshops should be participatory, and proposals should articulate how attendees will interact with each other, the presenters, and/or technologies involved.
* CREATE! (1 or more presenters; 500-word proposals)
o CREATE! sessions are similar to mini-workshop sessions at prior C&W conferences. For these sessions facilitators should focus on presenting a specific application or skill to attendees, and all participants should leave the CREATE! sessions with an artifact that they produced. This artifact can be something quite traditional—the basic outline for a lesson plan or a specific activity to use in a classroom—or it could be a new media object.

* ConstrucTEXT (1 or more artists/performers; 500-word proposals, including samples of work if applicable)
o ConstrucTEXT sessions are designed specifically to invite artists, performers, and creators to present their work at the conference. We are interested in highlighting artists who are interacting with technologies in some way, shape or form. Sessions can be performance-based, and artists should indicate length of performance, and space and technology needs. In addition, artists are encouraged to take some time to talk about their work which could be during a round table with other artists or an individual session.

from cfp.english.upenn.edu

Unreliable Narration in the Eighteenth Century (22-25 March 2012; proposals by 15 Sept 2011)

American Society for Eighteenth-Century Studies 2012 Meeting. San Antonio, TX, 22-25 March 2012
contact email:
n.p.seager@keele.ac.uk
Proposals are invited for papers which help to reconceive the nature of unreliable narration in the eighteenth century, be this in journalism, polemical writing, the novel, poetry, or other genres. Analyses of individual works are welcome, as are broader overviews. Presenters may opt for textual, theoretical or historical approaches to the subject, either to better historicize our understanding of narrative voice, demonstrate how unreliability operates in particular texts, or to fit eighteenth-century works or genres into a larger poetics of unreliability. The session will take the standard format, with three 20-minute presentations followed by wider discussion. Please email enquiries or proposals to Nicholas Seager by 15 September 2011.

I would like to do this, but really the only 18th C work I do in any depth is Gulliver’s Travels. That’s like the “original” unreliable narrative in that century. So I am sure many people are wanting to do it and I’m not sure what I do with the text is useful enough to submit. However, it is in Texas; it is not due till September; it is something I would enjoy. So I will think about it.

The Winter’s Tale symposium — 12 November 2011
University of Liverpool. UK
contact email:
ndas@liverpool.ac.uk

This one-day Symposium is a part of the larger month-long Liverpool Winter’s Tale Festival (www.liv.ac.uk/the-winters-tale) celebrating the 400th anniversary of Shakespeare’s The Winter’s Tale. It aims to enhance our understanding of this complex play, and papers presented at the symposium may focus on the text at the moment of production, its relationship with its predecessors and contemporaries, both within Shakespeare’s own writing and beyond, its transmission through editorial processes, as well as its interpretation through contemporary performances and re-readings. Confirmed speakers include Helen Cooper (Cambridge), Subha Mukherji (Cambridge) and Lori Humphrey Newcomb (University of Illinois at Urbana-Champaign).

We warmly invite proposals for 15-20 minute papers. Proposals for papers, including titles and abstracts (of no more than 300 words) should be sent to Nandini Das (ndas@liverpool.ac.uk) before 31st July 2011.

We are also delighted to offer up to 3 bursaries of £100 each, which will be awarded to postgraduate speakers courtesy of the Society for Renaissance Studies, www.rensoc.org.uk.

I wish I could go, but I can’t. However, if some of yall can go, have fun! And wear a party hat for me!

Composition Exercise Book – The Write Book

NOTE: We have extended the deadline for submissions to July 1.

The Write Book
FORM: Composition exercise book (not a reader!) tentatively titled The Write Book. We are putting together a collection of exercises to be used as an aid to instructors in the high school or college composition classroom.

PREMISE: This should be a practical, hands-on collection of exercises that instructors of composition—especially but not limited to TAs in their first years of teaching—can use live in the classroom. This is not a reader (which there are plenty of already) but a handbook much like “The Practice of Poetry” in which poets share their best writing prompts and in-class exercises. This is meant to be an aid to class work; a workbook for students will be designed to accompany the text.

Examples of what we are looking for might include a 15 minute in-class exercise on paraphrasing, a full hour exercise about narrowing a topic, or a multi-class period peer-review protocol or extended exercise on thesis statements. These can include any exercise which works on a specific skill or problem.

Send us the exercises which have worked for you in the classroom. Please include:
1. A brief narrative of the exercise(s) which explains step-by-step a) what you do to prepare and b) what you actually do once you are standing in the classroom.
2. What kind of paper or assignment is the exercise meant to accompany (argument, description, compare and contrast, etc.)?
3. What specifically should your exercise help students to do (does it help students create thesis statements, paraphrase passages, rebut arguments, etc.)?
4. Give us an approximate time frame for the exercise (does it usually take 15 minutes or two days?).
5. Let us know of any special requirements such as a computer classroom, reference materials, an overhead projector, the Internet, etc.
6. Include the titles of any essays or written texts used in the exercise.
7. Any potential problems.

