Call for Proposals: Undergraduate Writing Majors: Fourteen Program Profiles

Editors: Greg Giberson, Ph.D., Oakland University
Jim Nugent, Ph.D., Oakland University
Lori Ostergaard, Ph.D., Oakland University

During the 2010 CCCC convention, fifteen contributors to What We Are Becoming: Developments in Undergraduate Writing Majors (Utah State University Press, 2010) participated in a roundtable discussion about the growing interest in the writing major. At least sixty people attended the standing-room only session and almost every question posed to the panel was practical in nature, representing some variation of the question “How do we do this?” The proposed collection is conceived as a follow up to What We are Becoming and attempts to answer this very question.

The proposed collection will provide a snapshot of the major through fourteen profiles from various types of institutions (liberal arts, MA, doctoral, etc.), different programs (having varied departmental configurations, sizes, and disciplinary homes), and curricular orientations (such as writing studies, professional/technical writing, new media, creative writing, etc.). The program profiles will:

• overview the history of the program, institution, department, etc.; describe the program and the rationale for its structure;
• provide a narrative explaining the local contingencies that helped/hindered the program’s implementation;
• provide insight into the deliberations, arguments, and comprises that were made in developing the program;
• include a “Connections” section explaining where the program fits in the university and how it relates to other programs such as first-year composition, WAC, writing centers, etc.;
• include a “Reflection” section explaining what the author(s) learned about developing, implementing, running, and revising such a program;
• include a “Looking Forward” section discussing the future of the program; and
• offer brief supplementary materials as necessary (such as checklists, course descriptions, etc.).

While not an exhaustive list, each chapter should address these aspects of the program thoroughly. While all institutions have their own histories, cultures, and contexts, we believe the knowledge and experiences gathered in this collection will be an indispensable resource for those who find themselves asking “How do we do this?”–whether now or in the years of growth ahead.

The editors seek 500-word proposals for chapters of 5,000 to 7,000 words in length. The deadline for proposals is May 10, 2011. Please email questions and proposals in Microsoft Word or RTF format to: giberso2@oakland.edu.

Submissions are sought for a professional development book for both new and experienced composition teachers that will focus on the role of service-learning in the composition classroom. The book will be part of the Fountainhead Press X Series for Professional Development. Essays are sought that provide practical ideas for using service-learning pedagogy in the classroom; however, the practical application should build on a pedagogical discussion that frames the teaching/learning activities. In other words, do not only tell how, but also why.

The specific audience includes

• New teaching assistants, adjuncts and instructors teaching composition courses, including technical writing
• Service-learning/Community Literacy personnel
• Writing Program administrators interested in the creation of professional development courses or programs
• Writing Center personnel
• Writing Across the Curriculum personnel

Possible topics include

• Pedagogical pros and cons of using service-learning in the composition classroom
• Collaborative models for working with community partners
• Management of service-learning projects – planning documents, designating roles for community partners/teachers/students, designing legal documents to protect student interests and ownership/use of final products, forming/managing work teams, etc.
• Designing course schedules with flexibility, utilizing regular class meetings versus engagement time with community partners
• Models for working with profit/not-for-profit organizations
• Assessment models/assessment implications/role of community partners in assessment
• Strategies for gaining administrative/community support for projects
• Strategies for gearing service-learning approaches to programmatic needs
• Implications of service-learning related to community literacy
• The role of technology in service-learning and the learning opportunities presented
• Implications for the role of teacher in service-learning
• Strategies for dealing with ethical implications of service-learning engagement/products/expectations/responsibilities
• Discussions of end products developed through service-learning activities
• Discussions of student/teacher/programmatic/community partner attitudes about the reasons for service-learning activities

You are strongly encouraged to provide samples of

• Student writing
• End products
• Forms
• Syllabi
• Assignment descriptions

Submissions written collaboratively with students/administrators/community partners are especially encouraged. Submissions should be around 5,000 words and should follow MLA style. Please refer to http://www.fountainheadpress.com/english/xseries.html for series style guide. Submit essays in digital form (Word/rtf) by October 1, 2008 to susan.garza@tamucc.edu.