Volume 34 of Composition Forum now available!

Posted by – September 9, 2016

We are excited to announce the publication of a special issue of Composition Forum on emotion in composition!

This issue includes an interview with Daniel M. Gross, a retrospective by Laura Micciche, seven articles, two reviews, and two sets of shorter pieces unique to this issue: five “Reflections on Emotional Labor” and four “Assignments in Emotional Literacy.”

You can find volume 34 of Composition Forum at http://compositionforum.com/issue/34/

We welcome your suggestions and comments about this special issue on emotion in composition.

Call For Papers: Composition Forum Special Issue: Public Writing in Composition

Posted by – August 10, 2016

The editors of Composition Forum are pleased to announce a call for papers for an upcoming special issue on Public Writing in Composition guest edited by Christopher Minnix. Please send 300 to 500 word proposals for articles and Program Profiles by September 15, 2016 to Christopher Minnix (cminnix@uab.edu). See below for a complete timeline.

Special Issue CFP: Public Writing in Composition
Guest editor: Christopher Minnix (cminnix@uab.edu)

Twenty years ago Susan Wells introduced us to the story of Arthur Colbert—a Temple University student who crafted a powerful and effective public response to being falsely accused, detained, and beaten by two Philadelphia policemen—in the introduction to her seminal article “Rogue Cops and Health Care: What Do We Want from Public Writing?” Writing six years after Wells, Christian Weisser predicted that public writing could become “the next dominant focal point around which the teaching of college writing is theorized and imagined” (42) in Moving Beyond Academic Discourse: Composition Studies and the Public Sphere. Over the past twenty years, public writing has indeed become a major focus in composition and a major initiative in many composition programs. At the same time, rereading Arthur Colbert’s story in our contemporary moment, a moment marked by significant police brutality but also by powerful and savvy rhetorical responses, such as we see from movements like #BlackLivesMatter and Dreamers Adrift, underlines the continued importance of teaching public writing, while returning us to the perennial question articulated by Wells: “what do we want from public writing?”

This special issue of Composition Forum calls on public writing teachers to respond to this question in our current disciplinary and political moment. The editor invites work that examines and explores critical issues in the theory and teaching of public writing within the discipline of composition studies, but also invites studies that examine how contemporary public discourse, such as the rhetoric of social movements, collective activism, or advocacy, might shed new light on enduring controversies in public writing research and provide new theoretical and pedagogical approaches to teaching public writing.

Research on public writing has theorized and critiqued understandings of the classroom as public space, debated the authenticity of public writing assignments and genres, theorized and outlined multimodal public writing pedagogies, developed the use of rhetorical case studies of public rhetoric in teaching public writing, argued for the role of community literacy and community publishing work in fostering students’ public knowledge and agency, and theorized composition studies as a public. The past 20 years have also witnessed the development and increasing accessibility of new media genres, multimodal composing platforms, and digital networks that have expanded our students’ opportunities for composing and circulating public arguments. These developments have challenged scholars in public writing to explore the relationship between access and opportunity for public writing and the potential influence or public efficacy of students’ public writing. Both the expansion of opportunities for public writing and the development of public writing theory and pedagogy have served as catalysts for numerous writing programs across the country to “go public” by crafting public writing curricula and defining public writing as part of their outcomes.

To revisit the question “what do we want from public writing?” in our contemporary moment, authors are encouraged to engage and revisit the tensions and problems that have defined public writing pedagogy in composition, while also exploring and defining new areas of inquiry. Authors might pursue issues such as the following, though they should not feel limited by them:

  • emerging genres and mediums of public writing and their pedagogical applications.

  • materiality and public writing pedagogy, including investigations of material rhetoric in the public writing classroom and explorations of the relationship between materiality and the composition and circulation of public writing.

  • students’ prior knowledge of genres and mediums of public writing and the potentials and constraints of this knowledge for the public writing classroom.

  • case studies or analyses of public writing—social movement rhetoric, activist rhetoric, advocacy rhetoric, etc.—with pedagogical implications for the public writing classroom.

  • spatial or place-based perspectives on public writing, including work that examines rhetorical ecologies of public writing

  • new approaches to service learning and community-based projects that foster students’ public writing and agency.

  • interdisciplinary approaches and perspectives applicable to public writing in composition, such as work in civic media, youth political participation, civic gaming, etc.

  • approaches to the problem of authenticity in public writing classrooms, including work that examines authentic public writing assignments.

  • work that expands our understanding of what counts as public participation in the public writing classroom, including explorations of participatory acts that often fall outside of the category of persuasion, such as sharing information across social networks.

  • approaches to assessing public writing and public writing programs.

  • public writing pedagogy that engages global contexts and exigencies.

  • theoretical and pedagogical approaches to multimodal public rhetoric.

