Category: CFP

Consider Submitting a Program Profile

Posted by reiff – April 28, 2009

Those of us who direct writing programs recognize how difficult it can be to balance administrative and scholarly work. While we produce a number of in-house publications or internal program documents, we don’t have as many opportunities to frame and present these to our colleagues in the field. The Program Profiles section of Composition Forum provides an opportunity for those of us who engage in various kinds of program administration and curriculum development work to share that work with others in our field at the same time as it provides an opportunity to have that work recognized as scholarship.

As co-editors of the Program Profiles section of the journal, we invite you to submit profiles of your FYC, WAC, undergraduate, or graduate programs in Rhetoric and Composition. Profiles are generally 2,000 to 4,000 words and should include a general description of the program, the theory informing the program, a structural description of the program, institutional constraints, and a section that explains what you’ve learned from your directorship of the program or what you might do differently based on your experience.

To send queries or manuscripts, please contact our Program Profile Editors, Mary Jo Reiff and Anis Bawarshi.

CFP: Service-learning in the Composition Classroom

Posted by cbd – June 18, 2008

Call for Papers: Service-learning in the Composition Classroom

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, stuff the practical application should build on a pedagogical discussion that frames the teaching/learning activities. In other words, prostate do not only tell how, seek 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.