Call for Papers: CASDW 2018

 The 10th Annual Conference of
the Canadian Association for the Study of Discourse and Writing 
(CASDW/ACR)
The Diversity of Writing and Discourse

Saturday, May 26 to Monday, May 28, 2018

University of Regina – Regina, Saskatchewan, Canada

CASDW 2018 Call for Papers

Proposals due Friday, January 12, 2018

For the 10th annual conference of CASDW/ACR, the largest gathering of writing studies scholars in Canada, we invite papers on all aspects of writing studies, especially those related to research, theory and pedagogy that connect with our theme, The Diversity of Writing and Discourse. This theme encompasses research and theoretical studies about the varied nature, place, role, and impact of writing and discourse, whether in the academy or other professional and public contexts. We ask that presenters share original material that has not been presented at CASDW or other conferences.

Papers might address topics relating to the diversity of writing and discourse such as the role of:

  • writing and discourse in cultural and political debates from diverse perspectives
  • writing and globalization and multilingualism
  • writing in diverse institutional, professional, and cultural settings
  • ethical issues related to writing and discourse and the teaching of writing and discourse
  • writing in diverse digital places and in the context of multimodality
  • writing development across the lifespan including in K-12, undergraduate and graduate curricula
  • writing within and across different disciplines
  • diverse approaches to writing assessment
  • writing centres and teaching and learning centres
  • student writing and diverse institutional approaches to plagiarism
  • different approaches to the development of future writing teachers, scholars, and leaders

We welcome papers that draw on work in writing studies, genre studies, rhetorical theory, writing centre theory and practice, professional and technical writing research and practice, cultural studies, and faculty and TA development. We welcome papers that connect with CASDW’s heritage as a place for sharing research on technical and professional writing as well as those that connect with its more inclusive mission to examine all forms of discourse and writing and to explore pedagogical practices and innovations.

Opening Keynote: Professor Paula Mathieu, Boston College

From Contemplation to Social Action: Writing as a Tool for Hopeful Living”

Paula Mathieu is Associate Professor of English at Boston College where she teaches graduate and undergraduate courses in rhetoric, writing as social action, and writing pedagogy and is Director of the First-Year Writing Program.  She wrote Tactics of Hope: The Public Turn in English Composition, and co-edited three essay collections, including Circulating Communities, with Stephen Parks and Tiffany Roscoulp.  Her articles have appeared in CCCs, Composition Studies, JAC, Peace Studies, Reflections, and the Journal of Community Literacy. With Diana George, she has cowritten articles about the rhetorical power of the dissident press. She also has published on the intersections between writing and contemplative practice for the Journal of Advanced Composition (JAC) and the Journal for Expanded Perspectives on Learning (JAEPL).

Closing Plenary Speaker: Professor Joel Heng Hartse, Simon Fraser University

“’They Literally Can’t Write a Sentence’: Ideologies of Writing, Multilingual University Students, and Disciplinary Divisions of Labor”

Dr. Joel Heng Hartse is a lecturer in the Faculty of Education at Simon Fraser University, where he teaches Foundations of Academic Literacy and TEAL-related courses, and is affiliated with the Centre for English Language Learning, Teaching, & Research. His work has appeared in Across the Disciplines (forthcoming), Journal of Second Language Writing, Asian Englishes, Composition Studies, and English Today. He is co-author of Perspectives on Teaching English at Colleges and Universities in China (TESOL Press) and co-editor of the Canadian Journal for Studies in Discourse and Writing/Rédactologie.

CASDW 2018 Call for Papers

La diversité dans la rédaction et le discourt

La dixième conférence annuelle de l’Association canadienne de rédactologie (ACR)

Université de Regina (Regina, SK, Canada)

Du samedi, 26 mai au lundi, 28 mai 2018

Veuillez soumettre vos propositions avant le 12 janvier 2018.

 Nous sollicitons des articles sur tous les aspects de la rédactologie pour la dixième conférence annuelle de CASDW/ACR, le plus grand regroupement de chercheurs en rédactologie au Canada.  En particulier, nous sollicitons des articles sur la recherche en théorie et pédagogie de la rédaction qui sont reliés au thème de la conférence, La diversité dans la rédaction et le discourt. Ce thème inclut la recherche et l’étude théorique de la nature, la place, le rôle et l’impact de la rédaction et du discourt, que ce soit en milieu académique ou dans d’autres contextes d’engagement publics ou professionnels. Nous demandons à ce que les présentateurs soumettent du matériel original, qui n’a pas été présenté à une conférence de l’ACR, ni à d’autres conférences.