  • approaches that revisit or explore public writing and theories of the public or publicity—public spheres, counter-publics, etc.

  • work that explores the intersections and divergences of public writing and civic education, particularly contemporary pedagogies such as “the new civics.”

  • analyses of initiatives to integrate public writing into community college and university writing programs.

  • approaches and possibilities for teaching public writing across the curriculum or in the disciplines.

  • teaching public writing in Basic Writing classrooms.

  • discussions of resistances—institutional, faculty, departmental, student—to public writing in composition.

Topics other than those listed above are enthusiastically encouraged, and articles on a broad range of issues and topics that fall within the broad project of public writing theory and pedagogy will be considered.

The guest editor also seeks two Program Profiles that focus on several important aspects of public writing programs, including, but not limited to, the following: the development and implementation of public writing courses and curricula, the role of community partnerships in public writing programs, the institutional perception and politics of public writing in specific universities or community colleges, and the role of writing program administration in advocating for public writing programs. Of particular interest are profiles that focus on the benefits and risks of integrating public writing into the curriculum at the level of writing programs. Interested contributors are invited to submit 300-500 word proposals to the guest editor, Christopher Minnix (cminnix@uab.edu), by September 15, 2016.

For more information on submitting articles or Program Profiles, visit http://compositionforum.com/submissions.php.

Timeline

August 1, 2016 – CFP released

September 15, 2016 – Deadline for proposals (300500 words)

September 25, 2016 – Notification of acceptances

January 25, 2017 – Deadline for completed MSS

March 15, 2017 – Review complete, revisions requested

May 30, 2017 – Final versions of MSS due

June 2017 – Editing, manuscript preparation, etc.

July 2017 – Special issue published

Please contact Christopher Minnix (cminnix@uab.edu) with inquiries.

Gonzales’ “Multimodality, Translingualism, and Rhetorical Genre Studies” Selected for The Best of the Independent Rhetoric and Composition Journals

Posted by – July 1, 2016

Laura Gonzales’ article “Multimodality, Translingualism, and Rhetorical Genre Studies” from Composition Forum vol. 31 has been accepted for inclusion in the newest edition of The Best of the Independent Rhetoric and Composition Journals.

We are incredibly happy for her achievement!

Below is the abstract for the article, and you can read the text in its entirety here: http://compositionforum.com/issue/31/multimodality.php

This article situates one possible future for rhetorical genre studies (RGS) in the translingual, multimodal composing practices of linguistically diverse composition students. Using focus group data collected with L1 (English as a first language) and L2 (English as a second language) students at two large public state universities, the researcher examines connections between students’ linguistic repertoires and their respective approaches to multimodal composition. Students at both universities took composition courses that incorporate rhetorical genre studies approaches to teaching writing in conventional print and multimodal forms. Findings suggest L2 students exhibit advanced expertise and rhetorical sensitivity when layering meaning through multimodal composition. This expertise comes in part from L2 students’ experiences combining and crossing various modes when they cannot exclusively rely on words to communicate in English. Through this evidence, the researcher argues the translingual practices of L2 students can bridge connections and help develop pedagogical applications of multimodality and RGS, primarily by helping writing instructors teach genres as fluid and socially situated. In addition, the researcher presents a methodology for analyzing the embodied practices of composition students, which can further expand how genres are theorized and taught in composition courses.

The Best of the Independent Rhetoric & Composition Journals series, published by Parlor Press, “represents the result of a nationwide conversation—beginning with journal editors, but expanding to teachers, scholars and workers across the discipline of Rhetoric and Composition—to select essays that showcase the innovative and transformative work now being published in the field’s independent journals.”

Congratulations to Laura!

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Call For Papers: First Conference on Rhetoric and Writing Studies Undergraduate Programs (Oct. 13-14, 2016)

Posted by – February 28, 2016

Call for Proposals: First Conference on Rhetoric and Writing Studies Undergraduate Programs

October 13-14, 2016
Camino Real Hotel
El Paso, Texas

Sixteen years into a new century, we can say that undergraduate programs in Rhetoric and Writing Studies (RWS) are a diverse and exciting landscape in which, to borrow Sandra Jamieson’s words, we can discern “a snapshot of where the field of writing studies is today” and “where it is going and what it might become” (vii).

Sponsored by the Association for Rhetoric and Writing Studies Undergraduate Programs, this conference will provide a space for scholarship, conversation, and collaboration related to all facets of undergraduate programs in RWS. As such, we invite proposals on any issue related to RWS undergraduate programs, whether existing, planned, or aspirational.

