CFP: Symposium Supporting English Writing Competencies, March 27-28, 2014 (Lueneburg, Germany)

The one and a half day symposium “Supporting English Writing Competencies: The Role of Writing Centers in Second Language Learning” at Leuphana University, Lüneburg, March 27-28, 2014, focuses on different organizational structures for L2 writing support within European universities and provides the opportunity for professionals to exchange L2, and particularly English composition teaching practices.
 
We will provide a forum for writing center personnel (professional staff and students tutors/consultants), lecturers and faculty in foreign language departments, lecturers and faculty who teach in English or other languages in an L2 context, non-university affiliated second language specialists, university administrators and staff, and those interested starting a writing center. We particularly invite colleagues who address writing competencies in L2 contexts other than English.
There are two ways to present your work at the symposium:
 
1. Poster Session
We welcome 250-300-word poster proposals for an interactive poster and networking session on Friday afternoon. Possible topics include:
·      Program development at your ESL/L2 writing center
·      The role of ESL/L2 writing competencies within your institution and department
·      Research projects on writing competencies in an ESL/L2 context
·      Teaching strategies/techniques that emphasize academic writing in ESL/L2 contexts
·      Composition support for discipline-specific genres
·      Interdisciplinary academic writing
2. Presentations
We invite proposals (500 words maximum) for 15 minute presentations with 10 minute questions and answer sessions on best practices for L2 composition support. Possible topics include:
·      Writing Center pedagogies
·      Writing Across the Curriculum Initiatives
·   Navigating discipline-specific writing conventions such as those found in the natural sciences, social sciences, business, etc.
·   Integrating writing in foreign language classrooms/centers Using online tools for in-class peer feedback and opportunities for teaching ESL/L2 writing online
·   Writing skills in English for Academic Purposes
Deadline for Submission: January 24, 2014, midnight (CET), to writingcompetencies@leuphana.de

CFP: New collection on writing research & pedagogy in the MENA region

As Composition Studies and related disciplines make a “global turn,” there is an increasing need for research into post-secondary writing practices and pedagogy in the Middle East-North Africa (MENA) region. Scholarship emerging from this region needs to be shared globally, as it will shape how writing centers, writing programs, and WID/WAC initiatives – in the region and outside of it – will respond to the increasing globalization of higher education, as well as to international discussions about World Englishes and other language varieties and translingual approaches to writing and writing pedagogy.

In order to address these needs, the editors seek 300-word chapter proposals for a multi-authored volume, tentatively titled Writing Research and Pedagogy in the MENA Region, for anticipated publication in the Parlor Press/WAC Clearinghouse’s book series, International Exchanges on the Study of Writing.

The editors welcome proposals in English revolving around institutional policies and practices, writing pedagogies, and/or actual writing practice(s) in the MENA region. Proposed chapters should take evidence-based, theoretically grounded approaches with research methods sufficiently articulated and adequate for the research questions. All proposals will be considered; however, the editors are particularly interested in proposals that address any of the following questions:

  • How is writing – in English or in other languages – defined and/or valued in the MENA context? How might these definitions or values be attached to the diverse historical, linguistic, social, political, and/or religious contexts of the MENA region?
  • In the MENA context, where there are often three or more languages or varieties of language to consider, how are conventional notions of L1/L2 complicated in relation to writing practices and pedagogy?
  • What are the unique challenges and benefits faced by writing program and/or writing center administrators in the MENA context?
  • What can be learned about writing pedagogy and/or practice from the student and/or faculty populations at various institutions of higher education in the MENA region?
  • In what ways is the interdisciplinary nature of writing being addressed in the MENA region? How have Writing in the Disciplines (WID) and/or Writing across the Curriculum (WAC) initiatives been implemented and/or received in the MENA region, and what can be learned from the successes and/or failures of these efforts?
  • What can literacy scholars learn about writing practices and pedagogies from research in the MENA region? What new questions about writing arise when considering this regional context, and how might these questions be best addressed/approached by scholars in and outside of the region?
  • What do our answers to the questions above, and our experiences on the ground, suggest about course design, curriculum planning, and/or program development in both international and U.S. contexts?

Submission details:

Deadline for proposals is March 1, 2014 (300 words). Full chapter submissions will be due September 1, 2014 (5,000-6,000 words). Only original work not previously published and not currently under review elsewhere will be considered. Please send your submission to all three of the editors: Lisa Arnold, la66@aub.edu.lb; Anne Nebel, aln27@georgetown.edu; and Lynne Ronesi, lronesi@aus.edu.