Les articles peuvent traiter the sujets liés à la rédaction et au discourt, tels que le rôle de :

  • la rédaction et du discourt, dans les débats politiques et culturels
  • la rédaction dans le contexte de la globalisation et du multilinguisme
  • la rédaction dans l’espace digital et dans un contexte multimodal
  • Les problèmes d’éthique reliés à la rédaction et au discourt, dans le contexte de l’enseignement
  • la rédaction dans les milieux institutionnels, professionnels et culturels
  • le développement des aptitudes rédactionnelles, de l’école primaire aux études graduées
  • la rédaction dans les disciplines et entre les disciplines
  • l’évaluation des travaux écrits
  • les centres d’écriture, de même que les centres d’enseignement et d’apprentissage
  • les travaux écrits et les approches institutionnelles pour contrer le plagiat

Nous sollicitons également des articles qui contribuent aux connaissances existantes en rédactologie, en études de genre, en théorie de la rhétorique, en théorie et pratique sur les centres d’écriture,  en recherche et pratique sur la rédaction technique et professionnelle,  en études culturelles et en développement des professeurs et assistants d’enseignement. Nous accueillons tout particulièrement les communications qui sont reliées au patrimoine de l’ACR en tant que lieu où l’on partage la recherche sur l’écriture technique et professionnelle et celles qui établissent un lien avec sa nouvelle mission encore plus inclusive qui examine toutes les formes de discours et d’écriture, ainsi que l’exploration et l’innovation en pédagogie.

Discourt d’ouverture: Professeur Paula Mathieu, Boston College

De la contemplation à l’engagement social : la rédaction comme outil pour une vie remplie d’espoir

Paula Mathieu est professeure d’anglais à Boston College, ou elle enseigne la rhétorique, la rédaction comme outil d’engagement social et la pédagogie de la rédaction. Elle est également directrice du programme d’écriture de première année. Elle est l’auteure de Tactics of Hope: The Public Turn in English Composition et a coédité trois collections d’essais, y compris Circulating Communities, avec Stephen Parks et Tiffany Roscoulp.  Ses articles ont été publiés dans CCCs, Composition Studies, JAC, Peace Studies, Reflections et dans le Journal of Community Literacy. Avc Diana George, elle a coécrit des articles sur le pouvoir rhétorique de la presse dissidente. Elle a aussi publié sur l’interaction entre la redaction et la pratique contemplative pour le Journal of Advanced Composition (JAC) et le Journal for Expanded Perspectives on Learning (JAEPL).

Séance plénière de fermeture: professeur Joel Heng Hartse, Simon Fraser University

« Ils ne peuvent littéralement pas écrire une seule phrase »: Idéologies de la rédaction, étudiants universitaires polyglottes et la division du travail dans les disciplines

Dr. Joel Heng Hartse est charge de cours dans la faculté d’éducation de Simon Fraser University, ou il enseigne les fondations de la rédaction académique et est affilié avec le Centre for English Language Learning, Teaching, & Research. Sa recherche a été publiée dans Across the Disciplines (en voie de publication), Journal of Second Language Writing, Asian Englishes, Composition Studies et English Today. Il est coauteur de Perspectives on Teaching English at Colleges and Universities in China (TESOL Press) et coéditeur de Canadian Journal for Studies in Discourse and Writing/Rédactologie.

CASDW 2018 Call for Papers

Job Opportunity: Concordia University, Department of English

The Concordia University Department of English invites applications for an Extended Term Appointment (ETA) at the rank of Lecturer in Composition and Professional Writing. This probationary continuing position is a cross-appointment with the Centre for Engineering in Society. A doctorate is necessary as well as university teaching experience in these fields. The renewable appointment is initially for three years. The successful candidate will be eligible for a Faculty professional development stipend.

The mandate of an ETA is teaching and service; the latter is to the primary unit of English. The paramount service is as Coordinator of the department’s Composition program and its Professional Writing Minor. Teaching duties across the primary and secondary units will entail courses in Composition, Professional Writing, and Technical Writing.

The annual course allotment for an ETA is seven (21 credits), with concomitant course remission for coordination of the English programs. Service experience and demonstrated teaching effectiveness in the relevant areas will determine the ranking of applicants.