Proposed topics may include, but are not limited to:

  • Defining Undergraduate Programs: Rhetoric? Writing Studies? Rhetoric &/or Writing Studies?
  • Curriculum of Undergraduate Programs in RWS
  • Teaching, Learning, and Pedagogy in Undergraduate RWS Programs
  • Institutional Locations of Undergraduate RWS Programs
  • Institutional Politics and Undergraduate RWS Programs
  • Undergraduate RWS Program Administration
  • Histories of Undergraduate RWS Programs
  • Student Recruitment, Mentoring, and Retention
  • Undergraduate Research: Mentoring, Presentation, and Publication
  • Education, Hiring, and Mentoring of Undergraduate RWS Faculty
  • Funding, Grants, and Resources for Undergraduate RWS Programs
  • Partnerships between RWS Programs and Publics, Government, Workplace, Nonprofits, etc.
  • Technology and Digital Studies in Undergraduate RWS Programs

Proposals

The conference welcomes individual proposals as well as proposals for panels, roundtables, and posters.

Conference sessions will be concurrent, lasting 90 minutes per session. Individual proposals will be grouped into conference sessions by topic. Presenters may propose panels of 3 to 4 presenters, roundtables of 5 or more presenters, and poster presentations.

Faculty, graduate students, and undergraduate students may submit proposals.

Deadlines

Presenters should submit an abstract (500 words or less) of the proposed presentation no later than May 15, 2016.
Presenters will be notified of the status of their proposal by July 30, 2016.

To Submit A Proposal

Proposals may be submitted by email to rhetwriting@gmail.com. Please identify status as faculty, graduate student, or undergraduate student.

For More Information

Information about conference registration, hotel accommodations, and El Paso attractions will be posted to the Association website at www.rhetoricandwriting.org

Questions can be sent to Helen Foster at hfoster@utep.edu or Angela Petit at apetit.online@gmail.com

Work Cited

Jamieson, Sandra. Foreword. Writing Majors: Eighteen Program Profiles. Ed. Greg Giberson, Jim Nugent, and Lori Ostergaard. Logan, Utah State UP, 2015. vii-ix. Print.

Association for Rhetoric and Writing Studies Undergraduate Programs
www.rhetoricandwriting.org
www.facebook.com/RhetWritingUP
rhetwriting@gmail.com

  • Category: CFP
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Volume 33 of Composition Forum now available!

Posted by – February 24, 2016

The newest volume of Composition Forum is now available at http://www.compositionforum.com/

This volume contains an interview with James Porter, seven articles on diverse intersections of theory and pedagogy in composition, three program profiles, two review essays, and two reviews.

We welcome your suggestions and comments about this volume.

  • Category: Volumes
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Volume 32 of Composition Forum now available!

Posted by – August 20, 2015

The newest volume of Composition Forum is now available at:
http://compositionforum.com

Volume 32 features an interview with Thomas Newkirk, a retrospective, two responses, and seven articles focusing on pedagogical theory in composition.

The volume also includes four program profiles and four reviews that may be of interest to writing scholars and teachers.

We hope you will visit the journal, and we welcome your suggestions and comments about this volume.

  • Category: Volumes
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Call For Papers: Emotion in Composition

Posted by – July 11, 2015

The editors of Composition Forum are pleased to announce a call for papers for an upcoming special issue on Emotion in Composition. Please send proposals of 300 to 500 words by September 5, 2015 to Lance Langdon (llangdon@uci.edu). See below for a complete timeline.

Special Issue CFP: Emotion in Composition
Guest editor: Lance Langdon (llangdon@uci.edu)

By 2016, it will have been nearly twenty years since the publication of Lynn Worsham’s “Going Postal,” which traced student anger to its institutional sources, and almost a decade since Laura Micciche’s Doing Emotion, which urged emotional performance as a cognitive endeavor. It is the ambition of this special issue to reorient our field’s conversation regarding emotions once again, finding pathways through two decades’ worth of emotional investigation, charting new directions, and coming to grips with the action of emotions today—whether on campus, in local communities, or online; in program administration or in the teaching and learning of writing.

In the last twenty years the field of Composition has examined how emotion influences writers’ cognition and revision, constitutes classrooms as communities, and saturates program administration. We have asserted the centrality of emotion to critical thinking and critical literacy, to student interest and retention, and to the construction of student writers, WPAs, and instructors as gendered, raced, and classed subjects. We have valued the emotional labor of these same subjects, the work that gets done through emotional performance. And we have interrogated empathy and compassion in diverse classrooms and communities and in evolving publics.

Yet as the last decade’s blossoming of scholarship regarding affect has matured, what signs are there of a second spring? It might be argued that inquiry into emotion has spent itself and can provide no further insight, that we have hit a methodological wall in our reading of classroom interactions as symptomatic of cultural trends and in our investigation of moments of explosion. We have plumbed what positive emotions can do for student writers in opening to the world and established a framework around that stance. We have detailed and formed action plans through which to handle uncomfortable discussions of white privilege and able-­‐ism, of racism, classism, sexism, and homophobia.