PDF version of the CFP

CFP for MENAWCA 2014 Conference

The conference theme is “Sustaining Writing and Writing Centers in the Middle East-North Africa Region.”

As writing centers grow in the MENA region, questions emerge not only about how to sustain and develop them but also about how they can serve as model centers. What strategies can and should regional writing centers adopt in order to establish a solid presence within institutional frameworks? How can peer tutors, international collaborations, local/regional research initiatives drive the momentum? What alliances within or across academic institutions strengthen writing center continuity and support? What technological initiatives, including use of mobile devices, influence our effectiveness with student writers and as we network with other centers? What theories and practices that grow out of local contexts can promote writing center work both within the MENA region and with other local, regional, and international writing forums? This conference aims to identify multi-faceted variables that promote the sustainability of writing programs, writing centers, and most importantly the dialogue between writers.

The MENAWCA invites students, teachers and other professionals who support student writers to its biennial conference, November 7-8, 2014 at the Canadian University in Dubai.

Deadline for Submissions: April 15th, 2014

Continue reading “CFP for MENAWCA 2014 Conference”

Make All Your Research Count on the Research Exchange

The Research Exchange Index (REx) speaks to and expands on Rich Haswell’s call for replicable, aggregable, data-driven research and to our field’s need for more readily available research models and mentors. In addition, REx is a site for both well known and otherwise unpublishedlocal studies conducted over the last ten years: all those studies of tutors and writers for your training; those reports on users and the progress they make that you haven’t published; that study someone else did that you replicated. We want these and published studies entered into our simple check-the-box/short answer form in order to help researchers, teachers, and other writing stakeholders address a wide range of concerns:

  • We have a standing need for access to research and researchers working on issues of shared concern.
  • Many important, even exemplary projects go unpublished, especially projects conducted for local audiences by writing centers, writing programs, or workplace and community groups; these valuable projects can and should be “counted” and aggregated with other studies.
  • Many useful studies by graduate and undergraduate students performed as part of internships, coursework, and thesis projects, are not collected as part of the data that informs our field.
  • Research in schools (K-12) as well as research in different communities and workplaces is often neglected across communities, difficult to find.
  • All research is “international”; we need to collect and connect our studies across borders.

In addressing these and other needs, REx is designed to be more comprehensive than a bibliography of previously published work. And data from studies that led to published work can be entered because REx only asks for quick summaries that will be searchable: you can even highlight your publication by providing a link to it.  REx will serve as a combination roster of active researchers and treasure trove of information about what researchers are studying and why.

We are now soliciting research reports during an initial 18 month collection period, from November 2011 through May 1, 2013. After the collection period closes, REx editors will review contributors’ materials, check facts, and copyedit the database contents to ensure its content searchability. Ultimately, the database along with scholarly essays about its contents will be submitted to an online publisher for review and open access publication. And the next collection period will begin again.

Visit REx now <http://researchexchange.colostate.edu/> and enter at least one past, current, or on-going project!

Call for Chapters: Identity and Leadership in Virtual Communities

I’m very excited to announce this forthcoming anthology from IGI Global, for which I’ll be a co-editor with Dona J. Hickey, the founder of our Writing-Across-the-Curriculum Program at Richmond.

Our full title is “Call for Chapters: Identity and Leadership in Virtual Communities: Establishing Credibility and Influence,” and that could describe much of the networking among writing-center professionals around the world. The book will cover non-academic uses of networked communities as well, and we welcome international submissions.

Read the full call for chapters and description of the book here.

Those interested in submitting a proposal should do so by 31 January; Dona and I will  review proposals in February with an eye toward notifying everyone by the end of the month. Our contact information is at the call for chapters, if you have a proposal ready or any questions.

News from the WAC Clearinghouse

Recently, Mike Palmquist published the following information on the WPA-list and I was thinking it might be of interest also to some of readers of this blog.  /Magnus

I am pleased to announce that two new books series supported by the WAC Clearinghouse are now accepting proposals for manuscripts. These series represent a great deal of generosity of time, effort, and intellectual leadership by their editors, and I hope you’ll join me in thanking them for the contributions to our community. I would also like to call your attention to the Sustainable Publishing Initiative, which the Clearinghouse has launched to explore new approaches to scholarly publishing. The Initiative invites participation, donations, and other forms of support. The two new series and the Initiative are described below.