Applications should include a cover letter, curriculum vitae, teaching statement, evidence of teaching proficiency, and three letters of reference. Please submit electronic applications only. All applications or inquiries should be sent to Dr. Andre Furlani, Chair, Department of English, Concordia University.

Subject to budgetary approval, the position begins on June 1, 2018. Review of applications will continue until the position is filled. Applications should reach the Department of English no later than 11 December 2017.

 

 

Job Opportunity: University of the Fraser Valley, Department of Communications

The Communications Department at the University of the Fraser Valley invites applications for two full-time, tenure-track positions in professional communications. UFV’s Communications is an applied program that emphasizes professional writing, speaking, and other communication practices. The candidate must have a minimum of three years’ teaching experience in professional communications, which includes applied writing, public speaking, team communication, and social media. Teaching and/or industry experience is also required in (1) social media and digital communication strategies (posting #2017.187) or (2) public relations or a similar field (posting #2017.188). Full posting details can be found here: see posting #2017.187 and/ or #2017.188.

Candidates must submit a curriculum vitae; evidence of teaching excellence (student evaluations if available), and one-page statement of teaching philosophy plus examples of innovative approaches to teaching and course design if available. Three letters of reference will be required prior to being interviewed.

The Selection Advisory Committee will begin reviewing applications on December 11, 2017; however, the positions will remain open until filled.

Call for Proposals: Corpus & Repository of Writing

The Corpus & Repository of Writing (Crow) team is pleased to share a call for proposals for “Writing Research Without Walls: A Symposium for Interdisciplinary Writing and Collaboration.” The symposium will take place at Purdue University in West Lafayette, IN on October 4-6, 2018. The plenary speakers will be Dr. Shondel Nero, Associate Professor of Teaching and Learning, New York University, and Dr. Susan M. Conrad, Professor of Applied Linguistics, Portland State University.

This symposium will feature empirical interdisciplinary writing research with focuses on technology and undergraduate research. They welcome both scholars studying undergraduate writing and undergraduate students conducting research in writing studies.  Students and scholars from applied linguistics, rhetoric and composition, second language writing, corpus linguistics, computational linguistics, and technical communication are encouraged to submit.

For this symposium, Crow invites proposal submissions for individual papers, posters, panel presentations, work in progress (WIP), workshops, and media installations. All proposals submitted should clearly engage with data-driven research (quantitative and/or qualitative approaches). We highly encourage those interested in the interdisciplinary and collaborative frameworks that Crow values to submit proposals. All submissions—even those that are WIP—should clearly articulate their research methods. Writing scholars at all levels in the university (tenured/tenure-track professors, adjunct professors/lecturers, graduate students, and undergraduate students) are encouraged to apply.

All proposals must be submitted by February 1, 2018, and applicants will be notified about acceptance decisions by March 15, 2018. The full call for proposals can be found here.

 

Call for Papers: 2018 CWCA Conference

2018 CWCA Conference Call for Papers

Politics and the Writing Centre: Inquiry, Knowledge, Dialogue and Action

Deadline: Submit your proposals by 11:59pm (EST) Monday, January 15, 2018 (Please note that this is a FIRM deadline, and will NOT be extended.)

Where: University of Saskatchewan, Saskatoon

When: May 24-25, 2018

Keynote: Dr. Sheelah McLean

Plenary: Jack Saddleback

In Canada, a recent focus on reconciliation and Indigenization are revitalizing conversations around anti-oppression pedagogy (Kumashiro, 2000), a series of approaches which focus on how traditional educational systems and practices reinforce existing hierarchies and contribute to the disenfranchisement of marginalized students. Nationally and internationally, post-secondary institutions are seeing students affected by the rising tide of extremist right-wing politics and dubious news sources, calling for renewed attention to social justice and literacy-building.

An International Writing Centres Association (IWCA) position statement states that writing centres are particularly well positioned to “uphold students’ rights, as we work in the everyday-ness of literacy” (as cited in Godbee & Olson, 2014). As Nancy Grimm (2009) said in her IWCA keynote, “Although some might claim that the work of a writing center is ‘just’ to teach writing, the teaching of writing is never a neutral endeavor; it is never devoid of political motivations or outcomes.”

At the 2018 CWCA conference, we invite you to join us to exchange knowledge, share challenges, and ask questions about the ways our teaching and tutoring can and should engage in anti-oppressive educational practices.