Yet work remains to be done in each of the above areas. We’ve yet to account for the ebbs and flows of interest and disinterest, annoyance and curiosity, that carry the daily teaching and learning language. We’ve insufficiently explored what frustration, mania and depression contribute to writing lives. We might even more fully attend to love’s labor to produce an equitable world.

These topics, coupled with those below, by no means exhaust what a fuller grappling with emotion contributes to the teaching and learning of writing. This issue calls upon researchers, teachers, and administrators to sift through the last twenty years of emotional inquiry in imagining what we’ll need to know and do in the next twenty—complicating, reframing, and extending previous engagements with emotion. It also solicits those opening up entirely new avenues of inquiry through theories previously unexplored in composition, topics unaddressed, and methodologies yet to be applied.

Prospective authors might propose to discuss (but should not feel limited to):

  • Classroom implications of terminological distinctions (e.g. emotion/pathos/passion/feeling/affect, empathy/sympathy/compassion)
  • Boredom and engagement in FYC
  • Theories of affect in conversation with composition
  • Motivation and writing
  • Grit and retention
  • Emotional communication in tutorials and/or conferences
  • Use and abuse of “emotional literacy” and “emotional intelligence”
  • Institutional emotions (e.g. WPA disappointment, TA or job market anxiety)
  • Emotional labor of students, WPAs and writing instructors
  • Habits of Mind in the Framework for Success
  • Pedagogy concerning pathos in public rhetoric (e.g. politics of resentment, hope)
  • Affect and metacognition
  • Instructors’ proper or ideal emotions
  • Performance and embodiment as reading and writing methods
  • Emotional construction of gender, sexual orientation, class, and racial identity
  • Feminist pedagogy
  • Emotion and second-­‐language writing
  • Applications or contestation of neuroscience in composition
  • Multimodal emotional communication (e.g. emoji)
  • Ethics and rhetorics of empathy, in classrooms or in classroom-­‐community contexts

The editor also seeks up to three Program Profiles, which address various aspects of writing programs, including first-­‐year composition, WAC/WID, student support programs, teacher training, the undergraduate major, professional writing, writing centers, or postgraduate writing. The emotional labor of writing program administration is of particular interest, as is emotional communication within an institution’s budgetary and historical constraints. However, the section will field a wide range of approaches to the action of emotion within writing programs.

For more information on submitting articles or Program Profiles, visit http://compositionforum.com/submissions.php.

Timeline
July 5, 2015 – CFP released
September 5, 2015 – Deadline for proposals (300-­‐500 words)
September 15, 2015 – Notification of acceptances
January 15, 2016 – Deadline for completed MSS
March 15, 2016 – Review complete, revisions requested
May 30, 2016 – Final versions of MSS due
June-­‐July 2016 – Editing, manuscript preparation, etc.
August 2016 – Special issue released

Please contact Lance Langdon (llangdon@uci.edu) with inquiries.

  • Category: CFP
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Composition Forum Seeks Program Profile Editor

Posted by – April 2, 2015

Composition Forum, an open access journal of pedagogical theory in rhetoric and composition, is seeking an editor or co-editors for its Program Profiles section. Since 2006, the Program Profiles section of the journal has offered a venue for showcasing exemplary writing programs (broadly conceived) and highlighting the scholarly contribution to our field that such program development and administration demonstrates, including the ways in which theories, research, and pedagogies shape individual writing programs. The Program Profiles editor(s) review program profile submissions and work with authors to prepare program profiles for publication.

Ideal candidates will have expertise in rhetoric and composition studies and experience in writing program scholarship and administration. Institutional support is not required, but is a plus. Small teams (up to two people) are welcome to apply.

To apply for the position, send a letter of application to editor Christian Weisser, <weisser@psu.edu>.  Specific questions about the position can be sent to the current Program Profiles editor, Anis Bawarshi <bawarshi@uw.edu>.

Applications are due May 15th, 2015. Learn more about Composition Forum at http://compositionforum.com/

  • Category: Editors
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Volume 31 of Composition Forum now available!

Posted by – February 20, 2015

Our thirty-first volume (Spring 2015) is now officially available!

This issue–a special issue on rhetorical genre studies, guest-edited by Dylan B. Dryer–includes:

In addition, there are seven articles exploring rhetorical genre studies and composition, from multimodality and linguistic attention to uptake and metagenre.

More details about the volume’s contents are available in a column from the editors.

  • Category: Volumes
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Volume 30 of Composition Forum published

Posted by – August 15, 2014

Our thirtieth volume (Fall 2014) is now officially available!

This issue features:

In addition, there are seven articles addressing composition theory and pedagogy, three program profiles, three reviews, and our first “sonic” review!

More details about the volume’s contents are available in a column from the editors.

We hope you explore the journal, and we welcome any and all suggestions, questions, and comments about it.

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