International Studies of Writing
Series Editors: Terry Myers Zawacki, George Mason University; Magnus Gustafsson, Chalmers University of Technology; Joan Mullin, Illinois State University; and Susan Thomas, University of Sydney

The International Studies of Writing Series publishes book-length manuscripts that address worldwide perspectives on writing, writers, teaching with writing, and scholarly writing practices, specifically those that draw on scholarship across national and disciplinary borders to challenge parochial understandings of all of the above. The series aims to examine writing activities in 21st-century contexts, particularly how they are informed by globalization, national identity, social networking, and increased cross-cultural communication and awareness. As such, the series strives to investigate how both the local and the international inform writing research and the facilitation of writing development. To learn more, visit http://wac.colostate.edu/books/international.cfm.

Excellence in K-12 WAC
Series Editor: Pamela B. Childers, The McCallie School

The Excellence in K-12 WAC Series addresses cross-disciplinary writing studies in K-12. Consistent with the more general Perspectives on Writing Series in its wide-ranging approaches characteristic of teaching and scholarship in writing across the curriculum, this K-12 series will include works that focus on writing in a variety of disciplines, the teaching of writing at the primary, middle or secondary level across disciplines, WAC partnerships, the administration of a WAC program in K-12 schools, and the study of writing in relation to curriculum, ESL, writing/learning centers, NWP, other literacies, or standardized assessments. This recently announced series is now accepting proposals. To learn more, visit http://wac.colostate.edu/books/k12.cfm.

The Sustainable Publishing Initiative
The Initiative is an ambitious effort to study, develop, and assess sustainable alternatives to the scholarly publishing model that has long dominated the production of scholarly books and journals. The goal is of the Initiative to carry out demonstration projects, convene study groups, and consider and test potential new models for scholarly publishing. The first projects associated with the Initiative include the 25 Collective, a project that intends to publish 25 books for a total cash investment of $50,000 or less. To learn more, visit http://wac.colostate.edu/sustain/.

To learn more about these new books series and the Sustainable Publishing Initiative, please visit the WAC Clearinghouse at http://wac.colostate.edu.

 

2013 NEWCA Call for Proposals!

Writing Enriched, Writing Enhanced:
Writing Centers and Writing Across the Curriculum
as Partners and Agents for Change

Call for Proposals – NEWCA 2013
University of New Hampshire
Durham, NH
April 13-14, 2013
Proposals due by January 4, 2013

Keynote Speakers: Susanmarie Harrington & Sue Dinitz, University of Vermont

Call for Proposals
Throughout the Northeast, writing centers are emerging from the Great Recession as leaner and more innovative units. Our realities vary by geography and institutions, but we share a bond of helping writers and learners whose needs often exceed the historical boundaries of English composition and rhetoric courses. We also embrace a common set of values around mentoring writers in ways that help them better understand process, particularly in how meta-awareness creates possibilities to scaffold between assignments, courses and experiences. Writing centers exist as powerful sites from which the competing and complementing demands of discourses, disciplines and conventions become legible and actionable as students move across and within curricula. Writing across the Curriculum Programs, often partners with writing centers, work with students and faculty alike to challenge received ways and genres of writing in the disciplines, to reinvigorate the nexus of writing to learn/learning to write, and to foster awareness of communities of practice and local conventions of expressions. Most importantly, these partners can enact change through vital conversations about teaching, learning, and writing. Continue reading “2013 NEWCA Call for Proposals!”

CFP: Winter 2012 AEQ

Hello All!

The Winter 2012 Issue of Academic Exchange Quarterly is still accepting submissions until the end of August for its special section on Writing Center Theory and Practice.  Articles may explore issues of theory, practice, and experience in writing center work, including qualitative and empirical studies and discussions of pedagogy.

Articles may also consider the following: How writing center professionals cope with change and the eventuality of needing to expand their efforts in response to new economic and demographic challenges.  Furthermore, as we move towards increasingly viral and technologically dependent learning communities, how can these efforts help meet the evolving demands of our students?

In addition to Writing Center Directors and other Administrators, submissions are also welcome from professional staff, faculty tutors, and graduate students who work in the writing center.  Manuscript length should be between 2,000 and 3,000 words.  Please identify your submission with the keyword “Center-2.”

For more information, please visit http://rapidintellect.com/AEQweb/center2.htm.

Thank you!
K Charron