You will be given full credit for your exercise, so provide your name and affiliation.

Also Looking for Assignment Sheets
We will also include a section with examples of different assignments and prompts, so feel free to send us your best assignment sheets also. In addition to assignment sheets, please include:
1. a brief write-up that explains where it comes in the semester,
2. what assignments proceed and follow,
3. what are its strengths and weaknesses,
4. why is it a useful assignment for the comp classroom, and
5. any practical tips for making the assignment work in and out of the classroom.

Send exercises, assignment sheets, and/or questions to Russ Brickey at brickeyr@uwplatt.edu, Laura Beadling at beadlingl@uwplatt.edu, or Kory Wein at weink@uwplatt.edu by July 1.

Compendium2: Writing, Teaching, and Learning in the University
full name / name of organization:
Dalhousie University

The editors of Compendium2: Writing, Teaching, and Learning in the University invite contributions for online publication in the spring of 2012.

Compendium2 publishes theoretical and practice-based essays that address writing development in post-secondary education. For the journal’s fifth issue, we are interested in hearing from a range of disciplines, and invite submissions that consider the integration of writing and critical thinking as well as those that describe more specific assignments and teaching techniques.

Recommended length is 3000-5000 words for articles and 500-2000 words for assignment and technique descriptions. Compendium2 accepts MLA, APA, and Chicago styles. Submissions received at www.compendium2.ca by 1 August 2011 will be considered for the next issue.

Found at the UPenn website.

“Adoption is complicated. Poetry is complicated.” These are the lead lines for a new literary blog curated by Eileen R. Tabios, Poets on Adoption. The site features works by “poets with adoption experiences” as they “mine the intersections of poetry and adoption,” sharing some of their experiences with adoption and how it may or may not affect their poems and/or poetics. Poets on Adoption will be updated over time as more poets send in their contributions.

The inaugural post includes works by Allison S. Moreno, Amanda Mason, CB Follett, Christina Pacosz, Craig Watson, Dana Collins, Dana R. LePage, Dee Thompson, Eileen R. Tabios, Giavanna Munafo, Jan VanStavern, Jennifer Kwon Dobbs, Jim Benz, Joy Katz, Judith Roitman, Laura McCullough, Lee Herrick, Marcella Durand, Mary Anne Cohen, Michael D Snediker, Michele Leavitt, Natalie Knight, Ned Balbo, Nick Carbo, Phillippa Yaa de Villiers, Rosemary Starace, Samantha Franklin, Sharon Mesmer, and Susan M. Schultz.

Poets on Adoption is “always looking for more POETS WITH ADOPTION EXPERIENCE to participate in this project.” Visit the site for more information.

An invaluable resource to graduate students and instructors of composition, Tate, Rupiper, and Schick’s A Guide to Composition Pedagogies, points to the critical need in Creative Writing Studies for an equally in-depth discussion of pedagogy.

That’s why we seek essays for our proposed edited collection with the working title of A Guide to Creative Writing Pedagogies which explore current and future creative writing instruction through the lens of a single writing pedagogy.

We are interested in essays which engage readers by compiling existent scholarship on a particular creative writing pedagogy and discuss personal experience with the pedagogy, as well as suggesting possible future extensions of the pedagogy inside Creative Writing Studies. Essays could utilize scholarship from both Composition and Creative Writing Studies. We recognize that the field of Creative Writing Studies has a long way to go before it is as pedagogically honed as Composition Studies, and we hope that this collection will help instructors and graduate students advance creative writing in the twenty-first century. In a nutshell, essays should explore what the field of creative writing would look like when shaped and steered by a particular pedagogy, mentioning theoretical and classroom implications.

We have commitments from high-profile scholars to write chapters on the following topics: process pedagogy, rhetorical pedagogy, collaborative pedagogy, international pedagogies, critical pedagogy, WAC pedagogy, and commercial pedagogy.

We still seek chapter proposals on the following topics: expressivist pedagogy, feminist pedagogy, cultural studies and creative writing, community-service pedagogy, basic writing pedagogy, writing center pedagogy, holistic pedagogy, and technology and the teaching of creative writing. Note that we are also open to consider chapters not developed in Composition Studies and are instead ones designed entirely for creative writing.

Submit a proposal of approximately 50-150 words.

Important Deadlines:
June 15, 2011: Proposal Submission Deadline
July 15, 2011: Notification about Proposal at which time we will submit the proposal to a publisher.
One Month After Book Acceptance: Draft of Full Chapter

Inquiries and submissions should be sent to Tom C. Hunley at tom.hunley@wku.edu and Alexandria Peary at pearya@wit.edu.