Keynote speaker Dr. Sheelah McLean — a founder of the Idle No More movement and recipient of the Carol Gellar Human Rights Award (2013) — will discuss anti-racist, anti-oppressive educational practices. Closing plenary speaker Jack Saddleback will discuss the topic of resilience, drawing on his personal experiences with mental health activism, student politics, and gender and sexual diversity.

Presentation Options:

Whether or not your idea, pedagogy or research addresses the conference theme directly, consider the following options:

  1. Pedagogical practice for roundtable discussion. 30 minutes. Roundtable session on a writing centre pedagogy or practice. Round table facilitators lead 30 minutes of engaged discussion. Describe your pedagogical practice and at least three questions to stimulate discussion.
  2. Research presentation. 20-minutes. Report on a study—quantitative, qualitative, mixed methods, action research, reflective—or a pedagogical innovation. Reports will be grouped into panels of 2 or 3.
  3. Interactive workshop. 45 minutes. Do you have a pedagogical practice or innovation that you want participants to experience? Describe your practice or innovation, the overall structure of the session, and how you will actively engage the audience.
  4. Panel discussion. 45 minutes. Are you having an interesting—and maybe controversial—discussion with colleagues around an issue? Share your conversation and engage others by putting together a panel or debate. Plan at least 15 minutes for Q&A.
  5. Poster Presentation. Posters are ideally suited for sharing results of a study where a picture (table, chart, graph, photographs, infographic, or word cloud) is worth a thousand words. They allow for individual conversations, and can be repurposed after the conference. This year, the plan is to combine them with cocktails and snacks.

Note: When submitting your proposal, you will be asked to indicate which of the following streams your proposal fits (you may choose more than one):

  • Tutor Training
  • Peer Tutor Presentation
  • General Tutoring Practices and Approaches
  • Working with Multilingual Writers
  • Working with Graduate Student Writers
  • Creative Responses to Administrative Challenges
  • RAD or Data-Driven Research
  • Writing Centre Programming
  • Online Tutoring or Support
  • Institutional and Cross-institutional Partnerships and Collaborations
  • Decolonizing and Indigenizing the Writing Centre

Questions to get you thinking:

  • Responding to the times: How do national and international politics affect writing centre staff, faculty, and student learners? How can writing centres respond? How do we help students work through and resist harmful rhetorics and discourses?
  • Safe and accessible spaces: How are writing centres improving access and creating safe spaces for all students, including older, international, multilingual, first-generation, Indigenous, LGBTQ, and students with disabilities? How does decolonization support all students? Is the writing centre as “neutral” space a myth? How are we improving access to distance or commuter students, in person or online?
  • Partnerships for change: What do successful partnerships with other units—on or off campus—look like, and how can they extend or support writing centre work?
  • Experiential learning, community outreach and community-based research: What initiatives connect the writing centre and the larger community, and what effects have they had?
  • Changing educational inequities: How are writing centres, with our front-line, one-to-one contact with students, in a privileged position to effect change? What are the risks, to ourselves and our centres, of leading or supporting change? How can our hiring and training practices effect change?
  • Allying and learning: How are writing centres allying and learning from colleagues in other disciplines as we face continuing and emerging inequities? How can we support and learn specifically from Indigenous faculty, TAs, tutors, students?
  • Care for ourselves and our students: How do our current practices foster resilience and a growth mindset? What are writing centres doing that contributes to a healthy campus?

Proposals must be submitted through our online submission form.

Email submissions will not be accepted.

Any individual presenter may be included on up to two (2) proposals, but at least one of the proposals must be for a group presentation (3-5 presenters) or a round-table.

Questions about conference proposals can be directed to CWCA Vice-President, Sarah King.

Presenters will be notified by email concerning the status of their proposal(s) by February 23, 2018.

References

Godbee, B., & Olson, B. (2014). “Readings for racial justice: A project of the IWCA SIG on antiracism activism.” Antiracism and LGBTQ SIG Resources. International Writing Centers Association. Retrieved from http://epublications.marquette.edu/english_fac/344/

Grimm, N. M. (2009). “New conceptual frameworks for writing center work.” The Writing Center Journal 29(2), 11-27.

Kumashiro, K. (2000). “Toward a Theory of Anti-Oppressive Education.” Review of Educational Research70(1), 25-53.