News & Announcements

CFP: Exploring Diversity in Community-Based Writing and Literacy Programs

Reflections invites submissions of previously unpublished manuscripts exploring diversity in community-based writing and literacy programs that engage traditionally marginalized populations. Possible topics may include, but are not limited to:

• In what ways can critical theories of race, gender, and/or language inform service-learning scholarship?

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Subscribing to the NMA listserv

The WPA Network for Media Action (WPA-NMA) is WPA's effort to change conversations about and representations of writers and writing in mainstream media. Join the listserv to exchange information, responses, and strategies. To subscribe, go to:

https://list.emich.edu/mailman/listinfo/nma

Check out the NMA link in Digital WPA (wpacouncil.org/nma) for position statements and tips for writing to mainstream media, as well!

2006 WPA Summer Conference, Workshop, and Institutes

Theme: Keeping on Track: Looking Back, Looking Forward, Looking Out for New Opportunities

July 13-16
Chattanooga Choo Choo Convention Center
Chattanooga , Tennessee

Register: http://wpacouncil.org/2006register

Online Program Near-final Draft: http://wpacouncil.org/WPA2006ProgramBookletDraft

TRAIN YOURSELF FOR EXCITEMENT as you make plans for participating in the 2006 WPA Conference at the Chattanooga Choo Choo Convention Center next July! Our theme, “Keeping on Track: Looking Back, Looking Forward, and Looking Out for New Opportunities,” acknowledges both the famous Chattanooga Choo Choo and nearby Lookout Mountain, but it also conveys the our thematic focus on the importance of continual reflection, planning, and inquiry to maintaining direction and momentum for the writing programs we lead.

The conference will begin Thursday evening, July 13, and continue through Sunday morning, July 16.

Conference sessions will include:

Conference Chair: Shirley Rose, President, Council of Writing Program Administrators
Local Chairs: Lauren Ingraham, Jennifer Beech, and James Inman

CALL FOR PAPERS: http://wpacouncil.org/node/216


Planning Information

2006 Summer Workshop and Conference of the Council of Writing Program Administrators

Conference : Official activities begin Thursday evening, July 13, at 5:30 PM with a welcome reception/orientation and conclude Sunday, July 16, at 10:00 AM after the Town Hall Meeting. Plenary Speakers include Jacqueline Jones Royster, Ohio State University, on Thursday evening; Chris Anson, Past President of CWPA, North Carolina State University, on Friday; and Pam Childers, former President of the National Writing Center Association, The McCallie School in Chattanooga, on Saturday.

Workshop : Workshop participants gather Sunday afternoon, July 9, and meet all day every day through Wednesday evening, July 12. Workshop leaders Lauren Fitzgerald (Yeshiva University) and Greg Glau (Arizona State University) will also be available for one-to-one consultations in the evenings and (for workshop participants not attending an institute) on Thursday morning. For more information about the workshop, go to http://wpacouncil.org/node/263

Assessment Institute and Technology Institute : These day-long institutes will be held on Thursday, July 13, 9:00 AM - 4:00 PM. Lunch included. If institutes are cancelled due to insufficient enrollment, registration fees will be refunded. Assessment Institute: http://wpacouncil.org/node/396 Technology Institute: http://wpacouncil.org/node/395

Costs:

Early bird deadline is May 15; add $30 to registration cost for each event after May 15.

Register: http://wpacouncil.org/node/394 For information about the Chattanooga Choo Choo Holiday Inn and convention Center, go to http://www.choochoo.com/ Members of underrepresented minorities are invited to apply for grants to support their attendance at the WPA Summer Workshop. To find out more about the WPA Fund for the Support of Minority Writing Program Administrators, go to http://wpacouncil.org/node/224.

WPA Task Force on Students' Research and Human Subjects Issues in Composition Courses

Invitations to participate

With the help of Shirley Rose, I’m coordinating a WPA task force on students’ research and human-subjects issues in first-year composition courses, and we’re seeking composition professionals who have experience with Institutional Review Board (IRB) policies and procedures. Specifically, we’re seeking volunteers for the task force who plan to attend the WPA conference in Chattanooga in July. In the months preceding this drafting session, we’re also seeking documents and suggestions from WPAs and composition instructors who are already working to address the problem and goals outlined in the attached overview.

An In-Depth Analysis of the Adjunct Lifestyle

Dear friends:

My name is Natalie M. Dorfeld, and I am a Ph.D. candidate at Indiana University of Pennsylvania.

One of the main purposes of my dissertation is to shed light on the adjunct phenomenon in higher education today, particularly in English Departments.

If you would be so kind, please take a few minutes to fill out my on-line survey at:

http://www.surveymonkey.com/s.asp?u=826531801132

Thank you very much.

Undoubtedly,

Natalie

List of MA Programs in Rhet. and Comp.

Hello,
I'm working on a paper about graduate students' place in and impact on the professionalization of Composition Studies. Does anyone know where I can find a list of current MA programs in Rhetoric and Composition or The Teaching of Writing?

Also, I would like to know how many undergraduate programs offer students a concentration in composition and rhetoric or in teaching writing.

Thanks!

Sarah Blazer
Writing Across the Curriculum
Long Island University, Brooklyn

Call for Papers--Writing Against the Curriculum: Anti-Disciplinarity in the Writing and Cultural Studies Classroom

Cultural studies critiques of disciplinarity have engendered a wide range of alternatives to the disciplinary norms that govern the American academy: multi-, inter-, pre-, post-, trans-, and anti-disciplinarity. We seek essays that use these notions as grounds to think through writing and the writing-intensive classroom as spaces in which to challenge the conventional organization and segregation of knowledges and epistemologies into discrete and highly regulated disciplines. Building, for example, on the work of Henry Giroux, Paolo Freire, Cary Nelson, and others, we imagine “disciplinary” writing as “disciplined” writing, in the sense that Michel Foucault uses the term in Discipline and Punish: writing produced under the auspices of highly controlled and tightly guarded disciplines is subject to surveillance and restriction that governs what knowledge can be made, under what conditions it can be made, and how it is authorized. Therefore, we see writing courses (now more and more considered to be pre-disciplinary, and therefore outside the disciplines) and language-intensive cultural studies courses (which have the potential to cut across a wide variety of disciplines, particularly in the humanities) to be rich spaces in which to enact a resistant pedagogy that asks students to think beyond and against the disciplinary conventions which govern much of the rest of higher education pedagogies.

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Chronicle Colloquy: Freshman Comp, Revolutionized

The Chronicle of Higher Education will be hosting a colloquy about Topic (Texas Tech Online-Print Integrated Curriculum) featuring Fred Kemp:

Wednesday, March 8, at 1:30 p.m., U.S. Eastern time

To post questions in advance for Fred and to read more about the topic, look here:

http://chronicle.com/colloquy/

and then check out the article that prompts the discussion:

A New Way to Grade. Don't miss it!

Building Bridges: Second Language Writing Across Contexts (CFP)

Call for Papers—Building Bridges: Second Language Writing Across Contexts

We invite contributions for an edited collection, Building Bridges: Second Language Writing Across Contexts, which attempts to close existing gaps in international conversations among second language writing scholars in elementary and secondary schools, two-year colleges, post-secondary institutions, and community programs. Much current scholarship on second language writing comes out of post-secondary institutions in the United States. This volume attempts to build bridges between this context and other sites of second language writing research, theory, and pedagogy.

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